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Ellen Belcher is the Dayton Daily News opinion pages editor. She writes about state government, education, the environment, higher education and all things Dayton.
Martin Gottlieb is an editorial writer and columnist for the Dayton Daily News opinion pages. He focuses on the political process itself and does such national issues as war, the economy, taxes and Social Security, as well as a hodge-podge of local and state issues.
Scott Elliott is an editorial writer and columnist for the Dayton Daily News opinion pages. He writes about education, city and suburban issues, politics, business, workforce and consumer issues.Home > Blogs > A Matter of Opinion > Archives > 2010 > December > 10 > Entry
Guest column: Ohio needs a better way to grade teachers’ impact
This commentary was written by Terry Ryan, vice president for Ohio Programs and Policy at the Thomas B. Fordham Institute, an education research organization that is a supporter of charter schools.
Taxpayers invest a lot in their teachers, and good ones are worth every penny. Nothing impacts student performance more than great teachers. Conversely, weak teachers can do irreparable damage. This alone should prompt Ohio to glean as much information as possible about teacher effectiveness.
Moreover, in the face of Ohio’s impending budget cliff and the teacher layoffs the financial crisis will force, defining teacher effectiveness has become more urgent. Consider two pots of federal money that have propped up Ohio’s education spending: the 2009 American Recovery and Reinvestment Act and the August 2010 infusion of “Ed Jobs” money.
Ohio received nearly a billion dollars for education alone from ARRA (funding that dries up in July 2011), which saved or created about 9,000 education jobs. Ed Jobs funding expires in 2012. That $361 million saved about 5,000 teaching jobs.
To say that layoffs will occur en masse is an understatement. As Ohio bides its time waiting for federal dollars to run out, it must come up with strategies to keep the most effective teachers in classrooms.
We know very little about the effectiveness of teachers in Ohio beyond anecdotal evidence. Current teacher evaluations do not distinguish highly effective teachers from the rest, nor do they weed out poor performers.
Further, archaic human resources practices prevent us from retaining, rewarding and supporting teachers based on their effectiveness.
In fact, we pay long-serving, but ineffectual, teachers more than we pay less senior high-fliers. We reward teachers for their credentials and advanced degrees, but offer the same pay for teachers whether their students thrive or languish. And we lay off teachers based solely on seniority.
Since 2007, Ohio has collected value-added data in both reading and mathematics that can be used to help determine teacher performance. This information is already used to measure performance of individual schools and entire districts, and it plays a key role in determining whether persistently low-performing charter schools should be shut down.
Further, the well-regarded Battelle for Kids has been doing excellent work to help educators use value-added data as a diagnostic tool for improving instruction.
It is time to start using value-added data as a key component of teacher evaluations. With teacher layoffs looming, superintendents and principals need the tools to dismiss or furlough their least productive teachers while keeping their most successful ones. Although not perfect, the best metric for measuring teacher effectiveness is value-added data. This data works in the same fashion as the state’s current value-added model for assessing school performance.
In short, the tests attempt to measure whether students actually make a year’s worth of academic progress, whether or not they started the school year behind or ahead of where they should be for their grade level.
Data from a few students might not be enough to reach any definitive conclusions about teacher effectiveness, but looking at achievement gains across multiple students and multiple years provides the clearest snapshot of a teacher’s effectiveness.
Critics argue that since existing test results are lacking, or because they currently only exist for math and reading in grades 4-8, that they shouldn’t be used to evaluate teachers. That logic is upside down.
Even if we only know what’s occurring with math and reading teachers, that’s not a reason not to use that data. And we should speed up efforts to collect information on student progress in other subject areas.
Value-added measures shouldn’t be the only criterion used to decide dismissals, tenure, salaries and school placement, but they have to be part of the equation.
As Ohio tackles a historic budget deficit, school districts have to be allowed to keep their best teachers — as measured by what students are really learning.
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By Ronald Reagan
December 10, 2010 7:27 PM | Link to this
It doesn’t matter what standard we choose for assessment if the results are the same. SCHOOL DISTRICTS CAN’T GET RID OF BAD AND INEFFECTIVE TEACHERS BECAUSE OF THEIR UNION.
By OPEN THE BOARDS
December 10, 2010 7:43 PM | Link to this
IT IS SHAMEFUL HOW STRICKLAND PUT THAT INCOMPETENT ON THE SUPREME COURT AS A POLITICAL FAVOR AND DDN STILL WON’T ALLOW COMMENTS ON THEIR ARTICLES. NOT TO WORRY DDN, I CANCELLED MY SUBSCRIPTION AND OPINE ON THE LOCAL SMALLER PAPERS.
