Dear Commons Community,
Linda Darling-Hammond has an essay on value-added teacher evaluation in the current issue of Education Week. She sees great harm in this approach and uses as an example the case of a teacher in New York City.
“New York City’s “worst teacher” was recently singled out and so labeled by the New York Post after the city’s education department released value-added test-score ratings to the media for thousands of city teachers, identifying each by name.
The tabloid treatment didn’t stop there. Reporters chased down teacher Pascale Mauclair, the subject of the “worst teacher” slam, bombarding her with questions about her lack of skill and commitment. They even went to her father’s home and told him his daughter was among the worst teachers in the city.
Now the facts: Mauclair is an experienced and much-admired English-as-a-second-language teacher. She works with new immigrant students who do not yet speak English at one of the city’s strongest elementary schools. Her school, PS 11, received an A from the city’s rating system and is led by one of the city’s most respected principals, Anna Efkarpides, who declares Mauclair an excellent teacher. She adds: “I would put my own children in her class.”
Most troubling is that the city released the scores while warning that huge margins of error surround the ratings: more than 30 percentile points in math and more than 50 percentile points in English language arts. Soon these scores will be used in a newly negotiated evaluation system that, as it is designed, will identify most teachers in New York state as less than effective.”
As I have written before on this blog, the value-added teacher evaluation system and the idea that teacher evaluations be made public are appalling, insulting, and professionally disgraceful. The New York City Department of Education should be ashamed for what it has created.