UPDATED
Georgia is poised to reduce the weight placed on student achievement growth in evaluating its teachers, the Atlanta Journal Constitution .
In the state, such measures count for 50 percent of each teacher鈥檚 evaluation. They鈥檙e based on state standardized tests for some teachers, and on local measures for all other teachers who don鈥檛 teach in subjects or grades assessed by the state. Under the bill, which has passed both the state House and Senate, tests would count for only 30 percent of each teacher鈥檚 annual review.
Instead, the leftover 20 percent would instead be based on whether teachers achieve what in the bill are rather vaguely called 鈥減rofessional growth goals.鈥� As before, observations of teachers鈥� classroom practice would make up the other 50 percent.
Teachers and their unions have long complained about the weight placed on standardized tests in the state. And earlier this year, state Superintendent Richard Woods signaled his openness to re-examining the state system. But the changes appear to be at least partly fueled by the Every Student Succeeds Act, or ESSA, which did away with the U.S. Department of Education鈥檚 鈥渨aiver鈥� system, which required that states set up teacher-evaluation systems based 鈥渋n signifcant part鈥� on student achievement.
(To be fair, the feds never really defined what 鈥渋n significant part鈥� was supposed to mean in the first place. But many states are taking ESSA as a green light to scale back the use of standardized tests, or at least to use them in a less rigid way.)
Other states moving this direction? New York did a major whiplash in policy by Oklahoma recently gave its districts . Virginia鈥檚 state Superintendent , as does South Carolina鈥檚. And there are
Interestingly, the Georgia bill also removes a reference to the use of student-perception data as part of the teacher-observation measure.
Colleague Catherine Gewertz walks you through the Georgia
Correction: This item originally misspelled Richard Woods鈥� name.
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