New Teacher-Evaluation Procedures in Colorado

In this New York Times article, Motoko Rich reports on the reaction of some Colorado educators as the state rolls out a new teacher-evaluation process. Half of teachers’ ratings will be based on test scores, the other half on classroom observations. The centerpiece of the new observation protocol is a 24-page rubric designed to give teachers detailed information on the quality of their lessons. U.S. secretary of education Arne Duncan, in a telephone interview, provided a rationale: “Far, far too few teachers receive honest feedback on what they’re doing.”

Linda Darling-Hammond, who is skeptical about using test scores to evaluate teachers, believes classroom observation can be helpful. “It can be very powerful and it is more stable and reliable,” she says, but then adds a note of caution: “[O]ne of the big challenges we have is to create systems that are manageable, doable, and not overwhelming.” This is where some of the Colorado teachers and administrators expressed concern about the state’s new system. “If we truly had 52 weeks of school a year,” said one teacher, “we still would not have enough time to do everything we have to do. I’m supersaturated.” An elementary literacy coach was concerned about the proposed rubric: “Are they going to be giving us true feedback, or are they just going to be filling out a form?”

Although the new teacher-observation system is designed to give detailed, helpful feedback to all teachers, it can also be used to dismiss those who get low rubric scores two years in a row. The introduction of clearly articulated standards on a 4-3-2-1 scale is welcomed by many administrators, but some wonder if it’s right – and efficient – to subject effective teachers to onerous observations and bureaucracy to justify firing a few who are not effective. “It is taking a sledgehammer where an ice pick would have been effective,” said Joe Mehsling, a veteran principal who nonetheless thinks rubric evaluations will be “more meaningful.”

Rich accompanied a principal as she observed a fourth-grade teacher during a math class. “What are the dimensions of that rectangle?” the teacher asked a student. As the boy hesitated, an eager girl who had been participating actively in the class blurted out the answer. “Let’s not cheat his thinking,” the teacher said gently. The principal was pleased to see that the teacher had spoken to the girl in a respectful way, but also let her know that she shouldn’t dominate the conversation. The principal also saw where this fit into the rubric: the teacher “ensures that all students participate with a high level of frequency.” 

“Seeking Federal Aid, More School Districts Introduce New Ways to Evaluate Teachers” by Motoko Rich in The New York Times, Oct. 16, 2012 (p. A18, A20), http://nyti.ms/RxwqLS 

From the Marshall Memo #457