By Kathy Megan
A University of Connecticut report on the pilot for the state’s nehttp://ctedreform.org/wp-admin/post.php?post=6036&action=editw teacher evaluation system finds that it provides more guidance for teachers, but raises questions about whether educators have enough time to carry out the demanding assessments.
The new evaluation system, which started in 14 districts last year and expanded statewide in September, ties a teacher’s performance rating to student achievement, including students’ test scores, as well as a variety of other factors, such as classroom observations by administrators.
Deborah Wheeler, superintendent of Litchfield public schools, one of the pilot districts, said that teachers spent “more time on goal setting,” allowing them “to look deeply at their own practice and at the needs of the students sitting in front of them.”
Wheeler said her staff found that the new evaluation produced “a depth, a richness,” to the conversations between administrators and teachers that they hadn’t seen previously. “I don’t believe that we found anyone we rated unusually low who we were not aware of already,” she said.