Teacher Appraisal Today
Today almost every state has created teacher evaluation systems based on rubrics and principal observations in response to the requirements of the Race to the Top, requiring multiple observations of teachers and the incorporation of student learning data. Successive reform efforts have produced more of the same evaluation systems using rubrics, checklists and principal observations.
Teacher evaluation systems must be among the most contentious and counterproductive elements of the K-12 education system. Policymakers, leaders, administrators and teachers all have a dark cloud hanging over their heads as they scramble to create, implement and use a broken system.
In 2008, the American Recovery and Reinvestment Act provided $5 billion to the U.S. Department of Education to fund competitive grants for states that addressed four main policy initiatives:
- • College and career-ready standards
- • Developing and supporting teachers and leaders
- • Data systems using technology to support instruction
- • Turning around low performing schools
As a result, state legislatures and governors scrambled to create and change laws to address the four policy initiatives in order to be awarded funds through the grant. One policy that state legislatures addressed was the development of teacher and principal evaluations. Of course, the evaluations had to be linked to high-stakes assessments, and an administrator was required to conduct multiple observations throughout the school year.
In 2015, the Every Students Succeeds Act reversed the requirements imposed by the U.S. Department of Education and left teacher evaluation up to the states. However, the same assumptions about evaluating teachers effectively continue to dominate the discussion.
Researches, professionals, governments, nonprofits and foundations recognize the need for a high-quality teacher workforce. The Bill and Melinda Gates Foundation leaped into the teacher evaluation cycle with an infusion of cash. In the 2009-10 school year, the foundation committed $212 million over six years to reforming teacher evaluation systems in three large school districts: Memphis, TN, Pittsburgh, PA, Hillsborough County, FL and one California charter. With district fund-matching, the total cost of the initiative was $575 million. The Foundation established new evaluation systems, trained teachers and principals, conducted research and quickly fled when they saw no impact on student learning, growth or graduation rates. Add the almost $5 billion the federal government invested in Race to theTop, and the nation paid a steep price to do nothing in creating effective teacher evaluations.
