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Articles: Evaluation

Over the past two years in the Medway (Mass.) Public Schools, teacher evaluation entered a new era, spurred by state and Race to the Top requirements. For the past 15 years, the district used a traditional system of teacher evaluation, including classroom observations, followed by a summative review, notes Medway Superintendent Judy Evans. Administrator walkthroughs, which took less time than formal observations and provided a snapshot of teacher performance, took place only intermittently and did not include all classrooms.

Evaluating teachers—whether casually or more rigorously, annually or less frequently—has long been part of the job description of many a principal and assistant principal, who often have relied on occasional observations to make their judgments. What’s usually resulted are an overwhelming number of “satisfactory” ratings and the infrequent “unsatisfactory” designations.

When it comes to transitioning to the Common Core, this is not the time for hesitation. There is too much at stake and too much to accomplish in the very short time before the 2014-2015 assessments are administered by SMARTER Balanced and the Partnership for Assessment of Readiness for College and Careers.

Of course, no one wants to hurry into a mistake that would be costly. So what do you do if you haven’t yet put all of the pieces together to transition to the Common Core State Standards?

What is at stake for K12 education in next month’s presidential election? Both President Obama and Gov. Romney say improving education will be a top priority in their administrations, but their policies and initiatives would likely be quite different.

New Hope Students Having Fun in GymWhen New Hope Academy Charter School in the School District of the City of York (Pa.) welcomed 800 fifth through 10th graders for the 2012-2013 year, it celebrated an 11 percent enrollment spike and a 95 percent retention rate.

Resistance to High Stakes Testing Spreads

A rising tide of protest is sweeping across the nation as growing numbers of parents, teachers, administrators and academics take action against high-stakes testing. Instead of test-and-punish policies, which have failed to improve academic performance or equity, the movement is pressing for broader forms of assessment. From Texas to New York and Florida to Washington, reform activists are pressing to reduce the number of standardized exams.

Every time I get a chance to talk to parents, I ask them this question. “What do you most want your children to get out of their school experience?” The answers, by and large, are not surprising.

On July 30, The New Teacher Project (TNTP), a nonprofit dedicated to closing the achievement gap, released a study that, according to David Keeling, vice president of communications, tells a story of systemic neglect for our nation’s best teachers.

The Whittier Union High School District administrators who organized the Whatever It Takes campaign.

In 1969, a concern with the deep inequity of students’ experiences and opportunities in traditional school systems first drove social studies teacher Rick DuFour to begin advocating for the kind of reforms that would jell into his transformative model, Professional Learning Communities at Work, some 16 years later. The core belief of the PLC at Work model—that all students should have access to the most rigorous curriculum and that all students should learn, was counter to common practices in the era when DuFour taught.

Josh Powell poses for photo with visiting children.

The resounding cry from Joshua Powell supporters, the Kentucky superintendent who in six years turned two underperforming districts into successful ones, is that his method “actually works.”

His first job as superintendent was at Cloverport Independent where led the district from 165th out of 174 state rankings to 10th in three years.  In 2008, Powell accepted his second superintendent job at Union County Public Schools where he replicated his efforts, leading the district from 161st to 52nd in three years. 

One year ago, John Covington, the former superintendent of Kansas City (Mo.) Public Schools, became the chancellor of a new organization in Michigan. The new state agency, the Michigan Education Achievement Authority (EAA), will operate the lowest-performing 5 percent of schools in Michigan, 38 of which are in the city of Detroit. Covington was brought in by Michigan Gov. Rick Snyder because of his success in urban districts and track record for finding creative and innovative solutions.

When I was a kid, not a week went by that I didn’t make a trip to the big library about a 25-minute drive from where I lived in rural western New Jersey. It was a love/hate thing for my mom; she loved that I loved the books and the learning that went with them, but it wasn’t always the easiest of rides after a long day at the desk of her 9-to-5 job. Still, she rarely said no.

Clover Ridge Elementary School

The trend of personalized learning has caught on nationwide, but the entire state of Oregon has been using a similar method—proficiency-based instruction—since 2002 when it gave districts the option to award credit for proficiency. To earn credit, students demonstrate what they know based on clear learning targets defined by state standards. Students have intervention time built into their school day to work on concepts in which they aren’t yet proficient. Once they master a concept, they move on.

Mooresville (N.C.) Graded School District

Scott Smith once led efforts for North Carolina’s technology educators, when he served as president of the N.C. Technology in Education Society (NCTIES), the state’s affiliate of the International Society for Technology in Education. Now, he is chief technology officer for the Mooresville (N.C.) Graded School District—a suburban town located 20 miles north of Charlotte. It’s one of the only public school districts in the country to issue laptops to every student in grades 3-12.

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