Teachers, the New Piñata

A lot of "reforms" center on teacher quality as the critical factor in fixing our education system.  While I think teacher quality is important, I have argued on this blog that teacher quality and success are two different things.   Great teachers may not have the same connection and success with an entirely different class, and thus their success will vary across years.  I have also noted that I don’t think teacher quality is the largest part of why education in America is failing.  That said, it is important, and if we don’t start sending a message that teachers are respected, we risk losing the good ones we have and not being able to replace them.

The Problem

According to nearly every reformist’s model, you would think teachers are the problem with education.  If we just had better teachers, our kids would be fine.  You listen to them and hear about “the evil teacher unions” who favor bad teachers at the expense of children, you hear about the impossibility of firing bad teachers, you hear praise for programs that put 22 year olds with no real qualifications in the classroom, you see teachers being graded publicly for the results of their students’ test scores on one day and having their employment status and pay hanging in the balance.  Does this sound like a desirable job to you?  Yet so many great teachers go in day after day with low pay and decreasing job security. 

To illustrate this differently, imagine you were a foreman on the Ford assembly line.   Imagine that your right to unionize for a safe workplace and reasonable hours was being threatened.  Imagine that far cheaper kids in vocational school were starting to replace other foremen in your plant.  Imagine that your pay was determined by how well your team built cars on one arbitrary day of the year (and imagine that one team mate just got divorced and another’s dad just died and think how productive they might be).  Imagine that your boss did not want you to focus on quality or to innovate, but wanted you to focus on only a few bare-bones basics that were beneath your standards as someone with 25 years experience making quality cars.  That’s what it must feel like to be a teacher.

In summary, teachers are:

n      Unprotected:  Increasingly, teachers unions have come under attack as protecting bad teachers at the expense of student learning.  There are surely corrupt unions and bad teachers, and both are bad things.  That said, this idea that groups that protect teachers are simply unjustifiable is unwarranted.  In Texas, for example, a very powerful conservative group would sit in the back of classrooms and see if a teacher taught anything “controversial.”  Teachers do need protection from arbitrary firing.  Further, they are employed by the government, which means they can be used as a political football.  Given that the ultimate source of power is the government, a union serves to check that power.  Worse, in an era of increased firings and a new evaluation system every year that has real consequences, teachers deserve to have informed representation.  Many great teachers that I know (union affiliated) made the point that it is not in a union’s interest to keep bad teachers: it makes it harder to win gains for all teachers when you harbor a lot of bad teachers and it demoralizes really stellar teachers who may not want to be part of such a union.

n      Losing Job Stability: Because they are paid with taxpayer dollars and almost every level of government is struggling with debt, teachers are at the front-line of those job cuts.  Further, when you look at school leaders making headlines, many have fired teachers immediately upon getting a poor rating on a new evaluation system based largely on tests (Michelle Rhee fired 4% of DC’s teacher force in July 2010, Providence, RI, Mayor Tavares fires nearly 2,000 employees in February 2011, etc.).  Worse, a new trend in closing ineffective schools has teachers fearful that they may not even have a position from year to year, even if they are a great teacher in a bad school.

n      Paid or fired based on things out of their control:  The argument for using tests to judge teachers is that they teach a student, so if a student cannot perform well on a test, it must be the teacher’s fault.  That said, there are so many complications, including the weather and how a student is feeling or how well a student takes tests (not to mention whether the test contains worthwhile knowledge in the first place).  Nevertheless, that one high-stakes day can be used to determine the bulk of a teacher’s rating, their pay, and increasingly their employment status.

n      Denied creativity:  By basing scores on tests, many teachers feel like they run a test-prep program and are increasingly forced to waste time on practice tests and test-taking techniques rather than imparting knowledge or concepts.  Some districts (NYC, San Diego) suffered through the micromanagement of Anthony Alvarado who developed an exact reading curriculum that every teacher had to follow, down to having kids identify what kind of reading they were doing when they read a sentence (it had a mixed effect on scores at certain levels, and it did introduce a system of peer coaches for teachers that would have been good if they were encouraging all-around good teaching, not enforcing a model).  Many teachers have begun to question if they should remain teaching in a system that prioritizes teaching students what to think over how to think.

