Evaluating our Schools

Recently Secretary of Education for the United States, Arne Duncan, addressed the largest teacher's union in the country, the NEA. He addressed many of the challenges and opportunities for educational improvement in America. Merit pay and student testing were two of his topics. I found his discussion of data interesting:

"Now let's talk about data. I understand that word can make people nervous but I see data first and foremost as a barometer. It tells us what is happening. Used properly, it can help teachers better understand the needs of their students. Too often, teachers don't have good data to inform instruction and help raise student achievement.

Data can also help identify and support teachers who are struggling. And it can help evaluate them. The problem is that some states prohibit linking student achievement and teacher effectiveness."

He goes on to discuss standardized testing as data, specifically, data that may be used to evaluate teachers:

"I understand that tests are far from perfect and that it is unfair to reduce the complex, nuanced work of teaching to a simple multiple choice exam. Test scores alone should never drive evaluation, compensation or tenure decisions. That would never make sense. But to remove student achievement entirely from evaluation is illogical and indefensible."

Secretary Duncan then suggests a path forward:

"It's time we all admit that just as our testing system is deeply flawed—so is our teacher evaluation system—and the losers are not just the children. When great teachers are unrecognized and unrewarded—when struggling teachers are unsupported—and when failing teachers are unaddressed—the teaching profession is damaged.

We need to work together to fix this and I will meet you more than halfway. I will demand the same of every principal, administrator, school board member, elected official and parent. I ask only the same of you that I ask of myself and others."

He echos my philosophy well. Sitting back and saying that our standardized tests are not good enough is easy. Advocating for or against merit pay is easy. Getting the differing sides and stakeholders to come together and solve these problems is tough.

We need to open that dialog and realize that data is a four letter word, but it is one that we need to use, and not cover our ears when we hear it. Sure, data can be used inappropriately, and we tend to focus on what we can measure, but the alternative to using data is willful ignorance. We need to embrace methods to understand where we excel and where we are not effective. With good data we should be able to tailor curriculum, lesson plans, and teaching methods to improve the efficacy of our teaching. We should not be afraid to discover what works well, and what does not work.

We need to ensure that we use the data that we have is used its fullest while advocating for tests that provide more useful information and shaping the improved measurement systems of the future.

We need to remind ourselves that we all have a common goal of efficiently educating our students and providing them with the core competencies that they will use to be effective lifelong learners. We all benefit when our students are well educated.