Nation's Schools Failing to Assess Teacher Effectiveness, Treating Teachers as Interchangeable Parts
Study Describes “Widget Effect,” Which Prevents Schools from Recognizing Excellence, Providing Support, or Removing Ineffective Teachers
Secretary of Education Arne Duncan, Tennessee Governor Phil Bredesen, U.S. Representative George Miller (D-CA) Join in Call for Overhaul of Teacher Evaluation Systems and Policies Governing Use of Evaluation Ratings
NEW YORK, NY – America’s schools operate in a policy environment that assumes all teachers are the same, according to a comprehensive study by The New Teacher Project (TNTP), a national nonprofit dedicated to ensuring that all students get excellent teachers. Though a teacher’s effectiveness is singularly important to student success, schools do not distinguish great teaching from good, good from fair, or fair from poor, and a teacher’s effectiveness in helping students to succeed academically almost never factors into critical decisions such as how teachers are hired, developed or retained.
“Effective teachers who are fairly compensated are vital ingredients in the reforms our schools need,” Secretary of Education Arne Duncan said in response to a new study by The New Teacher Project.
The study found that U.S. schools in effect treat all teachers the same and “do not distinguish great teaching from good, good from fair, or fair from poor, and a teacher’s effectiveness in helping students to succeed academically almost never factors into critical decisions such as how teachers are hired, developed or retained.”
“Schools need to have evaluation systems that fairly and accurately identify effective teachers,” Duncan said.
For information about the report — “The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness” — see http://www.tntp.org/newsandpress/060109_TNTP.html.