CALIFORNIA FOCUS
FOR RELEASE: FRIDAY, APRIL 21, 2017, OR THEREAFTER
BY THOMAS D. ELIAS
FOR RELEASE: FRIDAY, APRIL 21, 2017, OR THEREAFTER
BY THOMAS D. ELIAS
"TEACHER QUALIFICATIONS, NOT EVALUATIONS, MAY BE EDUCATION ANSWER"
Few questions about public education
have been disputed more hotly over the last few years than evaluations – in a
day when almost everyone agrees public schools need major improvement, how to
tell which teachers are good, which are the best and which don’t deserve to be
kept around.
For some, the answer is in “value
added” ratings: How much do children improve or decline in standardized testing
while under the tutelage of one teacher compared to what they do under another?
But America’s second-largest teachers
union might have a better idea: make sure teachers are well qualified even
before they’re hired. True, that’s what teacher credentialing is supposed to
do, but no one pretends any more that a credential assures any teacher has
mastery over the subjects he or she might teach.
As a rule, teachers and their unions
don’t like the value-added idea. It puts
all the onus on them and none on pupils or their parents, where many analysts
believe most education problems originate and are perpetuated.
But a few local unions have broken
down and allowed test scores to be used as part of teacher evaluation. In 2015,
California’s largest school district (Los Angeles Unified) and its teachers
union tentatively agreed to this sort of arrangement. That agreement eventually
could see state test scores, high school exit exam results, rates of
attendance, graduation and suspensions all factored into teacher evaluations.
The weight given to each of these factors and classroom observation is not yet
agreed upon.
Into this dispute comes the American
Federation of Teachers, the No. 2 education union behind the National Education
Assn. (The California Teachers Assn. is part of the NEA.)
The AFT notes that school districts
for a time raised the bar for students by using the high school exit exam and
other standardized tests to make sure diplomas have real meaning. On hiatus now
in California, that exam may or may not come back. But the union notes there
are no similarly widespread means to test whether new teachers are qualified to
take over classrooms.
It commissioned a survey of 500 new
public school teachers and found fully one-third felt unprepared on their first
day. Those hired to teach special needs students or working in low-performing
schools were most likely to feel unprepared and overwhelmed.
The union suggests improving this via
a national entry assessment “that is universal across the county, rigorous and
multidimensional.” AFT president Randi Weingarten compared it to the bar exam
taken by nascent lawyers.
“The components must include subject and
pedagogical (teaching techniques) knowledge and demonstration of teaching
performance – in other words, the ingredients of a caring, competent and
confident new teacher,” said an AFT report.
In response, the National Board for
Professional Teaching Standards, which evaluates what teachers should know,
agreed to start designing entry assessment standards for the profession, which
would include a full year of successful student teaching under a classroom
veteran.
By doing all this, the AFT is not out
to put more pressure on young teachers. Rather, the idea is that when school
districts, parents, politicians and the public know everyone at the head of a
classroom is qualified, pressure will mount on parents and students to do their
share, because it will no longer be so easy to accuse teachers of incompetence.
The AFT also wants new standards for
teachers to help de-emphasize what it calls “a national fixation on excessive
testing,” which often sees instructors teaching to specific tests, rather than striving
for a rounded education for pupils. That’s natural when teachers are evaluated
on test scores more than anything else.
“Public education should be obsessed
with high-quality teaching and learning, not high-stakes testing,” Weingarten
said. “Tests have a role, but the fixation with them undermines (giving) kids a
universal education and keeps us from fairly measuring teachers’ performance.”
In short, give kids the best-prepared
teachers possible, rather than loosing unprepared newbies into classrooms with
insufficient guidance or preparation.
Then it would be up to parents and
students themselves, as they’d no longer be able to scapegoat teachers when
kids do poorly.
If this seems to represent a pendulum
swing away from today’s overemphasis on tests, that’s probably a good thing, so
long as standardized exams aren’t completely abandoned.
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Email Thomas Elias at tdelias@aol.com. His book, "The Burzynski Breakthrough: The Most Promising Cancer Treatment and the Government’s Campaign to Squelch It," is now available in a soft cover fourth edition. For more Elias columns, go to www.californiafocus.net
Email Thomas Elias at tdelias@aol.com. His book, "The Burzynski Breakthrough: The Most Promising Cancer Treatment and the Government’s Campaign to Squelch It," is now available in a soft cover fourth edition. For more Elias columns, go to www.californiafocus.net