“The new [teacher evaluation] systems will succeed or fail depending on how well they accommodate basic feelings like anxiety and whether they inspire confidence in the teachers they are meant to help,” writes the New York Times editorial board in a piece about how principals and teachers in Chicago are handling their new teacher evaluation program.
The study also suggests that principals desperately need better training in how to help teachers improve. One administrator said of struggling teachers: “There’s 15 things they need to get better at, and so all 15 of them are important, where do I begin?” Another spoke of struggling to find the right ways to reach teachers with markedly different sensibilities. Some do well with the direct approach, he said, but the phrase “this is what you should do” turns others right off.
“The study includes important lessons for the 40 states that are constructing new evaluation systems and especially for large cities that plan to introduce systems similar to Chicago’s” — like New York City.
Read the entire article here.