What if Finland’s great teachers taught in U.S. schools?

Finland’s Pasi Sahlberg is one of the world’s leading experts on school reform and the author of the best-selling “Finnish Lessons: What Can the World Learn About Educational Change in Finland?” In this piece he writes about whether the emphasis that American school reformers put on “teacher effectiveness” is really the best approach to improving student achievement.

Many governments are under political and economic pressure to turn around their school systems for higher rankings in the international league tables. Education reforms often promise quick fixes within one political term. Canada, South Korea, Singapore and Finland are commonly used models for the nations that hope to improve teaching and learning in their schools. In search of a silver bullet, reformers now turn their eyes on teachers, believing that if only they could attract “the best and the brightest” into the teaching profession, the quality of education would improve.

“Teacher effectiveness” is a commonly used term that refers to how much student performance on standardized tests is determined by the teacher. This concept hence applies only to those teachers who teach subjects on which students are tested. Teacher effectiveness plays a particular role in education policies of nations where alternative pathways exist to the teaching profession.

In the United States, for example, there are more than 1,500 different teacher-preparation programs. The range in quality is wide. In Singapore and Finland only one academically rigorous teacher education program is available for those who desire to become teachers. Likewise, neither Canada nor South Korea has fast-track options into teaching, such as Teach for America or Teach First in Europe. Teacher quality in high-performing countries is a result of careful quality control at entry into teaching rather than measuring teacher effectiveness in service.

In recent years the “no excuses”’ argument has been particularly persistent in the education debate. There are those who argue that poverty is only an excuse not to insist that all schools should reach higher standards. Solution: better teachers. Then there are those who claim that schools and teachers alone cannot overcome the negative impact that poverty causes in many children’s learning in school. Solution: Elevate children out of poverty by other public policies.

For me the latter is right. In the United States today, 23 percent of children live in poor homes. In Finland, the same way to calculate child poverty would show that figure to be almost five times smaller. The United States ranked in the bottom four in the recent United Nations review on child well-being. Among 29 wealthy countries, the United States landed second from the last in child poverty and held a similarly poor position in “child life satisfaction.” Teachers alone, regardless of how effective they are, will not be able to overcome the challenges that poor children bring with them to schools everyday.

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How Do High-Performing Nations Evaluate Teachers?

Who decides if a teacher is effective and how is that determination made? School systems across the United States are struggling to answer that question as they try to design and implement teacher evaluation systems that are fair and accurate. It’s no easy task and is not limited to public schools in this country. School systems around the world are tackling the same issue and are finding consensus among education stakeholders to be elusive.

Teacher evaluations were the main topic of discussion at the 2013 International Summit on the Teacher Profession (ISTP) Summit held last week in Amsterdam. Now in its third year, the ISTP brought together leaders from teacher unions and education ministries to discuss issues around teacher quality, specifically the criteria used to determine teacher effectiveness and its purpose.

In most nations, teacher evaluation systems are essentially a “work in progress,” says Andreas Schleicher of the Organization for Economic Cooperation and Development (OECD). Schleicher, who attended the ISTP, is the principal author of the study that was presented at the summitt. The report, Teachers for the 21st Century: Using Evaluations to Improve Teaching, takes a look at how different nations are tackling this thorny issue (or not tackling it) and identifying specific models that appear to work – that is, have buy-in from key stakeholders and can point to demonstrable results in student achievement. Because consensus is so frustratingly elusive, most nations are treading carefully, although there is widespread acknowledgement that improved evaluation systems have to be on the menu of education policy reforms.

Of the 28 countries surveyed in the OECD report, 22 have formal policy frameworks in place at the national level to regulate teacher evaluations. The six education systems that do not have such frameworks include Denmark, Finland, Iceland, Norway and Sweden, but teachers in the countries still received professional feedback. In Denmark, for example, teachers receive feedback from their school administrators once a year. In Norway, teacher-appraisal policies are designed and implemented at the local or school level. In Iceland, evaluation is left to the discretion of individual schools and school boards.

