Tying Teacher Evaluation to Student Test Scores: The Ongoing Debate

Posted on by drentsminger

Interestingly, fewer states are including student test scores in their teacher evaluation calculations. As of October 2019, 34 states will use student test scores while calculating teacher effectiveness, compared to 43 states in 2015 (read more here).

In addition to reading the aforementioned article, I recently engaged in a conversation with an advocate of using student test scores to calculate teacher effectiveness. I’m always amused when people say that educators need to be held accountable in similar ways to other professions (ie. The business world). These advocates want some means of measuring teacher effectiveness (as do we all), and equate students to “products” that are churned out at the end of the year. Obviously, we know that human beings are not “products” churned out on a factory belt. But, I’m always perplexed by these proponents. What I find most perplexing is that, the grand majority of the time, people touting/proposing/enacting these kinds of proposals:

    Are not teachers
    Have never been teachers
    Have no experience in PUBLIC education
    Have NO certification in education
    Run some kind of educational “philanthropy”
    See improving education as their “crusade”

I’m no statistician, but neither are many advocates for these types of reforms. I don’t understand how any teacher evaluation system could accurately account for all the variables that vastly impact student achievement (over which educators have MINIMAL TO ZERO control), including but not limited to (just to name a few of the big ones):

  • Poverty
  • Hunger
  • Homelessness
  • Family Mobility
  • Single-Parent Households
  • Parents’ Academic History/Ability
  • Diet
  • Physical Activity/Physical Health
  • Mental Health

I’ve heard that professors at prestigious universities have been trying to quantify and control for these almost uncontrollable variables since the release of “A Nation At Risk” in 1983 (with minimal to no success). I’ve read about researchers developing ridiculous formulas to try and control for outside-of-school factors and then incorporating these formulas into teacher evaluation along with student performance. In terms of actually improving student achievement by tying student achievement to teacher evaluation, the data are inconclusive. Of course, I contend that the reason for this is that these types of evaluation systems do nothing to address the underlying symptoms of student academic performance, or lack there of. “Efforts to improve educational outcomes in schools, attempting to drive change through test-based accountability, are unlikely to succeed unless accompanied by policies to address the out-of-school factors that negatively affect large numbers of our nations’ students” (Berliner, 2015).

Don’t misunderstand me….

• Students should ALWAYS be showing growth

• Teacher evaluation should encompass some type of measurable/quantified measure

I’m NOT saying that because of the issues mentioned above, we should not hold educators accountable. I’m NOT saying that we as educators can’t do things in order to ameliorate some of these underlying issues. THAT’S NOT WHAT I’M SAYING AT ALL. In fact, much research exists that posits, yes, these out-of-school factors exist, but here are things we can do in our classrooms to help. I am saying that teacher evaluation systems that include student performance as a measure of teacher effectiveness will always be seriously flawed.

I’m interested to see how this trend continues. Clearly, the government plays a major role in these types of educational reform initiatives. Thus, I would say that, unfortunately, future evaluation changes will be the result of a continuously changing and volatile political climate.

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How Do You Refuel?

Posted on by drentsminger

We’re in it, now… It’s “that time of year.” I like to call this time of year, particularly, the month of October, “Shocktober.” Shocktober is followed by “Blovember.” I’m sure you can figure out why that is.

At this point in the school year, we’re all coming to the realization that the school year has indeed started, and we’re working our way into the second quarter. For many, that beginning-of-the-year excitement, the buzz that circulates the school as we get our classrooms/offices ready is starting to wane. Also, not sure if you’ve noticed, but the days are getting shorter. It’s PITCH BLACK out in the mornings. Soon enough, we’ll be driving to work in the dark, and driving home from work in the dark. All of which is pretty depressing. Welcome to Shocktober!

Then, after Halloween passes, we enter Blovember. Maybe you’ve noticed this phenomenon as well. November flies by. With all the school events, parent/teacher conference preparations, and fall break/Thanksgiving Break, November just BLOWS by!

