In Our View: Making the Grade

Imagine working in a place where — no matter how much you excel or fail — the only official description you ever hear of your work is that it “meets expectations.” Not overly inspirational, is it? But that’s pretty much what most workers hear nationwide in a profession that is vital to the success of children and the long-term future of our nation: teaching.

When all teachers hear is “meets expectations,” many young teachers wonder if they entered the right profession. The more ambitious ones look — often in vain — for ways to get better. They ask themselves: Do I belong in the classroom? Am I making a difference?

Meanwhile, many veteran teachers lack the necessary affirmation that their experience is valued as they head into the homestretch of their careers. They ask themselves: Are my supervisors simply waiting for me to retire? What’s the best way to hit the finish line of my career in full stride, fully enriching the lives of my students?

We all can do better than that. Teachers, students, parents and taxpayers deserve better. Fortunately, there’s a noticeable trend in the right direction, nationwide and also here in Washington state. Eight school districts and one coalition of small districts are formulating plans to improve teacher and principal evaluations, using a four-point scale. Their locally designed plans will be implemented next school year. This pilot program should help other Washington school districts, all of which must upgrade teacher and principal evaluations in the 2013-14 school year. No Clark County districts are involved in the pilot program, which is coordinated by the National Board for Professional Teaching Standards and the state Office of Superintendent of Public Instruction.

Last year the Legislature determined eight criteria for evaluating teachers: high expectations, effective teaching practices, recognizing individual student learning needs, focus on subject matter, safe and productive learning environment, use of multiple student data elements to modify instruction, communicating with parents and the school community, and collaboration. Yes, those criteria are a bit vague, but intentionally so. Sharpening the focus was properly left up to individual school districts.

Teacher unions are helping design and implement the programs, which is encouraging because the unions have vigorously opposed previous attempts at strengthening evaluations. We hope the unions continue to work in a collaborative way that benefits both their members and students in public schools.

The absence of such reform is one of the major reasons Washington has failed miserably in the federal Race To The Top (RTTT) program that has sent large grants to numerous states. Last year, Washington finished 32nd out of 36 states in the RTTT application process.

A recent AP story quoted Lindsay Ehlers, who teaches at an elementary school in Spokane County: “I don’t think it matters if you’ve been teaching one year or 10 years or 20 years, there’s always things you can refine and do better to help kids.” That’s why Ehlers serves on the committee that’s designing her district’s four-level evaluation program.

It’s time to move beyond the antiquated system in public education that leaves high-achieving teachers starving for recognition and affirmation while leaving ineffective teachers immune to scrutiny. Upgrading evaluations is one of the quickest ways to upgrade schools in our state.