But with its vast data system and years of value - added assessment data, Tennessee is able to track
the actual effectiveness of teachers and principals as well as their distribution in every corner of the state — not simply their educational credentials and certification.
Not exact matches
However, the strength
of this preference depends on two things: the
actual difference in turnover rates and the difference in
effectiveness between an experienced and a novice
teacher.
However, it has proved frustratingly difficult to compare
teachers»
actual effectiveness in the classroom, because as a field, we too often rely on proxies like certification and tenure instead
of on data that quantify
teachers» impact on student achievement.
Value - added estimates for a
teacher can fluctuate for a variety
of reasons, many not necessarily related to
actual effectiveness at producing student gains on achievement tests.
This can occur, regardless
of what is actually happening in terms
of actual effectiveness across America's classrooms, when the purported value that
teachers add to or detract from student learning (i.e., 50 %
of the state's model) is to substantively count, because VAM output is not calculated in absolute terms, but rather in relative or normative terms.
[1] Unfortunately, not only do most states fail to connect advanced certification to
actual evidence
of teacher effectiveness, but also the requirements
teachers must most often meet are not even related to
teacher effectiveness.
Without offering any
actual evidence, Mr. Mucher suggests that prospective
teachers have been scared off from applying to his program by much
of the agenda
of the corporate reform movement: increasing accountability demands placed on
teachers, using student test scores to determine
teachers»
effectiveness ratings, and «the way
teachers are blamed for much broader social problems.»
It's why the use
of VAM (Value Added Measures) can not contribute valid or reliable data to a
teacher's
effectiveness rating — because VAM is a predictive model based on comparing a set
of actual student test scores against a hypothetical group
of scores.