One group that praised the rejection by the feds is StudentsFirst, a Sacramento - based advocacy group created by former Washington, D.C., chancellor of schools Michelle Rhee, which favors the substantial use of test
scores with teacher evaluations.
In a rare show of unity on a controversial issue, leaders of both the State Senate and Assembly last week advocated a two - year moratorium that would decouple Common Core - aligned test
scores with teacher evaluations and student - placement decisions.
Not exact matches
«It seems every time she makes a statement, he follows through
with what she has to say,» said Tedisco, who added that while he and Nixon likely disagree on most issues, she is «right» to want to decouple the test
scores from the
teacher evaluations.
The vote came a few months after the state's
teachers unions, closely aligned
with the Assembly, claimed a victory in December when the Regents, prompted by the governor and Legislative leaders, placed a moratorium on the use of student test
scores in
teacher evaluations.
Didn't he cave in a couple of years ago after taking thousands of dollars from NYSUT and vote
with a «heavy heart» for a budget that included changes in the
teacher evaluation law that quite severely tied
teacher ratings to test
scores?
Following a three - year study that involved about 3,000
teachers, analysts said the most accurate measure of a
teacher's effectiveness was a combination of classroom observations by at least two evaluators, along
with student
scores counting for between 33 percent and 50 percent of the overall
evaluation.
Democratic lawmakers, who are closely aligned
with teachers» unions but have mixed opinions on whether to support the movement, argued nevertheless that this year's testing boycott would send a specific message to the State Board of Regents: Minimize the impact of test
scores in
teacher evaluations.
He proposed revising
teacher evaluations with half their
scores based on their students»
scores on state tests, up from 20 percent, and half based on classroom observations.
Wednesday's decision states that although 40 percent of a
teacher's
evaluation can still be based on test
scores, half of those tests must be chosen by local school districts through collective bargaining
with their union.
But her stance on Common Core could factor into Rosa's relationship
with state Education Commissioner MaryEllen Elia, who has supported the move toward higher standards, as well as the use of student test
scores in
teacher evaluations.
She also said the current
teacher evaluation system tied to student
scores is particularly unfair to
teachers whose classrooms include English as a Second Language students and students
with disabilities.
«We have to deal
with the issue of the effect of Common Core testing on
teacher evaluations,» Cuomo said Tuesday at a news conference on the state budget, referring to the tougher curriculum standards adopted by the state that produced sharply lower
scores on standardized tests in New York last year.
The Board of Regents,
with Cuomo's support, recently placed a moratorium on the use of student test
scores for
teacher evaluations through the 2018 - 19 school year.
Alhough students»
scores on the Common Core - aligned state tests won't be used for
teacher and principal
evaluations, the growth
scores will still be calculated and used for school accountability to comply
with federal law, a state Education Department official said.
The group was not originally charged
with looking at the use of
scores in
teacher evaluations, but it tackled that subject anyway.
Cuomo has proposed revising
teacher evaluations with half their
scores based on their students»
scores on state tests, up from 20 percent, and half based on classroom observations.
This year alone, the groups saw major elements of their platforms come to pass, such as tying
teacher evaluations more closely to test
scores, adding hurdles to earning tenure and increasing the number of charter schools, measures all unpopular
with the unions.
Four - out - of - five New York City voters (80 %) support a new
teacher evaluation system based on both classroom observations and test
scores,
with 56 % supporting such a system strongly.
Plattsburgh City School District Superintendent Jay LeBrun attributes the overall decrease to the link between student
scores and
teacher evaluations — a major sticking point last year as educators battled
with the state Department of Education and the governor over reforms that would have wedded the two.
But unions and the State Education Department have battled over how districts should handle
teacher evaluations in the absence of test
scores,
with the union saying
scores should be thrown out entirely and the state saying a backup measure should be used.
Not satisfied
with a state Board of Regents decision to put a hold on the use of test
scores in
teacher and principal
evaluations, New York State Allies for Public Education is urging its members to opt out of local exams that will be taking the place of standardized, Common Core - aligned tests used to evaluate
teachers.
The draft also includes a space for the task force to weigh in on the impact of student test
scores on
teacher evaluations, and the panel will likely use that space to recommend up to a four - year moratorium, according to a source familiar
with the task force's plans.
The resolution up for discussion in Comsewogue says the board «will seriously consider not administering the New York State standardized ELA and math exams in grades 3 - 8, and the science exam in grades 4 and 8,» citing disagreement
with state funding and the linkage of
teacher evaluations to student test
scores.
Cuomo's bill permits schools to publicly release the
evaluation scores of all
teachers,
with no names attached.
Whatever the parties negotiate or King decides, the
evaluation system will be based 20 percent on standardized test
scores when applicable, 20 percent on other evidence of student learning and 60 percent on classroom observation and other measures of
teacher effectiveness, in keeping
with the 2010 state law on
teacher evaluation.
The task force's report, which came
with Mr. Cuomo's implicit approval, represented an about face by the governor, a Democrat, who in January had called for test
scores to account for half of some
teachers»
evaluations.
