In many school districts, classroom observations make up as much as 75 percent of teachers’ evaluation scores, according to a new study published in Education Next. And these scores predict a teacher’s ability to raise student test scores the following year, as measured by value-added models. With that in mind, analysts did a deep-dive into the observation practices of four school districts. They found that score stability and the quality of the information gathered improved as the number of individual observations increased, and that evaluations by trained, independent, outside evaluators (instead of principals) were more predictive of the following year’s value-added gains. The report recommends that districts observe teachers at least two or three times annually, using an outside observer at least once. Moreover, the study draws attention to the latent bias against teachers with lower-achieving students or who teach in struggling schools. Although value-added models are careful to control for students’ backgrounds and achievement levels, there’s often no such adjustment for classroom observations. (Simply put, it can be much harder to teach a great lesson when the kids are below grade level or unruly.) Unchecked, this can push teachers to avoid assignments at more challenging schools where the need is greatest, widening the achievement gap. The authors suggest that states conduct statistical analyses to control for these variables. The implications of this study are particularly pertinent for Ohio; although the Ohio Teacher Evaluation System (OTES) is now entering its second year of statewide implementation, many of the aforementioned suggestions aren’t a part of OTES. For example, Ohio does not require outside observations nor does it adjust for potential bias. Furthermore, legislative changes in June now allow districts to be flexible with the required number of evaluations. In other words, despite the predictive value of evaluations, Ohio school districts are permitted to evaluate effective teachers less frequently. If Ohio hopes to retain and improve its teaching force, addressing the potential flaws in its evaluation system is an important first step.
SOURCE: Grover J. Whitehurst, Matthew M. Chingos, and Katharine M. Lindquist, “Getting Classroom Observations Right,” Education Next (Winter 2015).
