Join the conversation here on teacher evaluation....useful links. So often we see assessment models being used for things beyond what they were designed to do and it seems one of the things that education scholars can do is point to these flaws. Comments?
On a note related to new teacher evaluation methods, Bruce Baker at Rutgers has written on the appropriateness of using Student Growth Percentile models (such as the Indiana Growth Model) for making inferences about teacher or school quality. His main critique is that the tool itself is intended to be descriptive, and makes no steps at all to account for teacher or school effects, thus making it a poor fit for including in policy issues such as teacher assessment. Given it is in blog form, it is a bit more accessible than most writing on these subjects, though still a bit technical. http://schoolfinance101.wordpress.com/2011/09/02/take-your-sgp-and-vamit-damn-it/ <http://schoolfinance101.wordpress.com/2011/09/02/take-your-sgp-and-vamit-damn-it/> This, of course, is a problem with the overall state requirements but I think very important to consider when building these sorts of systems and considering how we create “meaningful evaluations that give [teachers] the feedback and support they need to improve their craft”. The links included in the post are very helpful for those interested in a more in-depth parsing of the issues.
Subject: NYT Debate on Teacher Evaluation
Here’s a link to an interesting debate on teacher evaluation. I especially appreciated the point made by Sydney Morris: “Lost in this back and forth are the voices of real classroom teachers who want meaningful evaluations that give them the feedback and support they need to improve their craft.” I hope that we can craft a system that ultimately focuses on supporting teachers to feel more certain about the impact of their instruction on student learning.