Teacher-effectiveness data should be used to help teachers improve, not just to fire incompetents, argues Movin’ It and Improvin’ It! by Craig Jerald, an education policy consultant, on the the Center for American Progress site.
. . . districts are missing an opportunity to … help leverage their highest performers and help teachers with strong potential grow into solid contributors.
The “movin’ it” strategy uses “selective recruitment, retention, and ‘deselection’ to attract and keep teachers with higher effectiveness while removing teachers with lower effectiveness.
In contrast, “improvin’ it” policies treat teachers’ effectiveness as a mutable trait that can be improved with time. When reformers talk about providing all teachers with useful feedback following classroom observations or using the results of evaluation to individualize professional development for teachers, they are referring to “improvin’ it” strategies. If enough teachers improved their effectiveness, then the accumulated gains would boost the average effectiveness in the workforce.
Smart districts will do both, Jerald argues.
Professional development rarely improves teaching effectiveness and student learning, research shows. “The nation’s school systems spend billions of dollars annually on wasteful and ineffective professional development,” Jerald writes. Yet some forms of training have shown “substantial improvements in teaching and learning” in the last two years.