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Common Core Assessments Must Be Used to Guide – Not Punish – Teachers, Says Eskelsen

March 27, 2013 by twalker  
Filed under Featured News, Top Stories

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By Tim Walker

The Common Core State Standards (CCSS) are scheduled to be in place by fall of 2014, and the enormous changes they’ll bring to every classroom will be felt just as efforts to overhaul teacher evaluations systems pick up steam. Is it any wonder that educators have what National Education Association Vice President Lily Eskelsen calls not a “love/hate” relationship with the Common Core, but a “love/fear” relationship?

At a panel discussion about CCSS and teacher accountability at the American Enterprise Institute (AEI) on Monday, Eskelsen praised the standards as having the potential to prepare every student to thrive as a knowledgeable, creative and engaged citizen. Still, Eskelsen acknowledged that the fast-paced implementation and the prospect of new assessments is fueling anxiety in classrooms across the nation.

“I love these standards because they will teach the whole child,” Eskeslen said. “I love the portrait of competent students the standards paint. Read the language arts standards. You’ll see verbs like ‘analyze,’ ‘give an opinion,’ ‘describe,’ ‘demonstrate,’ ‘create.’ These are words that makes teachers salivate.” (NEA was one of many teacher groups that partnered the National Governors Association and Council of Chief State School Officers as they developed the standards.)

Eskelsen cautioned, however, that the new standards and assessments must be used only to guide and improve teaching – not to punish teachers.

Joining Eskeslen on the AEI panel were Ann Bonitatibus of Frederick County Public Schools, Deven Carlson of the University of Oklahoma, Mitchell Chester of the Massachusetts Department of Education, and Morgan Polikoff of the University of Southern California.

The panelists expressed concern about the expedited timeline for Common Core implementation, specifically that teachers may not have received the necessary training to integrate the new curriculum into the classroom and prepare student for the rigorous new assessments.

Morgan Polikoff, who presented findings from his paper “Common Core and Teacher Quality Reforms,” proposed a “go slow” approach so that districts can do what is necessary to ensure the standards are successful. And because states are scheduled to officially roll out the new assessments in 2014-15, he recommended they step back and let the dust settle before using the data.

“I believe states and districts should consider a moratorium on the use of Common Core assessment results for evaluating and making high-stakes decisions about teacher effectiveness for the next several years,” Polikoff said.

NEA Vice-President Lily Eskelsen at the American Enterprise Institute on March 25.

Mitchell Chester, commissioner of public schools for Massachusetts, disagreed that taking more time would be constructive for any phase of the Common Core implementation.

“I think ‘taking it slow’ is really just another way of saying ‘delay,’ “ Chester explained. “It doesn’t necessarily mean we’re going to do it any better.”

While Eskelsen wholeheartedly endorsed the first half of Polikoff’s proposal – let’s move a little slower – she quickly added that taking a year or two to work out bugs would not make high stakes decisions for teachers, schools or students any more tenable.

“We should never use these tests for high-stakes decisions unless and until we have validated them as indicators of a teacher’s or school’s performance, unless and until we have found them to be reliable measures,” Eskelsen said.

“We have to insist before we go forward that these new assessments are going to measure what they say they will measure. I am looking to the Common Core to improve and guide my teaching,” she added.  “I am not looking to these standards as a way to sort and label teachers. I’m looking to kick No Child Left Behind out of the classroom.”

Ann Bonitatibus, Chief Operating Officer at Frederick County Public Schools,  also echoed the call for a moratorium, arguing that value-added growth models are too inconsistent across states.

“One size does not fit all. It will not fit all teachers, it will not fit all schools, it will not fit all districts, it will not fit all students,” Bonitatibus said. “If we are forcing prescription in order to meet a certain kind of model or rubric, we ‘re not going to get to a place where teacher have some of that creativity they need in the classroom.”

Eskelsen underlined this point, stating that that the purpose of education is to open the minds of all students and make the classroom come alive. The Common Core standards can help teachers achieve this – if they are allowed to use assessments to guide their work.

“Do not use the Common Core to find the bad teacher. That is not the purpose behind the standards,” Eskelsen said. “These standards will have an immense impact in every classroom and it’s immensely important that we get it right.”

Learn more about  NEA’s work with the Common Core.

Comments

5 Responses to “Common Core Assessments Must Be Used to Guide – Not Punish – Teachers, Says Eskelsen”
  1. Nancy says:

    States have already adopted systems to punish teachers if “enough” growth of the common core has not been reached. Class lists are not made by giving teachers an equal number of students who learn quickly, at an average rate and slower than average, so teachers are held accountable for unequal situations including students who have not slept or eaten. NEA needs to LOOK at teacher evaluation systems that HAVE been adopted by states. You do not need to abuse the evaluation system or use it incorrectly for districts to easily fire great teachers just to save money so others may get raises.

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  2. Cee says:

    Although I find the new CCSS a valuable tool to guide my curriculum, it has many holes. I understand that they are working on a Science CCSS. But for kindergarten, there is nothing for science, history, PE, or Art. If it is not a CCSS, we are not to teach it. Even though it is great to have my students reading and writing when they enter first grade, there is much that they are deficient in. I don’t understand why when something new comes out, it must be used with total fidelity. It’s like throwing the baby out with the bathwater.

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  3. Laurel says:

    As a high school teacher, I feel that implementing the strategies, gradually makes sense. Evaluating the OUTCOME (not the teacher) should not happen, though, until the lower grades are fully implemented. It is impossible to teach a high school student using these strategies wholly unless they have the foundation that an early education provides.

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