Teacher evaluation is toothless
Thirty states make student learning measures a significant factor in teacher evaluations, reports the National Council on Teacher Quality. In 28 of those states, “teachers can earn the lowest possible score on the student learning portion of their evaluation and still earn an effective rating,” according to Running in Place, a new study by the National Council on Teacher Quality.
Only two states — Indiana and Kentucky — have state policies that prevent schools from awarding effective ratings to teachers who meet the student growth component of their evaluation.
State education departments have set rules that undercut teacher evaluation reforms, concludes NCTQ.
“If all teachers are labeled effective, then schools, districts, and states cannot use evaluation results to intervene to support teachers who would benefit from more help,” Elizabeth Ross, the managing director of state policy at NCTQ, says in a statement.
A 2009 report titled “The Widget Effect,” found that “fewer than 1 percent of teachers receive unsatisfactory ratings,” reports Brenda Iasevoli on Teacher Beat. “Lawmakers nationwide consequently fought to add the requirement for evidence of student progress and performance in teacher evaluations.”
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