n      Paid poorly for a tough job: You are likely pretty highly-educated.  You have to work a full day, then go home and grade papers and plan lessons (and any good teacher will tell you that takes longer than delivering the lesson).  You may have to reach out to parents, attend school events, and supervise an extracurricular activity.  On top of that, you have to be accountable for the success of 30 students (some of whom are going through puberty) who change every year and may not be compatible learners to your style of teaching.  Then you have to be accountable to some 60 parents, and the local school board, and your principle, and the board of education.  Then you take home a whopping $40k ($45k if you have a Masters, maybe).  The majority of early childhood educators are not even clearing the poverty line.

n      Denied respect:  A special education teacher who was recently rated as “bad” in New York City (and publicly so at that) based on his special education student’s test scores not matching other students wrote a really hard hitting Op-Ed on the experience.  He notes that by virtue of teaching kids, everything he does from how he dresses to how he teaches is immediately critiqued by his students.  Worse, programs like Teach for America send the signal that any blind ape can teach.  We’re just going to throw these college grads into the worse environments after training for six weeks at a summer camp and let them figure out how to teach for two years before they go to business school.  Sending the message that you are easily replaceable and that your profession is merely a means to an end is a great way to increase people’s job satisfaction, right?  Sadly no: a recent survey of teachers found that in the last couple of years, teacher satisfaction dropped substantially (15 percentage points fewer teachers now feel very satisfied with their job) while the number of teachers that will likely leave the profession nearly doubled to 1/3 of all teachers!

n      Suffering from the pressure: As teachers are forced to pay the price for student outcomes on high-stakes tests or as they are expected to maintain high performance even as class sizes increase or budgets get slashed, it creates a high-stress environment that sets the teacher up for failure, an inability to give personal attention, and very little sleep. As the aforementioned Special-Ed teacher noted, his teaching became secondary to implementing the rather arbitrary requirements of his administrator (who controls his employment).  It isn’t an environment that supports good teaching.  It is an environment that punishes falling short of perfection.

The Implications

These are not all the problems, but even these few have some really devastating implications:

n      High turnover: As more teachers become too stressed, are fired because of a bad testing day, lose faith in the system, or are replaced by Teach for America members that largely leave after 2 years, more money is wasted finding and teaching new teachers.

n      Lost benefits of experience:  A teacher does not continue to become amazing after two to three years of teaching, but if experienced teachers feel unrecognized and leave and the new crops of teachers last (or are expected to teach) only two years, they leave right as they are getting their sea legs.  It is widely known that teachers gain the most in teaching quality in their first two or three years.  That means you have a perpetual crop of teachers stumbling to find their way that leave right as they get good and students are much less likely to benefit from a teacher who is excellent.

n      Lower-level thinking:  If your child’s teacher is teaching to a test (or as is often the case how to take a test), how much is your child learning?  Is it important that your son or daughter select the least bad summary of the topic in a poorly written essay?  That they can calculate the angles of a triangle in 45 seconds?  Some parents and many employers would like a well-rounded student that is able to work in groups, think through problems critically, and be well-rounded.  Very few of life’s problems or workplace tasks come with multiple-choice answers.

n      Exposure to fewer topics:  What is tested is what gets funded and taught, so if your child is not going to grow up to be a calculator, a dictionary or a test designer, they are severely disadvantaged by the push to have teachers teach to the test.

n      Greater inequality:  As the lowest performing students are subject to the whim of random reforms, teachers under fire, and school closures, they suffer from the problems they bring to school and a lack of stability and coherent instruction in the classroom. If they are getting a worse experience, they are more likely to perform poorly, become disengaged, and drop out.  My guess is that this is contributing to the widening inequality we see in our society.

n      Destruction of community:  When school closure based on testing or “poor teaching” is exercised, students lose the bonds they have formed with their peers, their teachers, and their community.  

Act on it!

n      Monitor your child’s homework and see what is being taught.  If you notice that the work is not very enriching and is more test-oriented, speak with the teacher.  If instructions come from higher, speak to the principal or go to a local school council meeting.

n      Don’t fixate on your child’s test scores.  If they do poorly, find out what concepts they find challenging and work with them.  If they are a bad test-taker, they may very well respond to a far different style of teaching and learning.  Worse, you are unnecessarily stressing them in a way that doesn’t encourage improvement.  Tests should extend learning, and these tests don’t.

n      Attend town hall meetings when school administrators want to close schools, punish teachers on untried evaluation systems, or fixate only on test scores.

n      Write to your member of Congress to repeal No Child Left Behind and to reign in Secretary of Education Arnie Duncan’s arbitrary use of discretionary authority to implement similar reforms.

