Education Week - March 6, 2013 - 24

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EDUCATION WEEK

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MARCH 6, 2013

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www.edweek.org

Teacher-Evaluation Plans Bedevil Waiver Applicants
MEASURING UP

CONTINUED FROM PAGE 1

federal waiver, according to a new
report by the Center on Education Policy, a Washington-based
research group.
“You’re going to see a lot of fits and
starts,” said Diane Stark Rentner,
the cep’s deputy director. “And you
hope states are playing close attention because there’s going to be a lot
to learn as we go forward.”
In the cep survey, which was set
for release March 4, states by and
large reported a favorable impression of the waiver process, but a few
expressed frustration with federal
officials. One state said there was so
much back-and-forth with the Education Department that its process
“erred on the side of ridiculous.”

WA
MT
OR

NH ME
VT

ND
MN

ID
WY

CA
AZ

PA
IN

IL

CO

KS

MO
OK

NM

NJ
DE
MD
DC

RI
CT

NC

AL

GA

FL
AK
HI

Waiver states with approved teacher-evaluation systems
Waiver states without approved evaluation systems
States without waivers

doesn’t receive a specific weighting but is coupled with other
measures, such as unannounced
teacher observations.
Still unclear is what the department means by informing “personnel decisions.”
Department officials say that for
defining personnel decisions, they
relied heavily on peer reviewers of
states’ evaluation plans, but that
what was approved varied greatly
by state. Some states spell out consequences tied to evaluations in law;
others leave it up to districts.
The high level of federal discretion has drawn the ire of some in
Congress.
“This simple waiver authority has
turned into a conditional waiver,
with the [education] secretary having more authority to make decisions that, in my view, should be
made locally by state and local
governments,” U.S. Sen. Lamar Alexander of Tennessee, the top Republican on the Senate education
committee, said during a hearing
last month on nclb waivers.

The administration “pretty well
wrote the law” on teacher evaluation, he said.
For states, the biggest issue is how
much flexibility federal officials will
allow as they design and implement
their evaluation systems, said Janice Poda, the director of the Strategic
Initiative for the Education Workforce at the Council of Chief State
School Officers.
“The states have had different degrees of success,” she said.
As one example, she said that
some states may want to use only
student learning objectives, called
slos, for some grades or subjects to
measure academic growth, but that
federal officials don’t seem open to
that approach. (Slos are goals for
student learning that are informed
by data and are often agreed on by
both the teacher and the principal.)
Ms. Poda said federal officials also
seem reluctant to let states first set
up support for teachers before going
down the path toward evaluating
them. Being assigned a rating by itself doesn’t mean a teacher is going
to do a better job, she said—“you
need the supports.”
Complying with the federally
driven teacher-evaluation rules, she
said, “is almost like the price the
states have to pay in order to get
flexibility in the other areas.”

Toward Implementation
The Education Department has
sought waiver applications in four
rounds; the fourth and latest application deadline was Feb. 28.
Waiver states that applied in
the earliest two rounds must pilot
their systems in the 2013-14 school
year and fully implement them the
next year. The systems then must
be used to “inform personnel decisions” in 2015-16. (States that applied for waivers in later rounds
are allowed to let each of those

SOURCE: U.S. Department of Education

SC

LA

Clarity Lacking
The Obama administration is offering the nclb waivers as Congress
struggles to rewrite the outdated
federal accountability law, the current version of the Elementary and
Secondary Education Act.
In exchange for flexibility on key
tenets of the 11-year-old law enacted under President George W.
Bush—such as that all students be
proficient in reading and mathematics by the end of next school year—
states had to agree to have many
strings attached.
Chief among them: Adopt
teacher- and principal-evaluation
systems that incorporate student
academic growth as a “significant
factor” and are used in making
personnel decisions.
But states are not entirely clear
on what satisfies the department’s
requirements for an acceptable
teacher-evaluation system. For
example, what is the minimum
needed to ensure student growth is
a “significant” factor?
Federal officials say they have
generally approved systems in
which student growth counts for
between 20 percent and 50 percent
of a teacher’s evaluation. But also
acceptable is a “trigger” mechanism, like one in Arkansas, where a
teacher can’t be rated as effective if
he or she fails to meet expectations
for student growth.
Another acceptable method is a
matrix system, like one in Massachusetts, in which student growth

