Thoughts On The Run: Ruining The Teaching Profession in Georgia Through Teacher Keys

The teacher evaluation system in Georgia is broken down into four levels of teacher performance. Any teacher who does not meet the standard of proficient is not deemed adequate for the job. Since test scores are down in Georgia, thanks to the new Milestone Tests, some administrators across the state have been advised to rate more teachers in the category of  Needs Development.

From what I have learned recently, this is apparently true in Newton County. I have learned of teachers formerly rated Proficient who are suddenly receiving ratings of Needs Development on walk throughs.
We are now involved officially in the witch hunt, seeking out teachers so we can destroy careers, in the name of improving education. These evaluations will also be used to reduce the salaries of teachers who "Need Development."

Teachers whose students do not improve enough on test scores will be beyond help. Teachers who are "Proficient"  will fall into the "Needs Development" category. Those teachers who receive even one rating of  "Needs Development" on their walk throughs will be deemed "Ineffective" because their student's test scores.

The reality is, most teachers are proficient. The real problem in schools is that teachers lack support when dealing with difficult students AND they are being blamed when students refuse to learn. Students are no longer being held accountable for the problems they create. Teachers really are doing their jobs.They deserve our praise and support. SUPPORT MEANS MAKING STUDENTS ACCOUNTABLE FOR THE PROBLEMS THEY GENERATE IN THE CLASSROOM. Teachers are asked to teach, they cannot LEARN for students.

"And let me clear one thing up right away: bad teachers are extremely rare, but if you’re in the presence of a truly bad teacher, as opposed to a good teacher on a bad day, you will have no doubt about what you are witnessing."  Ellie Herman

Exemplary

The teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated Exemplary continually seek ways to serve as role models or teacher leaders.)

Proficient
Proficient is the expected level of performance.

The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences

Needs Development

The teacher inconsistently demonstrates understanding of curriculum, subject content, pedagogical knowledge, and student needs, or lacks fluidity in using the knowledge in practice.

Inneffective

The teacher inadequately demonstrates understanding of curriculum, subject content, pedagogical knowledge and student needs, or does not use the knowledge in practice

Fab Four

Today's four miler was a pleasant, easygoing run. The temperature was 65 degrees and the weather was misty. That's the best running weather of all.

It's always great to run in perfect conditions. Teachers deserve perfect conditions in their classrooms.  Students need to pay attention.  Administration needs to be supportive. It's not their job to "fix" teachers while aiding and abetting difficult students.

Speaking as a runner, there's nothing better than a great running environment.  Speaking as a teacher,  there's nothing better than a classroom where students pay attention and learn. When real learning occurs,  there is complete joy for teachers and their students.

Thoughts on the Run: Georgia Teacher Evaluation

Yesterday, in the middle of my six mile easy paced run, I kept thinking about a letter to Governor Nathan Deal written by a consortium of Georgia education professors in 2012. I have recently been reminded of this because President Obama and Secretary Duncan have said that we are testing students too much across the nation.

One of the most telling segments of the letter was its criticism of VAM as a teacher evaluation tool. An excerpt from the letter follows.  

"The state’s new evaluation system, Teacher Keys and Leader Keys, centers on “value-added” measures of student growth. The use of value-added measures in teacher and leader evaluation will likely lead to negative educational, social, and emotional outcomes for Georgia’s children. We believe it is our ethical, moral, and professional obligation to raise awareness about how the proposed evaluation changes not only lack a sound research basis but also, in some instances, have already proven to be detrimental.

Georgia has already used a value-added statistical model to determine which schools were to be put on probation, closed, or turned around under No Child Left Behind (NCLB)and found this model wanting. For the new teacher evaluation system, “student academic growth” will be measured with VAMs or similar models. Myriad researchers have found that value-added models (VAMs) of teacher effectiveness do not produce stable ratings of teachers."