Archive for December 9th, 2013

SHOULD TEACHERS’ RATINGS BE BASED ON STUDENTS’ TEST SCORES?

(from the New Action leaflet distributed at the November 2013 Delegate Assembly).
For a printable version click: November 2013 Leaflet

The Teacher Evaluation Train Wreck is Unfolding Before Us

SHOULD TEACHERS’ RATINGS BE BASED ON STUDENTS’ TEST SCORES?

From Requirements of Education Law Section 3012-c:

“Teachers rated ineffective on student performance based on objective assessments must be rated ineffective overall. Teachers who are developing or ineffective will get assistance and support to improve performance. Teachers who remain ineffective can be removed from classrooms.”

This means that a teacher rated “ineffective” on both State tests and Local Measures must be rated “ineffective,” even if the principal finds them exceptional in the classroom.

New Action has opposed the Teacher Evaluation System since its inception.

Rating teachers based on using some form of the Danielson model is one thing. To tie our evaluation to student test scores is unacceptable. To have in State Law that a teacher’s rating can be based entirely on test scores is outrageous.

On Oct. 21, 2013, the 10 New Action members of the UFT Executive Board proposed:

Resolved the UFT will make it a legislative priority to remove from NY State Law any provision that makes it possible to rate a teacher ineffective entirely on test scores.

Resolved that the UFT will discuss this priority with the Mayor-Elect, in order that we might jointly lobby the New York State Legislature to effect this change.

The UFT Should Address State Education Law, 3012-c

This reasonable position was tabled by the rest of the union leadership. Their substitute resolution calls for expanding MOSL to include student work, including projects and portfolios, calls for a review process for teachers who get “Ineffectives” on local and state measures to see if the local measures were “appropriate,” “fair” and “reliable,” and calls for a moratorium on “high-stakes consequences” for state tests.

This does not go far enough. While these proposals, if negotiated with the DOE, would bring some relief from this evaluation system, they do not address the real problem: ANY EVALUATION BASED ON STUDENT TEST SCORES will not improve teaching. It will not improve our schools. It will not improve the education of our students.

The biggest difference between the New Action resolution (tabled) and the substitute resolution?  The substitute does not address necessary changes to the State Law that established this evaluation system. The legislation itself must be changed.

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