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Posted inCT Viewpoints

Providing exceptional education to all students requires more accountability, not less

The release of Connecticut’s teacher evaluation results in a school-funding trial has revealed that only 1 percent of teachers were evaluated as either “below standard” or “developing.” Recently, a CT Mirror story covered a discussion among members of the Connecticut Performance Evaluation Advisory Council (PEAC) about whether and how to amend the teacher evaluation process. In that story, Connecticut unions represented that the inclusion of a state assessment in the evaluation process is unfair to teachers. But, as a former teacher, principal, and superintendent, and a father of six Connecticut children—it strikes me as somewhat obvious that, quite to the contrary, these results indicate a strong, existing bias in favor of protecting teachers from data.

Posted inCT Viewpoints

CT uses ‘blunt tools’ for evaluating teachers, gets predictable result

Connecticut’s Performance Evaluation Advisory Council (PEAC) met last week to discuss a response to data that show teacher evaluation systems have identified very few people to dismiss, and assign high ratings to most teachers — a pattern which has been reported in many states across the country over the last five years. This shouldn’t be a surprise, because many states are using similar tools for teacher evaluation: a state-specific version of Danielson’s Framework for Teaching (here dubbed the Common Core of Teaching, CCT), or other generic teaching rubric applied to teachers regardless of grade or subject area. When we use the same, blunt tools, we can expect the same, nonspecific results.