By Nuns
December 10, 2010 9:36 PM | Link to this
I survived Catholic school in the 50’/60’s/70’s. They (Nuns/administrators) prepared all of us for success. Some students grasped the concept, some didn’t. It was the Roman Catholic version of military boot camp from grade one to grade 12. We learned, we had fun, we rebelled and paid for it, we we’re “forgivin” ( after punishment) and continued on to success. (some thought surving Catholic School was sussess enough). We were told the rules, the rules were not unreasonable, and breaking the rules caused an immediate response for breaking the rules. Dr. Phil or Oprah were not there to massage our little “self worth ego’s”. Was it hard/harsh at times? Yes. Did I rebel occasionally? Yes. Did I win in my rebellion occasionally? Yes. The end result is a 58 year old man that is retired comfortably. I put two children through college. My Grandchildrens’ college is paid for ( they are 7 & 6). I own my home. I have a large reserve of “cash” that I created through my own hard work…through hard work taught to me by Nuns…and education administrators that would be railed against and condemned today for daring to push the envelope with children…pushing the envelope that will cause success. When 23 % of those recently questioned, and can’t identify who we broke away from to gain our freedom from tyranny in 1776, do you think they could answer more important questions? What else can’t they answer? Wsho cares. Naw…let’s just massage our ego’s and make Oprah/Dancing with the Stars our mantra to success. The Chinese own you…I wonder why?
By Our Lady of Broken Knuckles
December 10, 2010 10:37 PM | Link to this
Dear Nuns, Congratulations on being born Catholic and receiving a valuable education. We all know the value of privilege and know that only the most pious and/or wealthy members of the Roman Catholic Church were allowed education in Europe during the dark ages. We all benefit from that. Since then, the Church established great centers of education. Thank you for your contribution to society to such a great amount that even non-Catholics can partake in reasonable educational opportunities. However, please consider that the majority of the population’s children are not so “fortunate” and have not grew up in such a fine “system.” Congratulations on your outstanding achievements including breeding, funding your children’s and grand-children’s college education and paying off your house at such a young age. Perhaps that’s why you may wish to volunteer at church - you feel blessed (and maybe a bit guilty)for your good fortune. As for the rest of us that haven’t been born into such “fortunate” circumstances to have learned these Catholic educational values and were subject to having to attend public school, we know there are highly incompetent teachers and education “professionals” hiding behind their labor union that are all too frequently supported by those who feel guilty about their good fortune.
By Basil
December 10, 2010 11:57 PM | Link to this
The above commentary is a nice theory. Good luck with that. There is no consistent method of effective teacher evaluation that can be put in place immediately. Maybe in five years.
By Bob540
December 11, 2010 12:09 AM | Link to this
I am not a teacher, nor related to a teacher, but I think too much blame is being put on teachers when children perform poorly academically. I think we should first look at the parents and home setting. Parents are (should be) the first teachers. They have their children at home for years before teachers see them. What have the parents done, or not done, to prepare their children? Once school begins, what have the parents done to provide structure and a home environment conducive to learning, or which is an obstacle to the child learning? Sadly, it is much easier to place the blame on teachers than to look at parents’ role in the success or failure of their children.
By Ph.D of Facts
December 11, 2010 12:29 AM | Link to this
Unfortunately, more and more children do not receive the support of their dads or even know who they are. They are hit and run fathers that simply drop a load and split. Furthermore this has expanding beyond an urban epidemic. It’s everywhere now. Is it any wonder that we are eroding as a society and with such a p**s poor family unit. Teachers are not totally to blame but the teacher’s union system sure contributes and in fact flounders in this pass it own mentality. Anybody that sucks at their job needs to be able to be fired. Anybody that doesn’t take responsibility for their child needs to be hung.
By Nuns
December 11, 2010 1:03 AM | Link to this
Our lady of Broken Knuckles: You’re welcome. Thanks for some of your kind comments. I was not “fortunate”. My Dad was blue collar. He busted his a$$ to make sure I received the best education possible, AND WE WEREN’T CATHOLIC. I volunteer at my church. I don’t feel guilty about a damn thing, other than smacking a few of you liberals around, but only when you didn’t deserve it… occasionally. Oh, “breeding” does not gaurantee success. It’s what you do with your “brood” after you “bred” them. I did pretty well. (NOTE: You sure like words in italics…thought I’d try it too). My point on my success: It came from a rock solid base of education. Reading, writing (English), Math, Science (physical & later, political), history, advanced courses if able. None of what I did was a cake walk. I put my kids through the same thing….lot’s of work interspersed with lots of fun. And, as you point out, the incompetent teachers and “professionals” are there…now…hiding behind unions and political bosses intentionally dumbing everyone down… really angers me. Rise up…raise hell like I did when this B.S. started to appear. I am still loathed in education circles in my area. I will not allow that children be denied the best that can be provided educationally. Take your local school board to task. You don’t need wealth, or “fortunate” circumstances….you need guts, Knuckles. Do you have them?
