New guidelines distributed to superintendents this week have the potential to increase the effectiveness of local Professional Development and Evaluation Committees (PDECs) and ensure teachers’ voices are heard in discussions about teacher evaluation and professional learning.
The guidelines were developed by the Performance Evaluation Advisory Council (PEAC) after CEA and AFT-Connecticut brought teachers’ concerns to the council.
“Most districts want to follow what is required by statute, but sometimes there is confusion or districts aren’t aware of what is required,” said CEA Teacher Development Specialist Kate Field. “I’ve found in my work with local Associations that there are often teachers and administrators who aren’t aware that there needs to be a representative from the local bargaining unit on the PDEC.” Read more
EDUCATION CONNECTION Professional Development Specialist Susan Domanico, CEA Teacher Development Specialist Kate Field, and AFT-Connecticut Professional Issues and Development Coordinator Jennifer Benevento talked to PEAC about their work with Professional Development and Evaluation Committees.
Collaboration between teachers and administrators is key to shaping educator evaluation and professional development programs to improve teaching and learning and help all students succeed.
Most districts’ Professional Development and Evaluation Committees (PDECs) are collaborating and working well, while others could use additional support. That’s according to survey data reviewed by the Performance Evaluation Advisory Council (PEAC) at a meeting this week.
PEAC reviewed surveys of PDECs by the state Department of Education as well as surveys CEA and AFT-Connecticut conducted of members who sit on PDECs.
The state Department of Education survey was sent out to PDECs in every school district and received responses from 81 school districts and five charter schools. Findings included that: Read more
CEA Executive Director Mark Waxenberg and CEA President Sheila Cohen urged PEAC to prohibit the use of SBAC scores in teacher evaluations.
Raising their voices today before an advisory committee to the state Board of Education and speaking up at a legislative public hearing on Monday, teachers are making it clear that the student assessments that count in their evaluations are not a subject that should be “kicked down the road” indefinitely by Connecticut policymakers.
CEA President Sheila Cohen said, “We are operating under a delay in linking almost one-quarter of a teacher’s evaluation to state mastery examination scores (SBAC). State education officials enacted that delay two years ago. Indications today are that they want yet another delay—a stalling tactic that diverts attention from the all-important job of educating our children.”
Cohen continued, “The time is now for quick and decisive action on the SBAC linkage to evaluations. There is no scientific or research-based evidence that such a link is valid, reliable, or fair for the purpose of teacher evaluation. No vendors of mastery examination tests claim their test is a valid measure of teacher performance.”