I was recently reading an article about how states who won Race To The Top (RT3) funding awards from the federal government are now struggling to create appropriate models that evaluate teachers using 40% student achievement data and 60% observation data. In short, a handful of states went so far as to change and/or create legislation to satisfy requirements of the RT3 application for a piece of roughly $4 billion from the 2009 federal stimulus package. Eleven states and D.C. won out to split various allotments of this money. The article didn’t mention the states (i.e. Michigan) that also changed their teacher evaluation requirement laws when they applied for this money…but did not win the money! All the winners and losers from RT3 are now legally bound, by their own doing, to create fair and equitable evaluation systems.
The problem I’ve seen with this is that most of these states changed their laws, but did not even have plans for how they would measure and align teacher evaluation and student achievement. Who does that? Are we that greedy? Are we that desperate? Evidently. There’s an old bumper sticker that says, “Lack of planning on your part does not constitute an emergency on my part.” As it turns out this isn’t true and now while the states flail to find the right mix for a decades-old conundrum of teacher evaluation, it is up to districts to create their own models that will satisfy the now-in-place laws, submitting those back to the states for approval. The optimist in me hopes that some savvy state DOE will accumulate so many models and synthesize one that is dynamic and replicable. Lemonade from lemons?
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I’ve said it here before and here I go again: the federal government relegated public education to the states to manage in the U.S. Constitution. Dangling carrots that detract state education departments from their primary purpose of creating and managing efficient, effective learning environments seems unnecessary and suspiciously micro-managing.