The agreement allows the new
evaluation system to proceed, but delays the impact of state test
scores until
teachers have gained experience
with Common Core standards and tests.
Most important, the United Federation of
Teachers still hasn't struck a deal
with the city on how to use student test
scores in these
evaluations.
Parents viewed the linkage of test
scores to
teacher evaluations as highly controversial and were also concerned
with test quality, transparency and length.
After extensive research on
teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide
teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment
Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student
evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of
teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test
scores over multiple years.
In challenging the use of value - added models as part of
evaluation systems, the
teachers» unions cite concerns about the volatility of test
scores in the systems, the fact that some
teachers have far more students
with special needs or challenging home circumstances than others, and the potential for
teachers facing performance pressure to warp instruction in unproductive ways, such as via «test prep.»
One of the consequences of it not being addressed is that
teachers who understand how the system works and value high
evaluation scores will do their best to be assigned to schools
with high ability students, and within schools will do their best to get assigned the best students.
Chief among these were common standards and the assessments to go
with them, and increased
teacher accountability through new
evaluation systems that included student test
scores.
But can it possibly be true, as reported in his recent post, that the Regents and the New York State Department of Education went to court
with the
teachers union over whether test
scores would count as 20 percent or 40 percent of a
teacher's annual
evaluation?
Principals who rotate their faculty by strength during the year, or augment classroom
teachers with online lessons, will find their staffing models a poor fit for
evaluation systems predicated on linking each student's annual test
scores to a single
teacher.
In a profession that already feels under siege, the decision in most states — encouraged by the U.S. Department of Education — to press ahead
with using student test
scores as a significant component of a
teacher's
evaluation «just fuels the perception that we care more about weeding out weak
teachers than giving the vast majority of
teachers the time and support they need to make a successful transition to Common Core,» says Schwartz.
First, misaligned assessments undermine the critical link between what is reported in accountability systems (test -
score and
teacher -
evaluation data) and what districts purport to value (Common Core — aligned instruction, student success
with the new standards).
Using students» test
scores as one part of
evaluations for
teachers, principals, and superintendents is associated
with better academic performance at schools serving the middle grades, a report released this week has found.
For tenured
teachers,
evaluation scores determine eligibility for some promotions or additional tenure protection, or, in the case of very low
scores, placement in a peer assistance program
with a small risk of termination.
While this approach contrasts starkly
with status quo «principal walk - through» styles of class observation, its use is on the rise in new and proposed
evaluation systems in which rigorous classroom observation is often combined
with other measures, such as
teacher value - added based on student test
scores.
Several of the most significant features of recent education policy debate in the United States are simply not found in any of these countries — for example, charter schools, pathways into teaching that allow candidates
with only several weeks of training to assume full responsibility for a classroom,
teacher evaluation systems based on student test
scores, and school accountability systems based on the premise that schools
with low average test
scores are failures, irrespective of the compositions of their student populations.
Yet robust
evaluations of NMSI's program, conducted by the economist Kirabo Jackson, show how incentivizing outcomes can powerfully affect both short - and long - term student outcomes, particularly when coupled
with teacher support (see «Cash for Test
Scores,» features, Fall 2008).
In addition, our analysis does not compare value added
with other measures of
teacher quality, like
evaluations based on classroom observation, which might be even better predictors of
teachers» long - term impacts than VA
scores.
We oppose high - stakes standardized tests that falsely and unfairly label students of color, students
with disabilities and English Language Learners as failing, the use of standardized test
scores as basis for refusing to fund schools or to close schools, and the use of student test
scores in
teacher and principal
evaluations, a practice which has been repeatedly rejected by researchers.
Teachers felt that reforms like the Common Core and the incorporation of student test
scores in
teacher evaluations were being done to them, rather than with them, said Rich Ognibene, a former New York State Teacher of the Year who signed onto an open letter to Cuomo earlier this year protesting his leadership on edu
teacher evaluations were being done to them, rather than
with them, said Rich Ognibene, a former New York State
Teacher of the Year who signed onto an open letter to Cuomo earlier this year protesting his leadership on edu
Teacher of the Year who signed onto an open letter to Cuomo earlier this year protesting his leadership on education.
Under the SIG, states had to agree to using test
scores for
teacher evaluations, ease restrictions on charters, and choose between firing the principal, 1/2 the
teachers, closing the school, or replacing the school
with a charter.
Grappling
with the key question of how much weight to place on test
scores, the study recommended half to one - third of a
teacher's
evaluation.
Jason Kamras, deputy to D.C. Schools Chancellor Michelle Rhee in charge of human capital, talks
with Education Next about the new
teacher evaluation system put in place in D.C. Beginning this year,
teachers in D.C. will be evaluated based on student test
scores (when available) and classroom observations (by principals and master educators), and poorly performing
teachers may be fired, regardless of tenure.
So they changed their talking points: Now the
teachers were upset about
evaluations that would link their performance reviews
with students» test
scores.
First, misaligned assessments undermine the critical link between what is reported in accountability systems (test -
score and
teacher -
evaluation data) and what districts purport to value (Common Core — aligned instruction and student success
with the new standards).