A teacher evaluation initiative, studied in new research released today, offers an alternative to using unreliable standardized test scores to evaluate students and teachers. This alternative holds educators more accountable and is supported by the new flexibility options for teacher evaluation, but contrasts sharply with the state evaluation model (SEED).
Seeking a better way than the state way, CEA advocates a holistic, qualitative approach that trusts educators.
CEA President Sheila Cohen said, “We want to redirect teacher evaluation in Connecticut so that it is student based. We want to refocus it on what teachers do on a regular basis and how teachers assess student growth on a continuing basis. And we want to allow teachers to focus their energy on what they know matters most—planning and providing engaging instruction for their students.”
At a news conference today at the Legislative Office Building in Hartford, CEA released the results of a field study that bolsters that approach—one that provides countless opportunities for teachers to focus on their students rather than spend endless hours on paperwork and compliance as required by the state model. With the enormous and unreasonable demands of the state system, teachers’ attention is being diverted from their students’ learning needs.
The field study was conducted by Daniel A. Long, Ph.D., assistant professor of sociology at Wesleyan University, and Rebecca Coven, Long’s former research associate. The study, carried out last year, included Hamden educators at the elementary, middle, and high school levels.