Teachers Matter. Now What?, writes Dana Goldstein in The Nation, citing the Chetty study on the long-term effects of high value-added teachers.
Given the widespread, non-ideological worries about the reliability of standardized test scores when they are used in high-stakes ways, it makes good sense for reform-minded teachers’ unions to embrace value-added as one measure of teacher effectiveness, while simultaneously pushing for teachers’ rights to a fair-minded appeals process.
What’s more, just because we know that teachers with high value-added ratings are better for children, it doesn’t necessarily follow that we should pay such teachers more for good evaluation scores alone. Why not use value-added to help identify the most effective teachers, but then require these professionals to mentor their peers in order to earn higher pay?
That’s the sort of teacher “career ladder” that has been so successful in high-performing nations like South Korea and Finland, and that would guarantee that excellent teachers aren’t just reaching twenty-five students per year but are truly sharing their expertise in a way that transforms entire schools and districts.
Reformers have been advocating teacher career ladders for a long time. Why aren’t they used more widely?