All that being said, I’m trying to think about all the ways I stay motivated during these particularly difficult/trying/crazy months of the school year. For me, in order to maintain balance and motivation, I MUST spend time with family and friends (and my dog!), exercise, eat healthy, make/play music, read (for fun and for work), see movies, and make/enjoy art. All these strategies help me stay fueled up and keep going for my students, teachers, and parents.

I just I realized another strategy that helps me stay fueled up, and it may be one of the most beneficial strategies: connecting with the people who inspire me. While at an educational conference today, I got to see so many familiar faces and meet so many new ones. Yet, the biggest impact came when I ran into my high school Spanish teacher, Mr. Rockaitis! At first, I couldn’t believe it was him! He teaches way up north. What would he be doing at this conference “down south?” But, he reminded me that he lives in the city, which wasn’t too far away. We chatted for a bit. He introduced me to some of his colleagues. I found myself giving him advice on a doctoral program. DEFINITELY never thought I’d be giving Mr. Rockaitis advice! Overall, running into Mr. Rockaitis reminded me of my “why.” I mean, this educator hit me at my core. Besides my Mom, he was the biggest influence on me deciding to become a teacher. His passion for learning and for teaching was contagious. He spread that passion to many, including myself. Though our reconnection was brief, it reminded me of my purpose. It reenergized me. It brought clarity.

As we get to this point in the school year, I think it’s important to remember, this is not a sprint, it’s a marathon. Stay fueled up. We still got a ways to go.

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October House Day Success!

Posted on by drentsminger

If you don’t know, we’re in the process of implementing a House System at my elementary school (read for more info). We plan to host a House Activity Day once a month. Last Wednesday, we hosted our October House Day.

During the time allotted for our House Activity Day, students and staff in each House created a banner that displayed their House animal and House color. Students and staff personalized the banners by putting their painted hand prints on them. The banners look incredible! Even our superintendent came by and made his mark on each House Banner!

Yet, the thing I noticed most about this exciting day = how palpable the energy was in the gym as I began to introduce the day and lay out our expectations for the activity. It was incredible! Seeing all students sitting together with their Houses, wearing their House colors, doing their House chants… it was riveting! As soon as I walked into the gym, I got goosebumps! They were pumped to be with their Houses, and excited about creating their House Banners! The pride and excitement on their faces was contagious. I loved it!

Since Wednesday, I’ve been reflecting on this experience, and can only imagine how it’s been for our students. I’ve had parents calling me about how they and their children love this new initiative! During arrival/dismissal, I’ve had parents and/or guardians running up to me gushing about the Houses, the animals, and the colors! Teachers and staff have talked to me about how they’re so excited to come to work on House Days because of the reaction they see in their students! At the end of the year, I plan to interview and film students regarding their experiences with the House System, and collect any suggestions they may have for improvements.

So far, it’s been an incredible experience, especially for our kids! I can’t wait to continue with this endeavor!

The Best Professional Development Providers are the Educators You Already Employ

Posted on by drentsminger

I know there’s debate concerning the distinction between “professional development” and “professional learning.” Many believe that “professional development” is outdated and that districts (on a macro scale) and educators (on a micro scale) must consider and employ “professional learning.” For the sake of brevity, I won’t get into the clarification between the two concepts in this post (I plan to discuss the distinction in a later post). But, I’m going to use the phrase “professional development” throughout this post to help make my point.

In regards to districts providing professional development for their teachers, it is essential to remember that the best professional development providers are the educators currently employed by the district/school. The educators on staff who are in the trenches and charged with the tasks of implementing new curricula/designing and rolling out innovative behavioral management plans/actualizing cutting edge learning strategies/etc. are the experts. They know more about all of that than the grand majority of “consultants” or “PD providers” from any of those large education corporations/text books companies/etc. They’re the ones in the classrooms making this stuff work with their students! They have the best firsthand knowledge regarding the good, bad, and the ugly of every district initiative!

