Education Evaluations tied to Compensation-Why it feels good and is good for everyone in the school system
There is an impetus to change how teacher evaluation is tied to performance and performance is tied to compensation. Various studies inform the need for change.
A recent report by the Equity and Excellence Commission concluded that “America’s K-12 education system, taken as a whole, fails our nation and too many of our children.” Much of the report focuses on the need to provide students with access to high quality instruction and on improving teacher capacity to teach all children well. According to the authors of the report, “states must re-examine and align their systems of recruiting, retaining, preparing, licensing, evaluating, developing and compensating effective teachers.” (gleaned from www.dallasisd.org)
The majority of teacher evaluation systems currently don’t distinguish between teachers’ effectiveness at raising student achievement, so districts don’t provide the meaningful development and support to help low and moderately performing teachers grow and also fail to recognize exemplary educators. According to The Widget Effect, “the core purpose of evaluation must be to maximize teacher growth and effectiveness, not just document performance as a prelude to dismissal.” (gleaned from www.dallasisd.org)
The Measures of Effective Teaching study, conducted by the Bill and Melinda Gates Foundation, is perhaps the most comprehensive and thorough investigation into which measures most accurately and consistently identify effective teachers. Conducted over three years, the MET study included more than 3,000 teachers in six different districts across the country, including Dallas ISD.
The MET study provided clear evidence that an approach to teacher evaluation that incorporates multiple measures will consistently identify effective teachers. The three measures identified by the study are classroom observations, student achievement data, and student surveys.