WV VA

TN
MS

TX

OH
KY

AR

MA

NY

MI
IA

NE

NV
UT

WI

SD

As a condition for receiving a waiver
from provisions of the No Child Left
Behind Act, states have to receive U.S.
Department of Education approval
for new teacher-evaluation systems.
Most of the current recipients, 34
states and the District of Columbia,
are still working on their plans
and waiting for federal approval.

milestones slide by one year.)
States that did not have teacherevaluation systems that met the
federal requirements when they
turned in their waiver applications
in early 2012 or before had to agree
to submit them by the end of last
school year.
Since then, the department has
been quietly going back and forth
with states over what is and is not
acceptable. To that end, states went
through a second peer-review process in which outside judges scrutinized their teacher-evaluation
plans.
(Even though the federal department has released an overall list
of nclb waiver judges, the department would not say exactly who is
peer-reviewing the teacher-evaluation systems.)
Federal officials have not asked
some states for any changes, but
have instead asked for more—and
more—information.
“It has been a lengthy process; it
has been a congenial process,” said
Kerri White, the assistant superintendent in Oklahoma’s office of
educational support, adding that
she was expecting her federal letter any day now.
For Oklahoma, which is piloting
part of its teacher-evaluation system now, one area where federal
officials are expected to want more
details is how the state plans to
use student-growth data for teachers of nontested subjects, such as
the arts. The state school board is
expected to tackle that issue this
spring, Ms. White said.
Using student growth to evaluate teachers in nontested subjects
is one of several challenges states
are facing, federal officials say.
Among other tricky issues: how
multiple measures used to evaluate
teachers are rolled into one performance rating; how to appropriately
judge teachers of English-language
learners and special education students; and how to deal with special
situations, like co-teaching.

Under Constraints
Many states have little wiggle
room in dealing with federal officials because they are bound by

what’s in their own laws.
That’s the case in Minnesota,
which is waiting for federal approval. Its evaluation models,
spelled out in state law, pretty
much meet the federal criteria,
said Rose Hermodson, an assistant commissioner of education.
The state, though, is working
out some issues—namely, how to
figure out the “value added” by
individual teachers and incorporate such data into the evaluation
system.
In Kentucky, full federal approval will likely come as the
legislature takes final action this
year on the state’s teacher-evaluation system, said state education department spokeswoman
Nancy Rodriguez.
While most states are waiting
for their letters to confirm exactly where they stand with federal officials, a few already know.
Arizona, for example, needs
to revise its system to comply
with the student-growth requirements, according to a condition
attached to its waiver when it
was approved in July. Peer reviewers expressed concern that
the state was going to use schoolwide data, even in a transition
period, to evaluate individual
teachers.
And Oregon’s guidelines are
not approved because it has not
completed its plans to incorporate student growth into its
evaluation system, according to
a January letter from federal officials. The state is field-testing
a plan that lets districts, based
on their needs, weight student
growth at between 10 percent
and 50 percent.
What the final range of weighting looks like will depend on the
results of the pilot, said Heidi
Sipe, an assistant superintendent in the office of educational
improvement and innovation.
“We want to implement a model
based on sound practice,” she said.
If federal officials require a certain
percentage for student growth, she
added, the state will have to accept
that to keep its waiver.
“We are hoping to have continued flexibility for our districts,”
Ms. Sipe said.
Coverage of policy efforts to
improve the teaching profession is
supported by a grant from the Joyce
Foundation, at www.joycefdn.org/
Programs/Education.


http://www.edweek.org http://www.edweek.org/go/qc13shr http://www.edweek.org/go/qc13shr http://www.joycefdn.org/Programs/Education http://www.joycefdn.org/Programs/Education

