Parentella

Teacher evaluation is a hot topic right now. How do we evaluate teachers? What are the characteristics of a good teacher? How do we define success in the classroom (test scores?)? The topic is criss-crossing the nation, as teachers’ unions are being hit hard with the allegation that tenure protects bad teachers.

The State of California Stull process, as it is called, is the evaluation tool used by administrators in public schools. Here’s how it works, and keep in mind, this is from my experience. I’ve only worked at one school–but for eleven years, under five (yes, five) different principals and close to forty total (yes, forty) different administrators over those years. A Stull visit is scheduled every other year (every year if you’re probationary) and teachers are each “evaluated” or watched for up to a half-hour. Then there’s a conference and forms are signed. Teachers are told about areas in which they need to improve, and (hopefully) about their strengths.

I (and many others interested in education reform) believe the process is inadequate, for many reasons–mainly, there isn’t a true, codified remedy to help teachers in need of improvement. Administrators are overloaded these days. Some coaches are teaching classes (if your school is lucky enough to have them). Department chairs are busy with their large classes. Colleagues have their own issues. This leaves many teachers in need with nowhere to turn.

As I move forward with plans for a pilot school within LAUSD, as part of their Public School Choice (PSC) program, I intend to make sure that evaluations are thorough and frequent, based upon both subjective and objective measures, involve peers, parents, students and administrators. My plan will also feature meaningful professional development with time allotted to helping struggling teachers.

About the state of evaluation in general, I have an interesting perspective that ought be kept in mind as the nation moves forward with education reform. Teachers seem to know who the “good” and “bad” teachers are at our sites. People know good teaching and learning when they see it, right? I was lucky to have been nominated for LAUSD Teacher of the Year in 2005. I won. I also won at the County of Los Angeles level. Guess how many times I was observed by those who decided the award: none. That’s right–none. Sure, I needed letters of recommendation from peers, students, and my principal.

I’m frequently told by colleagues and others who have rarely, if ever, seen me teach that I was a worthy recipient of the awards. It’s not all about test scores. After all, I did terribly on the SAT yet went on to get two teaching credentials and a master’s degree, and win those teaching awards.

____________

Mr. Franklin is a teacher for the Los Angeles Unified School District. He is an eleven year veteran who has won District and County Teacher of the Year awards and the prestigious Bank of America Community Hero award. Before teaching, he spent five years at Learning Forum, which runs summer camps world-wide designed to increase student academic potential.

Related posts:

1. School Administrators and Teacher Evaluations
2. Los Angeles Public School Choice: Part III
3. 140 Conference LA 2010: LA Times Teacher Evaluation
4. Bill Gates and Education Reform
5. How the State Let “The Big One” Get Away

Tags: evaluation, teacher of the year

This entry was posted on Monday, January 31st, 2011 at 12:01 am and is filed under Education Policy, Education Reform, Steve Franklin. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.