To Fail or Not To Fail Teachers?
As you might already know, Educational Leadership is my “go-to” magazine for the latest trends in education. I have a monthly subscription and look forward to each new issue that arrives in my mailbox.
One article that lit a fire in me, came from the November 2012 issue of EL “Teacher Evaluation: What’s Fair? What’s Effective?” (column 70, number 3). It was written by Susan Moore Johnson and Sarah E Fiarman, entitled “The Potential for Peer Review.”
The article looked at 7 different school districts and the way they implemented and utilized a peer review system. This system was for teachers who were at risk of being exited from the district based on inadequate performance in the classroom.
This concept of a peer review excited me. Right now in my school district, the weight teachers carry around is enormous due to the change to Common Core standards as well as new administrative teams including a superintendent, principals, and assistant principals. Teachers can barely keep their head above water with the new standards without dealing with the adjustment of new expectations from administrators. It is a really tough time with morale at an all-time low. Teachers are frustrated, feeling under-valued, and anything but encouraged. With that said, it is hard for teachers to be on their “A Game.” With only snapshot observations (under 10 minutes) and subjective data as the basis for a teacher’s effectiveness is absurd and unfair. Many teachers have been let go and or put on action plans for documentation purposes (if no improvement is made in the agreed upon goals, the teacher is released from their position in the classroom for that particular district). This is sad to watch, especially as it is my dearest friends and some of the most caring teachers. They are not ineffective; the data showcases one story that lacks all of the facts.
This peer review system would be ideal for my school district. I am unsure why we do not have it, but I am going to start digging deep to see what we can do about this. Let me explain why this idea is genius not only for teachers, but for students as well:
PAR (Peer Assistance and Review) are consulting teachers who leave their classroom duties from anywhere from 3 to 5 years. During this time, they help around 15-20 teachers that are at-risk. Most teachers are new, but some are experienced and are put on the radar as being potentially ineffective. These consulting teachers meet with their caseload often and after a few months report to the school district’s PAR panel. They report on the teacher’s improvements with thorough documentation of the teacher’s progress and implementation of suggestions given by the consultant teacher. It is then up to the panel to dismiss or reappoint the teacher. This is fair, accurate and supportive of teacher improvement. It is not cut-throat, biased, or skewed.
Naysayers to the PAR think it is the duty of the principal to instruct the teachers that need guidance. However, principals have a full plate and having teachers solely dedicated to helping their own kind improve has value for everyone involved. Others say that these consultant teachers are biased. I can see where that opinion comes from, but instead of saying biased, I would say they are more motivated. They know what it is like to be in the trenches. They know how much they needed and wanted their own job. They are invested and are solely dedicated to improving that teacher on a 1:1 basis. Principals and other instructional leaders do not have that kind of time available to dedicate to struggling teachers. I have seen few teachers come out of the gate with a status of “AWESOME.” Many teachers need to be groomed and turn out to be the best investment a school can make. I would rather work with an “ineffective” teacher that is inspired and gives 100% any day. Effort and desire rate high in my book. I can work with that 🙂
Regardless of front loading the support to a new teacher or rejuvenating a teacher who happens to have the seven-year itch, the investment pays off in the long run. These teachers will pass on their findings and affect a larger pool of teachers at a particular school. This group will later affect a larger pool of teachers at a particular district, and so on. This domino effect is empowering to teachers to find their way while meeting high expectations. It holds all teachers accountable instead of allowing them to fail their way out. We don’t give up on students, why give up on teachers?
What are your thoughts on PAR? Do you have one in your district?
About the author, Gretchen
I am a teacher trainer and coach. Working elbow to elbow with teachers and teacher leaders to ensure instructional proficiency and student achievement soar lights me up. We have a real need in our nation for strong educators to remain in the field. My blog, book, podcast, courses and instructional materials are geared towards empowering teachers (and those that lead them) to receive the support needed to grow and thrive today, tomorrow and always.
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