People with the education level of many teachers can take their talents elsewhere.  If we make the profession appear so undesirable, those who might do really well and impact a whole new generation of kids will decide it is not worth it.  I already watched a friend who is amazing with kids, highly educated and organized, and a trained teacher leave the profession because it was too stressful and she was not supported.  I know scores of Teach for America alums who taught two or three years, were probably pretty great by the end, but who have now left the profession.  This doesn't fix our system, and it is unfair to our kids.

 

Speak out!

Tell me about a really great or bad teacher you had.  What made them good or bad?

How do teachers measure up?

The is a big push to improve teacher accountability and rating systems, and with good reason.  Many teachers get almost no feedback, rated either "satisfactory" or "unsatisfactory."  Feedback is often not continuous and does not feed continuous improvement: the feedback may occur once a year, it may be sporadic, and it may be reduced in frequency as one becomes a more experienced teacher.  There is often a very limited amount of "data" that goes into evaluations, and there may often be a limited amount of evaluators feeding into the assessment.

Michelle Rhee's The New Teacher Project proposed a new framework for teacher evaluations (pdf) that is largely based upon her very pro-charter, pro-standardized testing agenda.  It has a lot of great points, but it also is based upon some pretty egregious flaws.

The framework is based upon the idea that every teacher should be excellent, that several years of excellent teaching can bridge the gap between poor and wealthy students' performance, and that teachers need to be evaluated in a more rigorous way that focuses most heavily on the improvements made by their students.  On its face, this sounds very reasonable.

The  framework opens by citing a variety of studies that show how important great teachers are, which is certainly true.  Two of the studies she cites, however, paint an incomplete picture:

1. A 2006 study y Gordon, Kane and Staiger found that "having a top-quartile teacher rather than a bottom-quartile teacher four years in a row could be enough to close the black-white test score gap."
2. A 2002 study by Rivkin, Hanushek and Kain found that "having a high-quality teacher throughout elementary school can substantially offset or even eliminate the disadvantage of low socio-economic background."

These two studies, which are perfectly valid on their face, leave out some important underlying assumptions:

1.  Teacher quality is static - Northwestern University's Helen Ladd (pdf) evaluated teachers (2008) in the highest and lowest quintiles according to student assessments and found that most highly-effective teachers one year were not highly effective the next and many ineffective teachers were no longer ineffective the next.
2. An effective teacher is effective for all groups of students s/he teaches - If you are given a class that is significantly less prepared than the last one you taught, your performance may not improve and even a great teacher might fail to produce the desired gains.
3. Student gains and failures can be universally attached to the performance of a given teacher - Economist Jesse Rothstein surveyed data for 99,000 5th graders in NC and performed a statistical test asking "What effect do fifth grade teachers have on their students' 4th grade performance?"  Obviously, the effect should be 0, as they had yet to teach the kids.  Nevertheless, he tested three different "value added" measures and in all cases found that fifth grade teachers had an enormous impact on their students' test scores before they had even taught them for a day. There is obviously a flaw with the use of such value-added tests if such preposterous results are statistically significant. 
4. That the results of a good teacher can be added as the two studies suggest - Diane Ravitch notes in her The Death and Life of the Great American Education System that "nowhere was there a real-life demonstration in which a district had identified the top quintile of teacher, assigned low-performing students to their classes, and improved the test scores of low-performing students so dramatically in three, four, or five years that the black-white test score gap closed." 
5. Bridging the socio-economic gap is sufficient and means that our students are receiving a quality education:  plenty of white students from higher income backgrounds are doing terribly.  Bridging the achievement gap between rich and poor is a start, but certainly not the "destination" if a quality, world-class system is our goal. 

