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Walcott: NYC Value-added Ratings Don’t Tell Full Story
New York Schools Chancellor Dennis Walcott says that value-added teacher ratings are dated and don’t fully explain a teacher’s effectiveness.
New York Schools Chancellor Dennis Walcott believes that while value-added data will help determine teacher effectiveness, a wide range of factors must be considered to achieve a fuller picture of performance.
This week saw the publication of the 2007-08 through 2009-10 Teacher Data Reports of teachers in grades four through eight in New York. This comes after public pressure to release the documents under the Freedom of Information Law.
While the Department of Education must publish the data, Dennis Walcott’s editorial in New York Daily News explains:
“The data is now two years old, and it would be irresponsible for anyone to use this information to render judgments about individual teachers. Teacher Data Reports were created primarily as a tool to help teachers improve, and not to be used in isolation.
“I’m deeply concerned that some of our hardworking teachers might be denigrated in the media based on this information. That would be inexcusable. Ultimately, each news organization will make its own choices about how to proceed, and this may result in teacher names appearing in the paper or on media websites.
“Although we can’t control how reporters use this information, we will work hard to make sure parents and the public understand how to interpret the Teacher Data Reports.”
Walcott believes that the Teacher Data Reports provide one “value-added” perspective that predicts a teacher’s future success “better than any other technique”. But Walcott doesn’t think the value-added data or the results of a classroom observation could adequately judge a teacher’s overall success in the classroom.
Walcott explains that the new evaluation system will include value-added analysis that will count for 20% of a teacher’s rating and will also include classroom observations and other measures to ensure the data provides have the most complete picture possible of teachers’ success with their students.
He said:
“I believe New York City has one of the strongest teaching forces in the country. As long as I’m chancellor, I will do everything I can to help our teachers reach their full potential — so that our students can reach theirs.
“And I will always treat our teachers with the professional respect they deserve. I hope members of the media will do the same today.”
Friday
March 2nd, 2012
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Comments
[...] “And I will always entertain our teachers with the professional regard they deserve. I hope members of the media pleasure do the same today.”Source [...]
Well this isn’t a surprise. It’s of course hugely unfair to the teachers who will know experience real career reprecussions because of a system even Walcott admits is flawed.
There really aught to be more of an effort to find out how much good teaching contributes to student success, independent of other factors like parenting, income, etc. If they want to evaluate teachers more objectively, that’s fine. But before you go off screwing with their livelihood, don’t you owe them a system that is fair?
Not to mention that if we manage to isolate the teacher qualities that add the most to student achievement, it’ll make it easier to recruit good teachers cause we’ll know what to look for.
at the heart of this is a major misconception. beyond the issues with the statistical validity of the value added analysis.
we are assuming the only “value” a teacher can add is measured on the test scores. and that is the first step to creating a population of drones
[...] Reference: http://www.educationnews.org [...]
[...] editorial in the Daily News to remind parents that the new value-added scores presented far from a complete picture of teacher quality. “The data is now two years old, and it would be irresponsible for anyone to use this information [...]