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After the evaluations binge, the hangover

You don't have to search far, or wide, to find articles, papers, and studies critical of corporate education reformers push for rigid test based teacher evaluations of the kind currently being deployed in Ohio. Our document archive is full of them. But it is unusual to read a paper published by a right wing think tank with a reputation for being anti-teacher, that raises many of the same points teachers themselves have been raising about the headlong rush to implement corporate education reform principles in the area of teacher evaluations.

But that's exactly what the American Enterprise Institute (AEI) have just done wit ha paper titled "The Hangover: Thinking about the Unintended Consequences of the Nation’s Teacher Evaluation Binge". The paper opens with a warning that the recent pushes might have been too much, too soon, and gone too far

Yet the recent evaluation binge is not without risks.

By nature, education policymaking tends to lurch from inattention to overreach. When a political moment appears, policymakers and advocates rush to take advantage as quickly as they can, knowing that opportunities for real change are fleeting. This is understandable, and arguably necessary, given the nature of America’s political system. But headlong rushes inevitably produce unintended consequences—something akin to a policy hangover as ideas move from conception to implementation.

Welcome to teacher evaluation’s morning after.

the Paper discusses a number of problematic area that will be familiar to JTF readers

Flexibility versus control: There is a temptation to prescribe and legislate details of evaluations to ensure rigor and prevent evaluations from being watered down in implementation. But overly prescriptive policies may also limit school autonomy and stifle innovation that could lead to the development of better evaluations.

Evaluation in an evolving system: Poorly designed evaluation requirements could pose an obstacle to blended learning and other innovative models in which it is difficult or impossible to attribute student learning gains in a particular subject to a particular teacher.

Purposes of evaluations: New evaluation systems have been sold as a way both to identify and dismiss underperforming teachers and to provide all teachers with useful feedback to help them improve their performance. But there are strong tensions between these purposes that create trade-offs in evaluation system design.

Evaluating teachers as professionals: Advocates argue that holding teachers responsible for their performance will bring teaching more in line with norms in other fields, but most professional fields rely on a combination of data and managerial judgment when making evaluation and personnel decisions, and subsequently hold managers accountable for those decisions, rather than trying to eliminate subjective judgments as some new teacher evaluation systems seek to do.

Take one look at this evaluation framework that has been inspired by the Ohio legislature and one can see how prescriptive Ohio's teacher evaluation has become.

Ohio has also fallen into many of the traps this paper highlights. The failure to consider team worked teaching, a lack of focus and funding for professional development, and a lack of resources for administrators to provide adequate feedback, to name just a handful.

AEI offer some useful recommendations, some of which might be too late to implement in Ohio

Recognizing these tensions and trade-offs, this paper offers several policy recommendations:

• Be clear about the problems new evaluation systems are intended to solve.
• Do not mistake processes and systems as substitutes for cultural change.
• Look at the entire education ecosystem, including broader labor-market impacts, pre- and in-service preparation, standards and assessments, charter schools, and growth of early childhood education and innovative school models.
• Focus on improvement, not just deselection.
• Encourage and respect innovation.
• Think carefully about waivers versus umbrellas.
• Do not expect legislation to do regulation’s job.
• Create innovation zones for pilots—and fund them.

One might find it gratifying to read reasoned words of caution regarding corporate education reforms from some of the very people responsible for pushing them in the first place, and we can only hope we see more of it. But, it is hard not to suspect that this is the slow dawning of realization that is being drawn from the very real evidence of on-going struggles and failures in corporate education reform policies now being seen across the state and the country.

The Hangover: Thinking about the Unintended Consequences of the Nation’s Teacher Evaluation Binge

Poll: Americans feel good about teachers

The 44th Annual PDK/Gallup Poll on public schools has some interesting findings. The very first question the poll asks

Going back 10 years to 2002, we combined the responses that include discipline concerns, such as fighting, gang violence, and drugs. In 2002, these were the biggest problems identified by 39% of Americans. Today, just 10 years later, only 14% of Americans mentioned concerns about fighting, drugs, and poor discipline. This year, as in the last few years, lack of funding was by far the most common single response Americans cited as the biggest challenge facing schools in their communities. Parents were even more unified that lack of funding was the No. 1 challenge facing schools.

A further question explored sentiment to improving urban schools

Ninety-seven percent believe it’s very or somewhat important to improve the nation’s urban schools, indicating a strong continuing commitment, and almost two of three Americans said they would be willing to pay more taxes to provide funds to improve the quality of the nation’s urban schools. However, there was a clear difference of opinion between Republicans (41% in favor) versus Democrats (80% in favor) on the taxation question.

It's hard to get 97% of Americans to agree on pretty much anything, so to have that, and 2 out of 3 citizens wanting to increase taxes to address it, one might be forgiven for thinking we're talking about apple pie not urban education. A tip of the hat must also be given for recognition that our education system is unequal

On teacher evaluations, there is a significant divide

Americans are evenly divided on whether states should require that teacher evaluations include how well a teacher’s students perform on standardized tests, and this finding is consistent across all demographic groups. Clearly, American opinion on this doesn’t match the massive effort under way in many states and school districts to do so. Of the 52% who favor including students’ performance on standardized tests in teacher evaluations, almost half said this should constitute between one-third and two-thirds of the teacher’s evaluation.

Considering that people have only heard from one side of the debate on this, and have yet to see the consequences of these corporate education reform policies, this is likely to be a high water mark.

On the subject of teachers, few professions garner as much trust as teachers

Remaining constant over a series of years, 71% of Americans have trust in teachers, despite constant efforts to tear them down by corporate education reformers and their billionaire and media supporters .

You can read the entire survey at this link. We'll close out with words from teacher of the year, Rebecc Mieliwocki.

What a wonderful shot in the arm this year’s survey results are for the American schoolteacher. The core truth is that Americans are confident in their child’s teachers and proud of our educational system.

They see the best educators as caring, attentive, and demanding professionals. They want us to have the freedom to create relevant, rigorous, and engaging lessons for students and to have our effectiveness measured fairly through both classroom observations and student scores on standardized tests.

Americans want teachers held to high standards from the moment we enter a preparation program to our last day in the classroom, and they want us to improve how we prepare young people for the rigors of college and their careers. These are all good things. Just like teachers themselves, Americans want to see schools and the teaching profession elevated and strengthened.

The great news is that kids are learning more than ever before from teachers who are better trained than at any time in history. Walk into most classrooms in America, and you’ll see tremendous things happening. Yet, the persistent negative messages about public schools and teachers remain. If we hope to attract the best and the brightest into the profession and keep them there, we’ve got to put an end to this.

Has the Tide Turned Against ALEC?

If a children’s book were written about ALEC, the group that bills itself as an association of conservative lawmakers and supporters, it might be called “The Very Greedy Octopus.” It would read like one of those creepy 19^th-century fairly tales that most parents would never, ever read to their young ones—it’s just too scary.

For nearly four decades, the American Legislative Exchange Council has been working in the shadowy deep to rewrite the nation’s laws in favor of the wealthiest corporations and CEOs, no matter the loss to working families, communities of color, the environment or public education. One sad chapter in the book would tell how that sneaky, selfish octopus saw a school of fish and thought, “Hey, these schools are everywhere—how can I cash in?”

That’s right: ALEC has made it a top priority to fundamentally change the nation’s public school system, not only to divert taxpayer dollars to money-making ventures, but also to squeeze the life out of the unions that protect educators’ ability to advocate for students. Education-focused ALEC bills are tailored state to state, but many push to:

• Privatize education through charter schools, voucher programs and tax incentives, obscuring these programs’ true purpose with positive names like “parent choice” and “innovation schools”
• Clear the way for online (often for-profit) at-home schooling options that benefit corporations, not students
• Reduce local control of schools by school boards and parents, and increase the influence of the private sector
• Use “marketplace standards” to evaluate educators and students, which means more standardized testing and reporting
• Obliterate the unions that help keep our tax dollars working for students and schools

Trampling public education is just part of the story of ALEC—it has lots of other arms out there, and one has a chokehold on voters’ rights. The group’s efforts to disenfranchise those most likely to vote ALEC members out of office through laws meant to confuse and disqualify them on Election Day are well documented.

[readon2 url="http://www.educationvotes.nea.org/2012/04/12/the-story-of-alec-help-us-write-the-ending/"]Continue reading, and find out how you can help loosen ALEC’s grip[/readon2]