As the debate continues over the use of “value-added” measures to evaluate teachers, a new study has emerged which compares the results of value added measures of teachers to student surveys about teachers. The N.Y. Times published some of the findings and some of the questions posed to students.
According to the report, teachers rated high by student surveys also showed the most student growth as based on standardized test scores. And guess what? These same teachers did not teach to the test. The report showed that teachers “who incessantly drill their students to prepare for standardized tests tend to have lower value-added learning gains than those who simply work their way methodically through the key concepts of literacy and mathematics.”
The report urges educators to use the experiences of students as they try to locate teacher effectiveness. Teacher evaluations done by students, which in my experience have been given only at the discretion of individual teachers, should be a major tool used to provide valuable feedback for teachers and their evaluating administrators.
Of course, as with any survey, the types of questions asked are key. Teachers should look at the survey questions used in the report, and for now, incorporate them into their own student surveys. Eventually they should be used by evaluating administrators as well.
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I’m very happy to hear that teachers not teaching to the test seem to do well.
I don’t know if “student growth” and “value added” are the same thing but clearly they are related. So, given that we have heard that a teacher’s value added score can change dramatically from year to year, I wonder if student survey results for the same teacher do too.
If so, then what do we do with that information? If not, then how do we explain the reported correlation?
And I will admit right now, I’ve only read the news and opinion at this point and not the report so maybe “correlation” is too strong of a word. And maybe I’ve totally misunderstood what I’ve read during the heat of finals week.
I believe this is a part of Cherry Creek High School’s evaluation process. I wonder how they administer it and use the data.
At the University of Colorado at Denver and the Community College of Denver every course ends with a faculty evaluation. Students administer the survey with the teacher out of the room. There are survey questions and a place to write commentary.
When I visited Westminster High School last year, the school created an area in every classroom where students could leave lesson feedback every day.
The Gates study is a welcome endorsement of one of the most powerful and under-utilized tools available to assess teacher effectiveness. While this use of student feedback has value in determining WHAT results teachers are getting, student feedback has even greater value in another arena: not just knowing WHETHER value is being added, but rather knowing HOW value is being added. This is the kind of work that Project VOYCE (Voices of Youth Changing Education) has been doing in Denver at Bruce Randolph School and in youth-led trainings for Teach For America and Denver Public Schools. Our youth action research in several schools consistently confirms that one of the main obstacles to student engagement and learning is student/teacher relationships. By developing a student survey of teachers co-designed by teachers and students at Bruce Randolph, Project VOYCE students have been able to share valuable data with their teachers about what their teachers are doing that contributes to or detracts from student engagement in learning. While some teachers are initially resistant to what they fear might be a popularity contest or teacher bashing, they have subsequently found useful practical comments to improve their practice. If you are interested in learning more about how Project VOYCE youth built the youth/adult partnerships and the survey tools that made this happen, feel free to contact Brian Barhaugh, Executive Director of Project VOYCE at brian.barhaugh@projectvoyce.org.
Eight or nine years ago I was substituting in an 8th grade math class for several weeks as the regular teacher was out with double knee surgery.
One of the reasons I am back in school to finish my Bachelor’s degree (on the 32 year plan), is because of what a student said in that classroom.
She said, “Shut-up, she is really trying.” To some that may seem inappropriate, but it meant the world to me. Some of the kids and I were connecting, and they knew I wanted them to get it.
I long to be back in that classroom and finish what I know can be accomplished.
Students really will tell you what they need. We just have to pay attention. Sometimes it is just a look that says, “thanks, I am getting it now.” Sometimes, it is a look of relief that they know they are not wasting my time, because I have made their understanding my priority.
I am rambling now, but I want you to know that I appreciate your perspective.
charlene.gwin@gmail.com