I Don't Have to Give a Reason
By Nancy Salvato
Education reformers stay current on recent developments concerning funding formulas, teacher quality, special interests, and school choice. Recently, there's been a buzz that real reform can be achieved if it were easier for administrators to terminate underperforming teachers.
There is more to the issue of whether or not a teacher displays competence. It is deliberately being played out in the public arena where parents, vulnerable to the notion that a teacher might be doing their children a disservice, are likely to voice approval for allowing administrators to more easily terminate their employees' contracts.
So many variables go into evaluating a teacher's job performance: test scores, temperament, classroom management skills, communication skills, self sufficiency, content knowledge, educational philosophy, team mentality, social ability, extra-curricular availability, perceived presence, experience, appearance, and more. Some items on this list are quantifiable, however most teacher value is subjective and depends on the person who is doing the evaluation.
Good teachers understand that a healthy classroom dynamic depends on every individual's contribution -no matter how minor. Without this sense of community, people are quicker to devalue themselves rather than nurture the positive traits a person brings to the table. In the same way, the individual nature of each teacher adds to the richness of the school environment. Teachers should represent a variety of experiences, backgrounds, and personalities. The only common denominator should be good grasp of content and an ability to convey the importance of the subject in a way that students can understand, be challenged, and benefit.
A teacher should not strive to win popularity contests with the staff or spend every waking moment at the institution proving loyalty to the profession. Teachers who take on extra assignments should be compensated. They also benefit from forming extracurricular relationships with students and peers. But teachers who can't "play politics" because they have immediate family responsibilities or other obligations shouldn't have this reflected on their evaluations. This devalues what they offer in the classroom.
What can be objectively measured and count toward a teacher's evaluation? Teachers must have subject knowledge, demonstrated by having a certification of some sort in their area of expertise. Subject knowledge is rendered meaningless if a teacher is unable to present material in a way that can be understood and mastered. This second attribute can also be measured. How?
Teachers spend an inordinate amount of time at school learning how to write lesson plans which include measurable objectives, meet state standards and goals, and are appropriate for the majority of the students. Students whose skills are lagging or are significantly ahead of the learning curve must meet modified learning objectives which acknowledge heterogeneous grouping. Learning Disability modifications should be suggested by a resource person who has expertise with a particular disability and is working with the student who needs the IEP or individualized educational plan. Language accommodations should be suggested by ELL (English Language Learner) instructors.
In practice, modification is an agreement between the classroom and resource teacher to change the evaluation expectations so that those who can't meet the learning objectives in the amount of time given due to the nature of their disability can actually receive a passing grade by being evaluated on what they were able to learn –even if it is not indicative of having mastered enough of the material to which they've been exposed. This revised grade is noted on the report card. NCLB has been effective in exposing the students who are left behind because of practices like these.
Numerous other variables impact a teacher's command over the classroom, not least are if a teacher is entertaining or matter of fact. Teachers can put in a tremendous amount of preparation and still a lesson may fall flat because of: a late bus, an assembly, a big game, a breakup, family problems, rival cliques or gangs, hunger, sleep deprivation, a big test, incomplete homework, etc. Personality or other factors don't detract from a teacher's commitment or grasp of subject matter. It means what it means; students might get distracted.
It becomes more difficult to teach children from families who refuse to hold them accountable for their disruptions or misbehaviors at school. Parents might believe their kids can do no wrong, be too busy, or have given up on discipline. Teachers can expect no cooperation from this type of parent.
Some schools brand teachers as poor classroom managers if they ask to have a child removed from class in order to best meet the needs of those remaining and trying to learn. Teachers cannot teach if problem students aren't removed yet they are considered high maintenance if they request outside interference.
Instructors who "entertain" their classes, may have less incidences of "acting out". But this particular ability is not mandatory to getting accepted into schools of education, graduating from schools of education, or a predictor of who will be most successful in reaching their students and enabling them to be self motivated learners.
Teachers who lose their passion tend to make the least waves. They accept status quo, do the minimum, and leave their job at work. Engaged teachers are more likely to be frustrated by misbehavior, apathy, lax administration, or feelings of isolation. Some will receive support; others will learn strategies to make themselves more self- sufficient.
But a great many dedicated teachers will be lost because too many administrators are unwilling to concede that the failure to educate doesn't always reside with the instructor. These administrators will not go the extra mile to assist these teachers, especially if they disagree on ideology or have to share some of the blame. Some education professionals come to their own decision to leave the field. Most, if not all, have not committed any objectionable behaviors or ignored their responsibilities.
The most humiliating words a committed teacher can hear is that of an administrator saying that they will not be receiving their teaching contract and will not be reassigned the following year. What is even worse is when the administrator can say, "I don't have to tell you why."
Nancy Salvato
Copyright © Nancy Salvato 2005
Nancy Salvato is the President of The Basics Project, (www.Basicsproject.org) a non-profit, non-partisan research and educational project whose mission is to promote the education of the American public on the basic elements of relevant political, legal and social issues important to our country. She is an experienced educator and an independent contractor with Prism Educational Consulting. She serves as Educational Liaison for Illinois Senator Carole Pankau. She works nationally and locally furthering the cause of Education Reform. Her writing is widely published on the internet and occasionally in print venues such as the Washington Times. Her opinions have been heard on select radio programs across the nation. Additionally, her writing has been recognized by the US Secretary of Education.