Now, the framework then continues with six key characteristic of a "good evaluation system":

1. All teachers should be evaluated at least annually;
2. Evaluations should be based on clear standards that prioritize student learning;
3. Multiple sources of data should be considered, especially those measuring student's academic growth;
4. Multiple rating levels to better differentiate teacher effectiveness;
5. Rating encourages regular, ongoing, and  constructive feedback; and,
6. Evaluation outcomes must have teeth, that is they should feed into teacher employment, bonuses, and pay.

I agree in general with the first five, though I see some constraints to the sixth characteristic.

All teachers should be evaluated annually

I think the more feedback a teacher can get from different evaluators during different types of lessons over the course of a year, the more useful a tool can be.  This seems like a great basis for an improved evaluation system that all teachers can use to improve.

Base evaluation on clear standards, emphasize student learning
Any evaluation, to be fair, should be based upon very clear standards with limited room for interpretation.  I agree also that they should be based on student learning, but I would urge caution in operationalizing the concept.  I think having impartial master teachers and principles observing or conducting a pop quiz to see if lesson plans are having an effect on a student's learning would get at this a lot better than using standardized tests.  Further, it would give teachers the freedom to teach a diversity of lessons that cover materials that are of extreme import but not necessarily on a standardized test.  The document does identify some opportunities like having a master teacher come in and note how many kids raise their hand or seem to "get" the material presented, though it does express a lot of support for the use of standardized tests.

Multiple sources of data should be used, focused on student growth measures
Diverse data--both in type and person evaluating--is critical to getting a more balanced assessment of a teacher's performance.  The focus on standardized tests is problematic as student performance on tests can vary and these tests may not test material that is all that worthwhile to know (or they may not test many subjects).  There is a further issue: a successful goal, according to the Harvard Business Review, is one that is concrete, that you can identify clearly when you have fulfilled it, and that is not dependent upon others.  Setting a goal for teachers that is dependent upon someone else (their students) is somewhat unfair.  Worse yet, these tests are not designed to test teacher performance.  They do not have the external validity to be misappropriated in this manner.  Create a standardized test for teachers, as that would at least have the validity necessary to make them an appropriate measure.  Additionally, if a test is administered mid-year, are the gains (or lack thereof) attributable to the current teacher or the previous ones? This is not clear. As I noted, I would prefer multiple observations and student and parent feedback.

Multiple Rating levels and on-going feedback
This is indeed preferable because it does improve upon evaluations to make them a tool for teacher encouragement and feedback rather than a narrow filter to remove only the worst teachers.  Further, if the ratings are meaningful and accompanied by concrete feedback, it gives teachers the actual tools to look at how they might improve and for the school to perhaps pair up that teacher with resources to help on their weaknesses. The more regular, the better.

Tie teacher ratings to their pay and employment 
All of the studies that I noted earlier should make us very cautious about this.  If teachers drop in and out of the highly-effective category (and the ineffective category) between years, then you need to be cautious about wantonly firing or punishing someone for doing poorly one year or rewarding someone who anomalously does brilliantly one year.  I think a more appropriate sixth metric would be to use student data and teacher performance data to try to determine what kinds of students a teacher teaches most effectively for future class assignments to try to set up student and teacher alike for success.  I recognize that this may not be realistic or might be logistically quite challenging, but it might be interesting to see what limits there are to this idea in practice.


In the end, my preference is for a rating system that looks a little different:

1. Monthly evaluations by an independent master teacher (15%)
2. Quarterly evaluations by school administrator/principals with experience in the classroom (15%)
3. Semester evaluations by external education evaluation experts (15%)
4. Round robin evaluations in which teachers evaluate their peers (10%)
5. Amount and quality of efforts made by the teacher to improve on areas identified in previous observations (15%)
6. Evaluations of student portfolios that look at growth on the subjects taught (10%)
7. Use of interviews to get randomized student and parent opinions of teacher (10%)
8. Performance on testing that can be attributed to that specific teacher, is included in that school's curriculum for the year, and that is value-added in nature (10%)

The weightings are my personal preference, but I think they reflect the importance of regular, directed feedback being used by a teacher for continuous improvement.  Ultimately consistently bad teachers should be counseled out, but those teachers who have a decent record of doing well should be retained and efforts should be made to match them with students with whom they will succeed (insomuch as is possible while still giving the most difficult to teach students access to quality teaching).

Speak out!

How would you evaluate teachers?

What are some interesting evaluation methodologies or criteria that you have seen/experienced?