This is the second column I’ve written about Deborah Loewenberg Ball, the dean of the University of Michigan School of Education. Ball believes the training that teachers get while they are in school needs to be drastically improved. Last year, I wrote about her effort to develop a professional training curriculum that would allow beginning teachers to be far better grounded in their craft than they are now.
Recently, I learned about another effort she has led, which I also think deserves wider attention. It tackles one of the most divisive topics in K-12 education: how to evaluate teachers so that the best can be rewarded and the worst fired.
In New York — a state where the issue has been especially contentious — Gov. Andrew Cuomo earlier this year pushed through legislation that calls for student test scores to count for as much as 50 percent of a teacher’s evaluation, up from the current 20 percent. The teachers’ unions were incensed, believing that test scores are a simplistic and unfair means of assessing teachers. So were many parents, who joined a boycott movement that resulted in an estimated 165,000 students opting out of this year’s standardized tests.
A teacher evaluation system “is only good if the teachers respect it and trust it,” says Vicki Phillips, a director of education for the Bill & Melinda Gates Foundation. Teachers are convinced that evaluation systems that overly rely on test scores are punitive, which the political rhetoric often underscores. For instance, Cuomo’s stated reason for changing the state’s teacher evaluation was that some 96 percent of teachers got top grades under the old process. He scoffed at those results as “baloney.” That’s hardly going to get teachers to buy into your new evaluation system.
To read the full story visit www.nytimes.com