Tennessee teacher Becca Leech has been, in her words, “a special educator since 1991, with experience teaching infants to young adults in rural, suburban and urban communities, and in both private and non-profit school settings. I currently coordinate an alternative graduation program for students with mild disabilities who are most at-risk for dropping out of high school.
Her blog entry for September 27, 2014 shouts out the unfairness of using student test scores to evaluate a teacher’s performance for either being retained or receiving additional pay. Often called Value-Added Models, the inherent inequity in the scheme in Tennessee and across the nation, apart from all of its methodological problems (see here and here), came up in interviews I had with teachers in Cleveland and Washington, D.C. again and again last year.
This week, a fellow special educator will serve as my administrative observer for the classroom observation portion of my Teacher Effectiveness Measure. This represents a first in my career, so I should be rejoicing. After all, my previous observers have included former coaches and PE-teachers-turned-administrators, a former Science teacher, and a Dual Enrollment History teacher. These observers had no idea of the overall mission of my classroom or any understanding of the strategies and groupings I use to teach multiple subjects to groups of students with different abilities in the same room. I could tell that they simply rated me to produce a slightly-higher-than-average score that might not cause controversy. So I should be holding high hopes that, if I plan very hard and manifest all the teaching skill I have carefully honed over the years, an observer with experience in special education will grant me top scores.
Still, a reading of the Brookings Institute’s May 2014 report entitled “Evaluating Teachers with Classroom Observations – Lessons Learned in Four Districts” confirms my suspicions that, as a special education teacher who teaches the lowest achieving students in a nontraditional classroom, I have little chance of rating top scores no matter how I try. And I know that my observer will be under pressure to rate me within the same range as previous observations so that inter-rater reliability will be preserved.
I empathize with my students who, knowing that they have no chance of scoring proficient on state exams, simply bubble pretty patterns on their answer sheets during the test. So, I’m off to doodle a pretty little pre-conference record form and make sure I employ the strategy for saving face that I’ve learned from my students: I’ll ensure my mediocre score appears to be due to lack of effort rather than try my best only to expose my fragile ego to the judgement that my teaching is simply mediocre.
Whitehurst, G., Chingos, M., & Lindquist, K. (2014, May). Evaluating Teachers with Classroom Observations – Lessons Learned in Four Districts. Retrieved September 27, 2014, from http://www.brookings.edu/~/media/research/files/reports/2014/05/13 teacher evaluation/evaluating teachers with classroom observations.pdf
“We believe this represents a very serious problem for any teacher evaluation system that places a heavy emphasis on classroom observations, as nearly all current systems are forced to do because of the lack of measures of student learning in most grades and subjects. We should not tolerate a system that makes it hard to be rated as a top teacher unless you are assigned top students. “