Future of Teaching

Proposal: Let test scores count for up to 50 percent of teacher evaluations

PHOTO: Alan Petersime

Student test scores could account for as much as 50 percent of teachers’ performance evaluation ratings under a proposal the Indiana State Board of Education is expected to consider next week.

That would be a huge about-face for Indiana, which made a point of allowing local schools to decide how much test scores should count in 2011 when other states mandated that student test scores factor in at a high percentage. The proposal could require legislative action before it is put into practice.

Under a 2011 state law that overhauled teacher evaluation, test scores were required to “significantly inform” a teacher’s evaluation score, which was interpreted very differently by different school districts. The different approaches to counting test scores made it difficult to compare teacher results across school districts. But critics of evaluation systems that rely heavily on student test scores say it is an unreliable method of quantifying a teacher’s impact that can vary wildly from year to year.

As part of an effort to craft more specific guidance for how test scores should count, the state board brought in as a consultant The New Teacher Project, which met with the board’s strategic planning committee today. The New York-based company, started by former Washington, D.C., school chancellor Michelle Rhee, suggested scores could be factored into teacher ratings at different percentages depending on what subjects they teach.

For example, teachers who teach subjects tested on state ISTEP exams could have student scores count for 33 to 50 percent of their ratings, the company suggested, while teachers who don’t teach tested subjects could have test scores count less, perhaps a range of 25 to 40 percent. Districts could determine locally what percentage to use based on the evaluation models they’ve chosen.

Indiana districts are allowed to create their own evaluation models, which has led to very different results in different districts. Ratings this year were exceedingly favorable — more than 97 percent of the state’s teachers who were rated were deemed “highly effective” or “effective,” the top two of four categories. Hardly any were rated “ineffective.”

Jessica Conlon, presenting for the company, said test scores shouldn’t be the only objective measure used to determine how teachers are performing. Others, such as portfolios of student work and classroom observation, are also important.

“A teacher’s job is far too complex to be able to look at one metric only and decide that tells us that this person is a good teacher,” she said.

Conlon also suggested the state board wait until 2016-17 to implement these new ranges so the state has one year of data from its new standardized tests, which kids will take for the first time in 2015-16. The extra time would make the evaluations more reliable, she said, and give districts more time to change their evaluation systems.

“With that baseline and plenty of time to improve, I think that can help address many of the concerns that have been raised by teachers and others who are going to be evaluated under this metric,” board member Gordon Hendry said.

The company’s recommendations also included changing the way evaluations affect teacher pay. Some teachers and administrators see evaluations as a tool for keeping salaries low, Conlon said, so the system could be improved if pay increases aren’t withheld when teachers receive low ratings but are not deemed ineffective.

Board member Brad Oliver, who is also an education professor, agreed that teacher pay needs to be part of the evaluation discussion, especially for cash-strapped districts that might give only performance bonuses for good evaluations but not regular pay raises. He said if administrators are making evaluation decisions based purely on raising pay for teachers, it undermines the evaluation process.

“The focus seems to be on increasing the performance grant, which I’m all for,” Oliver said. “But if it’s being done with the belief that that will fix the underlying problem, I think there’s a disconnect between that and what’s really happening.”

He said the legislature should participate in these discussions to make sure performance bonuses don’t replace yearly cost-of-living increases.

The committee voted to send the recommendations to the state board for discussion and a vote at its Feb. 4 meeting. Hendry said he thinks the recommendations make good steps toward improving teacher evaluation in the state.

“We know that the teacher evaluation system in Indiana is not perfect and that there is room for improvement,” Hendry said. “But that’s OK. And I think we’re going to get there eventually, and I think it’s going to be better for everyone who is part of Indiana’s education system, especially, I think, teachers.”

 

meet the fellows

Meet the 38 teachers chosen by SCORE to champion education around Tennessee

PHOTO: SCORE
The year-long fellowships offered by the State Collaborative on Reforming Education were awarded to 38 Tennessee educators.

Six teachers from Memphis have been awarded fellowships that will allow them to spend the next year supporting better education in Tennessee.

The year-long fellowships, offered by the State Collaborative on Reforming Education, train and encourage teachers and other educators to speak at events, write publicly about their experiences, and invite policymakers to their classrooms. The program is in its fifth year through the nonpartisan advocacy and research organization, also known as SCORE, which was founded by former U.S. Senate Majority Leader Bill Frist from Tennessee.

The fellowships, known as the Tennessee Educator Fellowships, have been awarded to 150 educators since the program’s launch in 2014. This year’s class of 38 educators from around the state have a combined 479 years of experience.

“The fellows’ diverse perspectives and experiences are invaluable as they work both inside and outside the classroom and participate in state conversations on preparing all students for postsecondary and workforce success,” SCORE President and CEO Jamie Woodson said in a news release.

Besides the Shelby County teachers, the group also includes educators who work for the state-run Achievement School District, public Montessori schools, and a school dedicated to serving children with multiple disabilities.

The 2018-19 fellows are:

  • Nathan Bailey, career technical education at Sullivan North High School, Sullivan County Schools
  • Kalisha Bingham-Marshall, seventh-grade math at Bolivar Middle School, Hardeman County Schools
  • Sam Brobeck, eighth-grade math at Memphis Grizzlies Preparatory Charter Middle School. Shelby County Schools
  • Monica Brown, fourth-grade English language arts and social studies at Oakshire Elementary School, Shelby County Schools
  • Nick Brown, school counselor at Westmoreland Elementary School, Sumner County Schools
  • Sherwanda Chism, grades 3-5 English language arts and gifted education at Winridge Elementary School, Shelby County Schools
  • Richard J. Church, grades 7-8 at Liberty Bell Middle School, Johnson City Schools
  • Ada Collins, third grade at J.E. Moss Elementary School, Metropolitan Nashville Public Schools
  • Lynn Cooper,  school counselor at South Pittsburg High School, Marion County Schools
  • Colletta M. Daniels, grades 2-4 special education at Shrine School, Shelby County Schools
  • Brandy Eason, school counselor at Scotts Hill Elementary School, Henderson County Schools
  • Heather Eskridge, school counselor at Walter Hill Elementary School, Rutherford County Schools
  • Klavish Faraj, third-grade math and science at Paragon Mills Elementary School, Metropolitan Nashville Public Schools
  • Mavis Clark Foster, fifth-grade English language arts and science at Green Magnet Academy, Knox County Schools
  • Ranita Glenn, grades 2-5 reading at Hardy Elementary School, Hamilton County Department of Education
  • Telena Haneline, first grade at Eaton Elementary School, Loudon County Schools
  • Tenesha Hardin, first grade at West Creek Elementary School, Clarksville-Montgomery County Schools
  • Thaddeus Higgins, grades 9-12 social studies at Unicoi County High School, Unicoi County Schools
  • Neven Holland, fourth-grade math at Treadwell Elementary School, Shelby County Schools
  • Alicia Hunker, sixth-grade math at Valor Flagship Academy, Metropolitan Nashville Public Schools
  • Alex Juneau, third grade at John Pittard Elementary School, Murfreesboro City Schools
  • Lyndi King, fifth-grade English language arts at Decatur County Middle School, Decatur County Schools
  • Rebecca Ledebuhr, eighth-grade math at STEM Preparatory Academy, Metropolitan Nashville Public Schools
  • Aleisha McCallie, fourth-grade math and science at East Brainerd Elementary School, Hamilton County Department of Education.
  • Brian McLaughlin, grades 10-12 math at Morristown-Hamblen High School West, Hamblen County Schools
  • Caitlin Nowell, seventh-grade English language arts at South Doyle Middle School, Knox County Schools
  • Paula Pendergrass, advanced academics resources at Granbery Elementary School,  Metropolitan Nashville Public Schools
  • Julie Pepperman, eighth-grade science at Heritage Middle School, Blount County Schools
  • Kelly Piatt, school counselor at Crockett County High School, Crockett County Schools
  • Ontoni Reedy, grades 1-3 at Community Montessori, Jackson-Madison County Schools
  • Tiffany Roberts, algebra and geometry at Lincoln County Ninth Grade Academy, Lincoln County Schools
  • Craig Robinson, grades 3-5 science at Georgian Hills Achievement Elementary, Achievement School District
  • Jen Semanco, 10th- and 11th-grade English language arts at Chattanooga Girls Leadership Academy, Hamilton County Department of Education
  • Amanda Smithfield, librarian at Hume-Fogg Academic Magnet School, Metropolitan Nashville Public Schools
  • Cyndi Snapp, fourth-grade math at Carter’s Valley Elementary School, Hawkins County Schools
  • David Sneed, 12th-grade English at Soddy Daisy High School, Hamilton County Department of Education
  • Yolanda Parker Williams, fifth-grade math at Karns Elementary School, Knox County Schools
  • Maury Wood II, grades 4-6 technology at Westhills Elementary School, Marshall County Schools

work hard play hard

Memphis teachers share basketball, even if they don’t share a district

PHOTO: Laura Faith Kebede

Freedom Preparatory Academy is gathering teachers from district-run and charter schools to play basketball. The teachers, mostly black men, have turned it into a networking opportunity as well as a way to let off steam.