Education reformers stay current on recent developments concerning funding formulas, teacher quality, special interests, and school choice. Recently, there's been a buzz that real reform can be achieved if it were easier for administrators to terminate underperforming teachers.
There is more to the issue of whether or not a teacher displays competence. It is deliberately being played out in the public arena where parents, vulnerable to the notion that a teacher might be doing their children a disservice, are likely to voice approval for allowing administrators to more easily terminate their employees' contracts.
So many variables go into evaluating a teacher's job performance: test scores, temperament, classroom management skills, communication skills, self sufficiency, content knowledge, educational philosophy, team mentality, social ability, extra-curricular availability, perceived presence, experience, appearance, and more. Some items on this list are quantifiable, however most teacher value is subjective and depends on the person who is doing the evaluation.
Good teachers understand that a healthy classroom dynamic depends on every individual's contribution -no matter how minor. Without this sense of community, people are quicker to devalue themselves rather than nurture the positive traits a person brings to the table. In the same way, the individual nature of each teacher adds to the richness of the school environment. Teachers should represent a variety of experiences, backgrounds, and personalities. The only common denominator should be good grasp of content and an ability to convey the importance of the subject in a way that students can understand, be challenged, and benefit.
A teacher should not strive to win popularity contests with the staff or spend every waking moment at the institution proving loyalty to the profession. Teachers who take on extra assignments should be compensated. They also benefit from forming extracurricular relationships with students and peers. But teachers who can't "play politics" because they have immediate family responsibilities or other obligations shouldn't have this reflected on their evaluations. This devalues what they offer in the classroom.
What can be objectively measured and count toward a teacher's evaluation? Teachers must have subject knowledge, demonstrated by having a certification of some sort in their area of expertise. Subject knowledge is rendered meaningless if a teacher is unable to present material in a way that can be understood and mastered. This second attribute can also be measured. How?
Teachers spend an inordinate amount of time at school learning how to write lesson plans which include measurable objectives, meet state standards and goals, and are appropriate for the majority of the students. Students whose skills are lagging or are significantly ahead of the learning curve must meet modified learning objectives which acknowledge heterogeneous grouping. Learning Disability modifications should be suggested by a resource person who has expertise with a particular disability and is working with the student who needs the IEP or individualized educational plan. Language accommodations should be suggested by ELL (English Language Learner) instructors.
In practice, modification is an agreement between the classroom and resource teacher to change the evaluation expectations so that those who can't meet the learning objectives in the amount of time given due to the nature of their disability can actually receive a passing grade by being evaluated on what they were able to learn –even if it is not indicative of having mastered enough of the material to which they've been exposed. This revised grade is noted on the report card. NCLB has been effective in exposing the students who are left behind because of practices like these.
Numerous other variables impact a teacher's command over the classroom, not least are if a teacher is entertaining or matter of fact. Teachers can put in a tremendous amount of preparation and still a lesson may fall flat because of: a late bus, an assembly, a big game, a breakup, family problems, rival cliques or gangs, hunger, sleep deprivation, a big test, incomplete homework, etc. Personality or other factors don't detract from a teacher's commitment or grasp of subject matter. It means what it means; students might get distracted.
It becomes more difficult to teach children from families who refuse to hold them accountable for their disruptions or misbehaviors at school. Parents might believe their kids can do no wrong, be too busy, or have given up on discipline. Teachers can expect no cooperation from this type of parent.
Some schools brand teachers as poor classroom managers if they ask to have a child removed from class in order to best meet the needs of those remaining and trying to learn. Teachers cannot teach if problem students aren't removed yet they are considered high maintenance if they request outside interference.
Instructors who "entertain" their classes, may have less incidences of "acting out". But this particular ability is not mandatory to getting accepted into schools of education, graduating from schools of education, or a predictor of who will be most successful in reaching their students and enabling them to be self motivated learners.
Teachers who lose their passion tend to make the least waves. They accept status quo, do the minimum, and leave their job at work. Engaged teachers are more likely to be frustrated by misbehavior, apathy, lax administration, or feelings of isolation. Some will receive support; others will learn strategies to make themselves more self- sufficient.
But a great many dedicated teachers will be lost because too many administrators are unwilling to concede that the failure to educate doesn't always reside with the instructor. These administrators will not go the extra mile to assist these teachers, especially if they disagree on ideology or have to share some of the blame. Some education professionals come to their own decision to leave the field. Most, if not all, have not committed any objectionable behaviors or ignored their responsibilities.
The most humiliating words a committed teacher can hear is that of an administrator saying that they will not be receiving their teaching contract and will not be reassigned the following year. What is even worse is when the administrator can say, "I don't have to tell you why."
Nancy Salvato
Copyright © Nancy Salvato 2005
Nancy Salvato is the President of The Basics Project, (www.Basicsproject.org) a non-profit, non-partisan research and educational project whose mission is to promote the education of the American public on the basic elements of relevant political, legal and social issues important to our country. She is an experienced educator and an independent contractor with Prism Educational Consulting. She serves as Educational Liaison for Illinois Senator Carole Pankau. She works nationally and locally furthering the cause of Education Reform. Her writing is widely published on the internet and occasionally in print venues such as the Washington Times. Her opinions have been heard on select radio programs across the nation. Additionally, her writing has been recognized by the US Secretary of Education.
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