By Shawna
December 11, 2010 7:15 AM | Link to this
@Nuns: A little full of yourself aren’t you? I bet you are loathed in many circles (not just education). Apparently Knuckles had you figured out pretty good; Pompous, Pius and Proud-full. The subject is about grading teachers not demonstrating how “successful” you think you are. We all need some level of accountability in our work. There can perhaps be no better judge than one’s own piers. I’m sure that teachers know which among them are effective and which one’s really need to be in another line of work. The problem is that many need to go and (yes) their union protects them at the expense of the student.
By Nuns
December 11, 2010 8:12 AM | Link to this
Shawna: I am full of myself, loathed, proud-full, but not pius. Look up the definiton of pius. Yes..grading teachers. My teachers were Nuns, and lay people. I am able to be full of myself, loathed, proud-full, but not pius due to excellent teachers, teachers that were graded and accountable. I am full of myself, loathed, proud-full, but not pius because I had teachers who taught, were excellent, and accountable that each student they taught received tha maximum they needed to become successful, full of themselves, loathed, proud-full, but not pius. Your system does not provide for that. You liberals need to let loose of your control reigns concerning education, and start firing the teachers you know are not effective, and put them in another line of work. Shawna, you ARE the union, aren’t you… a teacher??? You exclaim what needs to be done, but do nothing. My success really makes you angry. How dare anyone brag that they’re successful due to effective teachers that, thank God, were not in another line of work…as you…Shawna…need to be. Reference your Bible, Saul Alinsky’s Handbook for Radicals, and think up some more personal attacks on the successful. Ask your poor liberal friends for a job, not me, and my full of themselves, loathed, proud-full, but not pius wealthy successful job providers. Gather all of your ineffective teachers and union goons together for a big ol’ group hug. You’ll all feel better and be able to make it through this day…and be proud that the students you produce are smooth brained and mouth breathers…easy to control. It’s the “edgamacation” you provide, so why do you complain?
By davidss2
December 11, 2010 4:24 PM | Link to this
The arrogance of the religious conservative end of the republican party never ceases to amaze me. They are almost as arrogant as the catholic school promoters. The Ryans of the world worm and twist and try to change the way the public schools do things. But in reality what needs to be changed is the ability of the Fordham types to operate tax free under the disguise of being public service nonprofits. The pay for the leaders makes them for profit. If the leaders, such as Ryan, wish to serve their position for free, there would be more credibility. Otherwise, they are just trying to destroy the teacher’s rights in Ohio. Their technique is to use nonproved evaluation techniques that leave it open for biased groups or administrators to speak for firing of one teacher over another.
By davidss2
December 11, 2010 4:24 PM | Link to this
The arrogance of the religious conservative end of the republican party never ceases to amaze me. They are almost as arrogant as the catholic school promoters. The Ryans of the world worm and twist and try to change the way the public schools do things. But in reality what needs to be changed is the ability of the Fordham types to operate tax free under the disguise of being public service nonprofits. The pay for the leaders makes them for profit. If the leaders, such as Ryan, wish to serve their position for free, there would be more credibility. Otherwise, they are just trying to destroy the teacher’s rights in Ohio. Their technique is to use nonproved evaluation techniques that leave it open for biased groups or administrators to speak for firing of one teacher over another.
By Joe Lacey
December 12, 2010 3:04 PM | Link to this
Value-added data shouold be a major component in evaluating teachers as well as schools and districts. Dayton’s value-added score is the same as Centerville and Brookville’s. The amount of progress made with Dayton students in a year’s time was about the same as Centerville and Brookville.
By Bubba Brown
December 14, 2010 1:19 PM | Link to this
Other teachers and administrators often know who the good and great teachers are. They also know who the bad teachers are. This info should be used to weed out the lowest performers. If we did this I am sure some of these poor teachers would do more to excel. Why do we need a teachers union? Are teachers working conditions horrible and dangerous? Get the union out of the way and let the free market work.
By Terri
December 17, 2010 5:15 AM | Link to this
It’s obvious that most people make teachers the scapegoat of all that ails education. However, do you know that 35% of the nation’s students are NOT in the classroom every day? When will you make parennts and students accountable? How can students learn when they miss over 1 day each week? Can anyone be successful giving 2/3 attention to the job at hand? Getting students to school should be a priority. Then, teacher accountability will be a more reasonable evaluation.