District Administration - July 2010 - (Page 89)

Standardized Tests and Teacher Evaluation Many teachers see problems with data gathered from standardized tests, as they have used this data to try to improve student learning for the past 10 years or more. Many teachers embrace the use of data to improve student learning and many are experts in using data to guide instruction. Individual teachers, the NEA and others have expressed concerns about using the current state accountability systems to evaluate teachers. Standardized tests that capture student achievement in a “moment in time” snapshot at the end of a school year are not designed to evaluate teacher effectiveness. They measure student achievement in a multiple-choice format and have reliability and validity tolerances established for that purpose. The correlations made from data garnered from these sources lose reliability when applied to measuring the impact of the teacher in causing these scores. These tests do not take into account any of the following: • The impact of previous teachers on test scores, both positively and negatively. • Achievement not measured by tests, like writing and critical thinking. • Growth in nonacademic subjects, like art and music. • The amount of learning that takes place between the date the test is administered and the end of the school year. As most of these tests are administered once at the end of a school year, there is no way to accurately measure the growth students make with the teacher assigned for that year. For example, growth is measured from year to year—from May in one year to May in the next, for example, with two different teachers. In addition, these two tests measure different content. It is an apples-to-oranges comparison. Kids are not assessed at the beginning of the year to establish a benchmark from which growth can be measured for that year only. Teachers rightly point out that Race to the Top has the potential to undo some www.DistrictAdministration.com of the good work of past reforms. Many schools cluster gifted students in one classroom, or English language learners, or special education students, in order to deliver specially designed instruction. Will teachers now seek the best test scorers and an equal distribution of the lowest test scorers when classes are formed each September? This will make it difficult for schools to group students according to their instructional needs. Solutions I think most would agree that the current system of teacher evaluation would be improved by considering the achievement of the students under a teacher’s care. Just how student achievement becomes a factor in teacher evaluations should be decided at a national level by professionals qualified to make that determination, Eamonn O’Donovan is a former principal and however, not by legislators. an assistant superintendent of human resources CEHS FastTrack 4.75x4.75:CEHS FastTrack 4.75x4.75 10/12/09 8:34 AM Page Teachers should be a part of the pro- in southern California. cess, as collective bargaining laws make them key players in implementing evaluation processes in each state and individual district. Standardized-test scores have a role to play, but current “snapshot” data should be modified to include growth models that measure improvements in student achievement captured at various points in the academic year. Assessments should be expanded beyond narrow standardized tests to include writing and thinking, too. And finally, administrators should be trained in how to effectively measure teacher quality. Race to the Top has started the ball rolling, and has potential. But in the haste to effect change, key players like teachers may have been left at the starting gate. DA 1 A FAST TRACK TO A TRADITIONAL ED.D. Seton Hall University’s nationally recognized, accelerated doctoral program will allow you to complete your studies in just 10 weekends and two, four-week sessions over two years. In fact, more than 300 K-12 administrators in 28 states and six foreign countries have already successfully earned their degrees and achieved career advancement. FAST TRACK Now accepting applications for the April 2011 cohort. Loans are available to cover the entire cost of the program regardless of financial need. “Combined with superior teaching, strong curriculum, and an emphasis on contemporary issues, the Seton Hall experience will permit you to forge ties with a premier institution and create lasting personal and professional relationships with colleagues from all over the world.” Sandra DeLuca, Ed.D. ’09 Director of Guidance Metuchen Schools, NJ For more information, call 1-800-313-9833, e-mail execedd@shu.edu or go to www.shu.edu/go/execedd 400 South Orange Avenue South Orange, NJ 07079 www.shu.edu July/August 2010 89 http://www.shu.edu/go/execedd http://www.shu.edu http://www.shu.edu http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration - July 2010

District Administration - July 2010
Contents
Advertiser Index
Letters
From the Editor
News Update
Sustainability Update
Technology Update
Curriculum Update
Administrator Profile
District Profile
The Golden State Loses Its Luster
Seeking Justice in San Francisco
The Push for Public Preschool
Gearing up for the New Assessment
Books
Products
Online Edge
Supervisor’s Insights
Crisis Response
Supervisor’s Opinion
Tech Disruptions
Professional Opinion
Professional Opinion

District Administration - July 2010