Revolution Lullabye

August 25, 2014

NCTE Position Statement on Teacher Evaluation

NCTE Position Statement on Teacher Evaluation. National Council of Teachers of English. 21 April 2012. Web. 25 August 2014.

This 2012 position statement on K-12 evaluation argues that teacher evaluation is important and necessary way to improve schools, teachers, and student learning. NCTE bases this position statement on the belief that teaching is a complex process that must take into account the socioeconomic, political, cultural, and linguistic contexts of the students teachers teach and the schools and communities that they teach in. The position statement explains that the conversation surrounding teacher evaluation falls into two areas, distinguished by the end purpose of the teacher evaluation. The first purpose is “Test-Based Accountability,” which NCTE defines as using standardized student test scores to rank teachers and identify (and remove) ineffective teachers solely through student test score performance. The second purpose is “Professional-Development-Based Accountability,” which NCTE defines as using teacher evaluation as a way to promote ongoing teacher professional development. Ongoing teacher professional development helps teachers be better by allowing them to continually learn more about their subject matter, pedagogical methods, and their students. This position statement warns that an overreliance on this first kind of teacher evaluation – one based on student test scores – will take the craft out of teaching, resulting in cookie-cutter approaches to student learning and a curriculum focused on testing. The position statement also outlines principles for creating fair and effective evaluations for English Language Arts teachers.

 

Quotable Quotes

Epigraph: “For more than two decades, policymakers have undertaken many and varied reforms to improve schools, ranging from new standards and tests to redesigned schools, new curricula and new governance models. One important lesson from these efforts is the repeated finding that teachers are the fulcrum determining whether any school initiative tips toward success or failure. Every aspect of school reform depends on highly skilled teachers for its success.” – Linda Darling-Hammond, 2010

“NCTE recognizes that quality assurance is an important responsibility of school leaders and accepts that a successful evaluation system must assist school leaders in making major personnel decisions such as retention, tenure, and dismissal. Still, it firmly believes that an overemphasis on accountability rooted in testing sets the bar much too low for school improvement and leads to a curriculum too heavily devoted to test preparation.”

NCTE believes that multifaceted teacher evaluation is a significant component for student, teacher, and school improvement and advocates strongly for a system that emphasizes professional growth. English teachers must continually study their subject along with the craft of teaching in their efforts to make learning happen.”

“Student test scores are unreliable indicators of teacher performance and should play a very small role in evaluation.”

 

Notable Notes

Principles for creating teacher evaluation systems for ELA teachers:

  1. “based on a comprehensive review of effective teaching behaviors”
  2. “relies on a wide range of evidence”
  3. “aligns quality assurance purposes to professional growth”
  4. “is fair and nonthreatening”
Advertisements

Blog at WordPress.com.

%d bloggers like this: