Two recent stories have highlighted some of the strange byproducts of the "ed reform" movement's push to change teacher evaluations.
The first comes from Tennessee, a Race to the Top winner, that has mandates that standardized test scores must be a part of a teacher's evaluation. While we may be used to hearing about that, what is troubling is that teachers who do not teach courses with such tests must rely on the scores of other teachers teaching other grade levels!
The next comes from Idaho where teacher bonuses, part of their new evaluation system, would rely on teachers being able to make "meaningful contacts" with parents of their students.
While we all agree that student achievement is important and that parent contact is important, is it fair to make a teacher's pay, evaluation and job security rely so heavily on other people?
The first comes from Tennessee, a Race to the Top winner, that has mandates that standardized test scores must be a part of a teacher's evaluation. While we may be used to hearing about that, what is troubling is that teachers who do not teach courses with such tests must rely on the scores of other teachers teaching other grade levels!
The next comes from Idaho where teacher bonuses, part of their new evaluation system, would rely on teachers being able to make "meaningful contacts" with parents of their students.
While we all agree that student achievement is important and that parent contact is important, is it fair to make a teacher's pay, evaluation and job security rely so heavily on other people?
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