As I discussed yesterday, when it comes to measuring teacher effectiveness (it’s all the rage in national education policy these days), I, as an educator, want multiple measures to be used.

Yesterday I conceded the use of student test scores via bubble tests to measure my effectiveness because I know that this is a deal breaker for the policy makers in D.C. On this point they are intractable and if politics is the art of compromise, then fine — I’d rather accept multiple measures that include test scores than have no seat at the decision making table and have a host of ridiculous other stuff rammed down my throat.

And ram they will.

So what measures do I want? Yesterday, I said I wanted peer evaluations to count. Today I am going to ask for administrative evaluations.

Yep, I want them. But, the quid pro quo is that I want my administrators to be evaluated by the teaching staff as well. And I want the federal government to use whatever stick they will use to punish me for not meeting their targets to be the same stick they use to admonish admins who do not meet their targets.

Let’s level the playing field. Teacher effectiveness is related to administrative effectiveness so while we are re-inventing the “assess our school professionals wheel” let’s do it properly, huh?

We need to implement an administrative effectiveness tool side-by-side with this new teacher effectiveness tool.

It’s not biting off more than we can chew. It’s called doing it properly one time instead of perpetually re-doing it over and over and over again.

Truly, I repeat, it makes no sense not to do all of this at the same time. (Or else, let me guess, eight years from now some genius is going to look up and say, “Ya know, teacher effectiveness is related to administrative effectiveness. Maybe we should measure them, as well?”)

Suddenly, that cantankerous VP who makes every teacher’s life hell but sucks up to the Assistant Superintendent like a lap dog will not have a place to hide. Conversely, the principal that really goes to bat for their staff yet takes it on the chin from the Assistant Superintendent will have a means of not being forced into the role of subservient lap dog.

Let the admins measure my effectiveness. But theirs must be assessed as well.

And then we get to the juicy stuff… the district level measurements of effectiveness.

Why should they not also have to answer to the assessment and accountability God? I am not joking, either. A great Supe gets a lotta love from the peeps in the district. I know, I have seen it many, many times. And a bad Supe operates almost with impunity nowadays.

Tyrants in a fiefdom, unchecked and protected only by mammoth buy-out clauses.

Look, there are basically three levels to classroom education that are being funded by the state and nation: the classroom level, the administrative level and the district level. (The state level already has to answer in part to the Federal level and the state’s voters — plus, that realm of accountability is only growing these days so I don’t want to tread into that muck too much).

Admins, please feel free to measure my effectiveness. But know that your own effectiveness will be measured by me as well and whatever consequences can be meted out for my underperformance will apply to you as well should your measurements not measure up.

Justice is blind, no one is above the law, and take that, Mo Fo!

Fair is fair.

The VP who comes at 5:30 a.m., leaves at 7:45 p.m. and does the work of three distict level employees… give ‘em some love.

The bonehead principal who only has two more years to retirement and is playing out the string trying just not to cause any waves nor expend too much effort.

Meet your maker!

This game is gettin’ fun now, huh? Suddenly, everyone is accountable and teachers can’t be the only ones demonized with data.

Multiples measures for measuring teacher effectiveness will continue tomorrow… post is growing too long.

We fired a bunch of teachers due to “budget cuts” at the end of last year. And yet, guess what? We currently have a few long term subs in place in some of our core classes — STILL, right now, in the sixth week of school! — because we have job openings for teachers that have not yet been filled?

Hmmm.

And in this story, D.C. is letting go of hundreds of teachers about 2 months into the new school year. I’m sure that’s not going to cause any chaos/demoralization/bitterness/grumbling/chain reaction types of negative impact by-products though.

Now I don’t want to go down the road of “how in the world are schools supposed to thrive in the midst of all this administrative dysfunction” right now, but really, “how in the world are schools supposed to thrive in the midst of all this administrative dysfunction”?

I know for a fact that there are schools all across the country that still do not even have their basic staffing issues resolved yet. And it’s October!

Are the teachers to blame?
What about when some kids get changed into your class 6 weeks into the school year so that you have a room of mix and match kids where a few students have been there from Day 1 and others are just experiencing Day 1?
Will NCLB take this into account this year when looking at API and AYP scores?
Will my “merit pay” evaluation reflect these “considerations”?

Though I have said this before, while it’s easy to blame teachers, aren’t we really having a crisis of leadership in American education? Principals are overworked, school districts are out of touch and parents are kicked to the curb. I mean we have educators around here with over 240 students on their total roster… but it’s going to be the teacher’s fault if we don’t see marked improvement in these English Language Learners this academic year?

What a farce. I mean can you really blame the cook on the Titanic is his lobster bisque tastes like seawater? After all, he wasn’t piloting the boat — just cooking and doing the best job he could at what he was hired to do. Instead of wearing business suits to work, some of these people ought to be wearing red noses.