Educational leaders must work to identify the teachers (or other staff members) who have successfully implemented the district initiatives and build up their capacity so they can share their knowledge with others. Seeking out the expertise of educators currently on staff and offering them the opportunity to share their knowledge with others is empowering. Offering these opportunities to educators already on staff is encouraging and helps foster leadership qualities.

Now, I’m not saying that the teachers on staff with this expertise are the best PD providers or presenters. And, to be clear, some staff members wouldn’t want this added responsibility or feel comfortable presenting in front of their peers. I get that. But, if we’re concerned with offering the best professional development for our teachers, we owe it to them to at least try and get the best professionals to provide that development.

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Calling All School Administrators: Collaborate! Deprivatize Your Practice! Share The Learning!

Posted on by drentsminger

Dr. Brad Gustafson said, “If school leaders are not modeling effective collaboration, can we really expect teachers to facilitate it for students?” (2017, p. 50). Gustafson went on to say, “School leaders must model collaboration if it is to become part of a school’s culture” (2017, p. 53).

I wholeheartedly agree. I first focus on these questions as they specifically pertain to administrators and teachers (before thinking about the trickle-down effect with students). Can we really expect teachers to facilitate or engage in collaboration among THEMSELVES if we as administrators aren’t modeling it OURSELVES? I can’t help but notice some reluctance or trepidation regarding collaboration in my meetings with fellow administrators. Clearly, effective collaboration takes time, effort, commitment, and support. Therefore, apprehension concerning collaboration is most certainly understandable. Yet, purposeful reluctance or defiance regarding collaboration will only serve to harm teachers, students, and school culture.

In order for us to improve as educators (and improve schools and the field of education itself), collaboration is key. We must become comfortable with collaboration. We must become committed to collaboration. One of the most effective ways to begin this process is through dialogue with other educators. It is essential to deprivatize our practice and share our learning (and failures) with others (I completely understand that this may be difficult when systematic issues in some districts discourage failure and risk-taking, thus hindering trust, the deprivatization of professional practice, and effective collaboration). However, if as an administrator (or educator in general), you don’t personally accept the reality that collaboration is key for improving schools, you will hinder your school’s efforts towards improvement.

In my district, we’ve implemented Professional Learning Communities (PLCs) which, when done well, requires high levels of collaboration, risk-taking, and deprivatization of professional practice. We’ve had lots of bumps in the road. It has not been smooth sailing to say the least. However, we are committed to the process and the reality that, without collaborating, our schools will not improve. I can’t speak for the other administrators in my district. But, I can say that I will stay the course, as I’ve seen wonderful results regarding collaboration in our PLCs. It must be noted, PLCs are not the only avenue through which educators can collaborate. Educators from across the world have collaborated through face-to-face methods and have broken down barriers by collaborating through asynchronous means using social media. Thousands of educators have embraced technology to help build their Professional Learning Networks (PLNs). Embracing technology’s ability to tear down barriers to collaboration is a wonderful example of effective, technology-based collaboration. Teachers and administrators are constantly learning and developing (for free!) by reaching out to their PLNs.

Also, collaboration doesn’t always have to start with the school leader. I’ve read about teachers starting their own collaborative efforts (through traditional methods or by using social media) and the wonderful effects these efforts have had on the entire building. However, it is important to understand that if the school leader does not personally embrace collaboration, this will drastically harm the school’s collaborative culture and its improvement potential.

During my next administrator meeting, I will challenge/encourage my fellow colleagues to not only deprivatize their practice and share the learning, but also collaborate with school leaders inside and outside our district. I will encourage the utilization of traditional and more modern methods (such as collaboration using social media) to help our schools improve. These types of collaboration, when effectively modeled by the school leader, can lead to positive changes for teachers, and eventually have a positive impact on students.

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