More on using test data . . .

Earlier this month I blogged about the Seattle School District and Seattle Education Association disagreement over teacher evaluation that spilled over into the newspaper. Today, there was a Times article about a public meeting where the Seattle Board heard from community members and teachers about their proposal to use student achievement data in the teacher evaluation process. Once again both sides of the issue were in attendance to share their opinion on the issue.

Hundreds of teachers rallied outside before the meeting, chanting that teachers are more than a test score. Inside, roughly 75 members of Our Schools Coalition, which favors the district's proposal to use student academic growth, measured by tests, as a part of teachers' evaluations, wore orange T-shirts with "Kids First" in big white letters.

What I find interesting is that a joint union-district task force recommended an evaluation process that did not include the controversial use of test scores. The district included this and other items in their negotiation proposal. That may turn out to be a mistake as the sides attempt to bring closure to bargaining by the end of August. Will this issue be important enough that we see the threat of or an actual strike?

The use of test scores in teacher evaluation is a national movement that has taken front stage with the recent Los Angeles Times article on their value-added analysis of seven years worth of data from the classrooms of over 6000 elementary teachers. This article has resulted in a lot of backlash that you can find in Larry Ferlazzo’s the Best of posts. Unlike Secretary Duncan, I find myself agreeing with those in disagreement with the analysis and posting of the teacher names.

As I have shared before, student achievement data cannot be ignored. How we use it to determine our success is something that we must address. I don’t believe that we can mandate or force a process that will support our journey or sustain over time. Our choice has been to first identify what we value and believe is important for the success of all students, Classroom 10 and the support structures that must be developed and implemented before a focus on accountability. We are now at the point in our journey for a focus on accountability and our choice is to collaboratively identify how test data will be used to influence and support our work to ensure:

Quality Learning

Every day in

Every Classroom for

Every Child.