NEA Proposes Making a Shift on Evaluation

Autor/in	Sawchuk, Stephen
Titel	NEA Proposes Making a Shift on Evaluation
Quelle	In: Education Week, 30 (2011) 31, S.1 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Teacher Evaluation; Accountability; Evaluation Criteria; National Standards; Educational Indicators; Program Proposals; Position Papers; Teacher Associations; Change Strategies; Educational Change + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Verantwortung; Educational indicato; Bildungsindikator; Positionspapier; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Lösungsstrategie; Bildungsreform
Abstract	National Education Association (NEA) officials announced last week that they would put a "policy statement" before the union's governing body for approval that, among other changes, would open the door to the use of "valid, reliable, high-quality standardized tests" of student learning, in combination with multiple other measures, for evaluating teachers. The statement, passed by the NEA's board of directors this month won't take effect unless the union's 9,000-delegate Representative Assembly signs on to it at its meeting over the Fourth of July weekend in Chicago. Those delegates could significantly modify the statement before approval, and it is likely to be a topic of lively debate. Still, the announcement comes as a major entry by the 3.2 million-member union in discussions about teacher evaluation, tenure, and due process. Crafted by state affiliate members as well as national staff employees, the statement says that evaluation systems must be comprehensive and built on three kinds of indicators. First, they should take into account indicators of teachers' practice, such as their lesson plans and classroom-based observations about their ability to deliver instruction. Second, the systems should take into account teachers' leadership in the school, collaboration with peers, or participation in professional development. And finally, they should show how the teacher has contributed to student learning and growth. The final element marks a departure for the NEA, which has historically opposed most attempts to tie teacher accountability to student scores. The policy statement says that measures of student growth could include student-learning objectives set with principals, like those now used in Denver's ProComp pay system, teacher-created assessments, and reviews of student work, but it also specifically references standardized tests. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10