Issue link: http://educator.cta.org/i/72908
PRESIDENT'S MESSAGE A visionary framework IN MY PERSONAL VISION of how edu- cation should work in California, schools would be adequately funded, have small class sizes, offer a comprehensive curriculum that includes art, music and physical education, incorporate counseling and support services, and prepare our students to be citizens of the future. But even before all that, schools would have a dedicated, highly qualified profes- sional in every classroom who knows how to reach and teach the broad spectrum of students who are there. Our teaching staffs would be balanced by new teachers who can share their enthusiasm and veteran teachers who can share their experience. They would have time to plan and work collaboratively, and they would be given opportunities for continued professional development. They would learn what works and what doesn't work with their students. And teachers would know whether they've done a good job reaching their students because they have been observed and evalu- ated by their colleagues and administrators who provide feedback that enables them to change and improve their teaching. Those of us in the profession know there's aſter more than two years of work, CTA has set forth a visionary evaluation framework for California teachers and school districts — visionary because it makes us part of the process, as we should be. The CTA Teacher Evaluation Work- ing ability. It's not fair, it's not accurate, and it's the lazy way out. That's why I am so pleased to report that EDITOR IN CHIEF STAFF WRITER CTA WEB EDITOR CTA WEB EDITOR EDITORIAL ASSISTANT WEB ASSISTANT WEB ASSISTANT PRESIDENT VICE PRESIDENT SECRETARY-TREASURER group forged the 36-page plan aſter hear- ing from CTA members and numerous experts, such as Linda Darling-Hammond of Stanford, and looking at assessment sys- tems used across the country. The frame- work rejects using "value-added" measures based on student test scores in teacher evaluations. Research shows that this con- troversial method is highly unstable. These measurements are affected by the differ- ences in the individual students assigned to a teacher, and the data does not accurately reflect the many influences on student progress over time. Instead, the CTA guidelines stress a huge learning curve to becoming a good teacher and we need all the help we can get along the way. We want and need to be evalu- ated. I don't think I've met a person in the profession who did not want to know how they were doing and how they could improve. As a new teacher, I had two very different experiences with evaluation. One was fraught with tension and anxiety, with the only goal being to satisfy my principal. The other was a collegial effort, working with my principal to identify my strengths and weaknesses as a teacher and develop a process for building better professional practice and continually improving my skills. Guess which one was more helpful? I hear from many teachers that their eval- formative assessments that focus on the process of increasing knowledge and improving professional practice. They provide teachers with feedback on how to improve their practice to promote student learning, and guide what types of profes- sional development opportunities will enhance their practice. You can find the framework and guid- ing principals online at www.cta.org/ evaluationframework. The framework will allow uation amounted to a five-minute drop-in by an administrator, if they received that. Unfor- tunately, that's become the rule, rather than the exception. Sadder yet, student test scores are being used as criteria in evaluating teach- 4 California Educator June/July 2012 us to have real input as teacher evaluation legisla- tion is developed, and it will enable our members to be proactive in leading our profession. It is time that teachers define what is important in strengthening the teaching prac- tice, and not let it be defined by politicians. CTA President Dean E. Vogel Cynthia Menzel Sherry Posnick-Goodwin Karyn Ferrera Donhoff Tiffany Hasker Craig Hamilton Tami Beseda Gladdie Cabral CTA ELECTED OFFICERS Dean E. Vogel Eric C. Heins Mikki Cichocki BOARD OF DIRECTORS José Alcalá, Larry Allen, Gayle Bilek, E. Toby Boyd, Donald L. Bridge, Tyrone V. Cabell, Elana Davidson, Don Dawson, Dana Dillon, David Goldberg, Jim Groth, Terri Jackson, Leslie Littman, Marty G. Meeden, George Melendez, Theresa Montaño, Mary Rose Ortega, Cynthia Peña, Bonnie Shatun, Michael Stone, Kendall Vaught, KC Walsh, Curtis Washington EXECUTIVE DIRECTOR ASSOCIATE EXEC. DIRECTOR COMMUNICATIONS MANAGER Carolyn Doggett Rebecca Zoglman Jonathan Goldman CONTRIBUTORS Scott Buschman, Len Feldman, Jaimie Graham, Bill Guy, Stephen R. Harris III, Dina Martin, Mike Myslinski, Frank Wells EDITORIAL INFORMATION California Educator is published for the information and edification of CTA members. The editorial philosophy is governed by the policies of CTA. Articles and advertising reflect that philosophy. Letters to the editor may be sent to editor@cta.org. Publication of advertising in the California Educator does not indicate CTA approval of the product or of the companies that purchase advertising. 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