Education Week - March 6, 2013

Table of Contents for the Digital Edition of Education Week - March 6, 2013

Education Week - March 6, 2013
Los Angeles School Board Race Shatters Spending Records
Feds, States Dicker Over Evaluations
Governors Take Varied Routes in Boosting Aid
Principal Appraisals Get a Remake
Contents
News in Brief
Report Roundup
Study: Best and Worst Teachers Can Be Flagged Early
FOCUS ON: PRESCHOOL: Obama Preschool Proposal Stirs Debate Over Training
Principals Lack Training in Shaping School Climate
KIPP Outpacing Regular Public Schools, Study Finds
INDUSTRY & INNOVATION: Wisconsin Data-Contract Fight Goes Public With Ad Campaign
DIGITAL DIRECTIONS: Pew Survey Gauges Teachers’ Attitudes About Tech., Equity
Blogs of the Week
Voting Rights Act Case Has Stakes for Districts
Back Home, Top Lawmaker Gets Earful on K-12 Policy
Policy Brief
Sequestration and Education: Frequently Asked Questions
9 California Districts Seek Own NCLB Waiver
House Panel Weighs School Safety Concerns
MATTHEW LYNCH: Tracing Technology’s Unintended K-12 Consequences
ANGELA MINNICI & ELLEN BEHRSTOCK-SHERRATT: Using Teacher Evaluation to Grow
ANITA KRISHNAMURTHI: Recognizing the Impact of After-School STEM
Letters
TopSchoolJobs Recruitment Marketplace
JD CHESLOFF: Why STEM Education Must Start In Early Childhood
Education Week - March 6, 2013 - Education Week - March 6, 2013
Education Week - March 6, 2013 - Cover2
Education Week - March 6, 2013 - Principal Appraisals Get a Remake
Education Week - March 6, 2013 - 2
Education Week - March 6, 2013 - Contents
Education Week - March 6, 2013 - News in Brief
Education Week - March 6, 2013 - Report Roundup
Education Week - March 6, 2013 - Study: Best and Worst Teachers Can Be Flagged Early
Education Week - March 6, 2013 - FOCUS ON: PRESCHOOL: Obama Preschool Proposal Stirs Debate Over Training
Education Week - March 6, 2013 - Principals Lack Training in Shaping School Climate
Education Week - March 6, 2013 - KIPP Outpacing Regular Public Schools, Study Finds
Education Week - March 6, 2013 - INDUSTRY & INNOVATION: Wisconsin Data-Contract Fight Goes Public With Ad Campaign
Education Week - March 6, 2013 - 11
Education Week - March 6, 2013 - 12
Education Week - March 6, 2013 - 13
Education Week - March 6, 2013 - DIGITAL DIRECTIONS: Pew Survey Gauges Teachers’ Attitudes About Tech., Equity
Education Week - March 6, 2013 - Blogs of the Week
Education Week - March 6, 2013 - 16
Education Week - March 6, 2013 - 17
Education Week - March 6, 2013 - 18
Education Week - March 6, 2013 - 19
Education Week - March 6, 2013 - Back Home, Top Lawmaker Gets Earful on K-12 Policy
Education Week - March 6, 2013 - Sequestration and Education: Frequently Asked Questions
Education Week - March 6, 2013 - House Panel Weighs School Safety Concerns
Education Week - March 6, 2013 - 23
Education Week - March 6, 2013 - 24
Education Week - March 6, 2013 - ANGELA MINNICI & ELLEN BEHRSTOCK-SHERRATT: Using Teacher Evaluation to Grow
Education Week - March 6, 2013 - ANITA KRISHNAMURTHI: Recognizing the Impact of After-School STEM
Education Week - March 6, 2013 - Letters
Education Week - March 6, 2013 - 28
Education Week - March 6, 2013 - TopSchoolJobs Recruitment Marketplace
Education Week - March 6, 2013 - 30
Education Week - March 6, 2013 - 31
Education Week - March 6, 2013 - JD CHESLOFF: Why STEM Education Must Start In Early Childhood
Education Week - March 6, 2013 - Cover3
Education Week - March 6, 2013 - Cover4
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