the principal and master and
mentor teachers in the school.
Teachers are observed several times a year by multiple
trained and certified raters
using a multi-dimensional,
research-based set of standards and rubrics that are
curriculum-independent.
Observation scores are combined into a summative Skills,
Knowledge, and Responsibilities (SKR) score for each
teacher.
The second measure is
the teacher’s average value
added to student achievement
on standardized tests from
one year to the next. Higher
SKR scores are positively
correlated with higher value-added scores for students,
which validates that the two
pieces are measuring the same
thing—effective teaching.
training in collecting and scoring evidence to ensure a high
degree of reliability.
Currently 30 states and the
District of Columbia are in the
process of developing comprehensive evaluation systems
that include student test
scores as part of a teacher’s
effectiveness.
Colorado is looking to
reform its evaluation model,
and school districts have overwhelmed the state department
of education with interest in
participating in a state pilot
program this fall for evaluating
new teachers and principals.
The state originally budgeted
for six to eight districts to
participate and wound up
with 41 applicants by the June
deadline.
American Federation of Teachers, have adopted policies in
support of better evaluation
systems.
Appraisal scholars agree
that identifying effective and
ineffective teachers will require
multiple measures, including
observations of instructional
practice in the classroom, well-
trained evaluators, and reliable
and objective student learning
measures. And by the time the
Legislature returns, we will
have learned a lot more.
Cindy Clegg is director of TASB
HR Services Division.
k Management Fund
In TAP schools, teachers feel that the
evaluation process
gives them useful
feedback. In a 2009
survey, more than 88
percent of Texas TAP
teachers said that
TAP changed their instructional practices.
Tools to Assist
For districts just beginning to think about new
teacher evaluation systems,
there is more help than ever.
The National Comprehensive
Center for Teacher Quality is a
good place to begin research.
The Center has just published
a new document, A Practical
Guide to Designing Comprehensive Teacher Evaluation Systems, that walks step-by-step
through the planning process
and considerations involved
to develop and implement a
comprehensive teacher evaluation system.
Other resources, all down-loadable from the center’s Web
site ( www.tqsource.org/),
include policy briefs on issues
related to teacher evaluation
and a Guide to Teacher Evaluation Products.
Free training for members
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available
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Outside of Texas
Other states and school
districts outside of Texas are
leading the way or following suit. Cincinnati Public
Schools has an evaluation
system in which teachers participate in a comprehensive
evaluation during their first
and fourth years of teaching,
after which they are evaluated every five years. Teachers are observed four times
by teacher evaluators and
once by a school administrator. Teacher evaluators are
required to undergo extensive
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Lessons Learned
So progress is being made,
and plenty of lessons have
been learned since the controversial notion of value-added
measures were first introduced. Even the major teacher
organizations, the National
Education Association and the
Coming soon!
The 2011–12 Fund Webinar Series will continue
to offer monthly opportunities for Fund members
to learn more about the risk management topics
that matter most. Watch for a full schedule and
registration details at tasbrmf.org.
