It’s easy to sit on the beach and tell myself it isn’t time to start thinking about the upcoming school year. But watching the waves crash, one’s mind covers many topics. On this particular day, mine has me looking toward September and yet another year brimming with challenge and opportunity.
Perhaps the headline story for those of us who work in New York City is our new Danielson-based teacher evaluation system. It replaces what many observers felt was an arbitrary system that left too much out of the equation and evaluated us solely as satisfactory or unsatisfactory in the classroom. Under the new system, teachers will be evaluated on 22 domains. In addition to instructional practice, there is impact on student learning, professional contributions, and so on.
We mostly agree that this type of system presents a fuller picture of us as professionals. Everyone will be able to present artifacts to support their cases for effective or highly effective ratings. Those who receive ineffective or developing ratings will receive support, but if improvements aren’t made, termination becomes a very real possibility.
In practice, this all seems fair, and it all makes sense. The problem is that everyone is learning on the fly because the process of enacting the system is, as Diane Ravitch often says, akin to building airplanes in the sky. I attended professional development in my school and with the district superintendent. There were a lot of questions but very few answers. This is unsettling.
I have said, though, to people who are worried, that anyone doing their job has little reason to fear the change. If the system plays out as it should, we will be receiving prompt, specific feedback after observations. Anyone who is already reflective will see the benefit of this. Anyone who doesn’t will resist and create difficulties for themselves.
Practically speaking, in a school my size, implementation is going to be a major challenge. For now, though, I’m optimistic.
The next challenge is the one that always faces me: the students. I’ve written on this blog before – and people who know me know this is true – that I always give my incoming students the benefit of a clean slate when they first enter my class.
The same applies for this year’s group, even though some of what I witnessed last year from them behaviorally and academically is a bit worrisome. Don’t get me wrong. I can handle behaviors, but the expectations are so high – Common Core and whatnot – that based on what I know about these kids academically, I am in for an exceptionally trying – but I hope, ultimately rewarding – year.
Everyone will progress, and regardless of what drum-beating non-educators think of that, that has to be our goal. I always aim for the standardized tests to be a footnote to the year, but so much has changed now that I may have to, as well. All that means is being extra creative about giving them some kind of confidence that they can accomplish what is basically impossible. Just like I can’t be expected to outrun an Olympic sprinter, kids on kindergarten reading levels with disabilities can’t be expected to ace tests that are, to begin with, above their grade level.
And now I’m ranting. So it’s probably best for me to finish this post and go back to looking at the ocean. Enjoy the summer while it lasts, friends.