Topic: Evaluations

Texas AFT Symposium on Teacher Effectiveness and Appraisal

Good teaching is widely recognized as the most significant school-based determinant of student learning success. That simple fact is at the heart of a national debate about the best ways to evaluate and improve teaching quality. As a contribution to that conversation, Texas AFT is holding a symposium tomorrow in Austin for legislators and educational stakeholders on the issue of...

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Texas AFT Survey on Teacher Evaluation—Last Chance to Opine

Texas AFT’s Committee on Quality Educational Standards in Teaching (QuEST) invites you to take part in a survey for teachers on the evaluation systems currently in effect in your districts and possible alternatives. Please help guide our efforts to improve evaluation systems by taking this short survey online at http://survey.texasaft.org. The last day to take part is February 1.

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Take Texas AFT’s Survey on Teacher Evaluation

Texas AFT’s Committee on Quality Educational Standards in Teaching (QuEST) has come up with a new survey for teachers on the evaluation systems currently in effect in their districts and possible alternatives. Many members already have responded to the survey, initially announced in the Hotline and posted online in mid-December. Please join them in helping to guide our efforts to...

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Teachers, It’s Your Turn: Take Our Online Survey Evaluating Teacher Evaluation

There’s much ado about teacher effectiveness and teacher evaluation in the media these days, with a story line driven by self-anointed educational “reformers” who think they already have all the answers about how to address both. Texas AFT has been working for improvements in teacher development and appraisal since long before this topic came into media vogue, and we expect...

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Educators Talk Back: Answering the Scapegoaters

The current wave of teacher-bashing may not have crested yet, but it has evoked a strong countercurrent of well-argued rebuttals from leading educators and education researchers. The latest case in point is the response to a recent "manifesto" published in the Washington Post on behalf of the superintendents of 16 major urban school districts. Their manifesto claims that the difficulty...

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Evaluating “Value-Added” Measurement of Teacher Effectiveness: Not Just a Houston Problem

A public forum sponsored by the Houston Federation of Teachers last week shed some needed light on the frailty of the value-added methodology in use in Houston ISD. But many issues raised at the forum pertain to all value-added methodologies currently in use to measure teachers' effects on student learning, not just to the Education Value-Added Assessment System (EVAAS) adopted...

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“Value-Added” Methodology Evaluated at Houston Forum

Hundreds of educators and parents turned out for a forum sponsored by the Houston Federation of Teachers yesterday evening to consider the impact of Houston ISD’s test-driven, "value-added" methodology for teacher evaluation. They took part in a spirited discussion with a leading scholarly critic of the district’s chosen methodology and with American Federation of Teachers President Randi Weingarten. The AFT...

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New Teacher Project’s Take on Teacher Evaluation–AFT Comments

The New Teacher Project is part of a chorus of national education-policy organizations that have sung the same tune on teacher appraisal, supporting a heavy stress on students’ achievement-test results in the evaluation of teachers. That orientation was much in evidence when a New Teacher Project leader testified recently before the Texas Senate Education Committee. But TNTP’s just-published guidelines for...

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Another Independent Study Casts Doubt on Value-Added Models of Teacher Evaluation–Specifically Including the Houston ISD Version

Policy-makers may be drawn to the simplicity of reducing teacher evaluation to a "value-added" score based on achievement tests, but they are neglecting an expanding body of educational research that shows this seeming simplicity comes at the expense of accuracy. Educational historian Diane Ravitch, in her latest "Bridging Differences" blog entry (http://blogs.edweek.org/edweek/Bridging-Differences/2010/10/dear_deborah_you_asked_what.html), cites a new study from the Annenberg Institute...

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Another Independent Study Finds No Impact From Performance Pay for Teachers

Texas Gov. Rick Perry likes to boast that Texas on his watch has created the biggest performance-pay program of any state in the country, spending hundreds of millions of dollars on bonuses tied mainly to the scores of students on standardized achievement tests. It’s not much to boast about, however, in light of studies that show no positive impact on...

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“Black Box” Value-Added Teacher Appraisal Under Scrutiny in Houston

An October 7 forum sponsored by the Houston Federation of Teachers will try to shine some much-needed light on Houston ISD’s "black box" methodology for statistical modeling of teachers’ effect on student learning, called the Education Value-Added Assessment System (EVAAS). The district is using this controversial methodology for high-stakes decisions about teacher evaluation, compensation, and termination, yet the precise workings...

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Testing Experts Say It’s a Serious Mistake to Make Standardized Test Scores a Dominant Factor in Teacher Evaluation

Even as the craze for judging teachers by their students’ standardized test scores reaches new heights, now comes a sharply worded report from a distinguished group of testing experts who all agree that test-driven teacher evaluation is a really bad idea. Their new study, published by the Economic Policy Institute, explains in detail what’s wrong with the seemingly simple and...

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