What If Test Scores Fail to Find “Bad” Teachers?
February 7th, 2012In the debate about whether and how student test scores should be used to evaluate teacher performance, one side seems to have a lot more to fear than the other. Teachers, if their students’ test performance dictates whether or not the teacher remains employed, have a lot to lose in terms of job security. School administrators, on the other hand, seem relatively secure in their position, able to fire teachers at will and finally break what they see as the shackle hold tenure places on their ability to staff their schools par excellence.
But what if school administrators will be just as hampered with this new tool as they ever were before by old ways of measuring teacher performance? Or, even worse for them, what if these new tools actually demonstrate that there is limited variability per teacher on student test performance; in other words, what if there is little classroom by classroom variability in the scores? How can administrators get rid of so-called “bad” teachers then? What if the tests don’t give the justification school administrators were seeking?
In an ideal world, the passionate teacher with innovative, exciting teaching methods who inspires her students to continue to learn even when they are outside of the classroom will also be scored a better instructor than the lackluster teacher coming in each day to handout some worksheets, tell students to read quietly, and collect a paycheck. In reality, the passionate teacher may inspire outside learning in subjects that are not reflected in the standardized tests that will determine the teacher’s performance rating. And the poor teacher’s worksheets may be geared very well for material that is tested. Ultimately, their students’ test score averages may not significantly differ, thus offering no evidence from which to conclude a difference in teacher quality.
What’s an administrator to do in this situation? The administrator could use other evaluation tools; in most debates, no one suggests that test scores be the ONLY way teachers are evaluated. But what if the administrator wants to get rid of the teacher? What evidence can she present to justify her decision? In terms of classroom observation, the teacher may not be exciting, but his classroom is well-managed – lots of quiet reading time – and his students are performing perfectly adequately on tests. Can the teacher really be fired because he seems to intake less caffeine than the passionate teacher?
Those who live by the test will also be forced to die by the test. In demanding the power to critique teachers by their students’ test scores, administrators should first look at what power they are also granting to teachers. Suddenly, test scores can be used as evidence that dismissal was biased or unwarranted. If a teacher wants to allege discrimination of any sort, pointing to test scores as being adequate is a good starting point in a lawsuit. For every instance where test scores flag an inadequate teacher who administrators also wish to dismiss, they may uphold the efforts of a teacher everyone wants gone. And if bad test scores don’t automatically doom a passionate teacher, then administrators will need to tread very carefully when attempting to dismiss the so-called “bad” teacher when the evidence supporting that conclusion is sparse.
Ever wonder why some supporting test score evaluations also decry teacher’s unions and tenure? Because if administrators aren’t given the power to dismiss without reason, then the addition of test scores for evaluation does a lot more complicate firings than it does to clarify.
