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Deborah Gist
Deborah Gist (Photo by Frank Curran)

Deborah Gist, Rhode Island's Commissioner of Uncomplicated and Secondary Education, has implemented some major reforms since assuming her role in 2009. She has raised the score required to pass teacher-certification tests and allowed a superintendent to fire all of the teachers at a school that was resisting reforms. Perhaps nearly notably, she has overseen the implementation of a new teacher-evaluation system. The Hechinger Report recently interviewed Gist about her state'southward new arroyo to evaluating teachers.

Since changing your teacher-evaluation procedure in 2009 to include students' standardized exam-scores and yearly evaluations of teachers and administrators, what has the feedback been? Where are you at as far as implementing the changes, how is information technology going, and what have you lot learned?

From the outset, we have worked hard to engage teachers in the process of designing and implementing the evaluations. For example, afterward the Board of Regents approved our first Educator Evaluation Standards, we established the Rhode Island Advisory Committee for Educator Evaluation Systems (ACEES). This committee is made up of 25 members: The Commissioner of Unproblematic and Secondary Didactics; Commissioner of Higher Didactics (or designee); 1 representative from each of the state's teacher unions (Rhode Isle Federation of Teachers & Health Professionals and the National Education Association – Rhode Isle); one superintendent; one school committee representative; principals and teachers representing elementary, middle, and loftier schools; professional back up educators; one special educator; one secondary student; i parent; and one representative from the business community. Members of this commission are nominated for a two-year period.

ACEES works to ensure that all members of the teaching customs are securely engaged in the development and implementation of the Rhode Isle Model for educator evaluation. ACEES acts in an advisory capacity to provide us with:

  • feedback on key evaluation system deliverables; and
  • direction for overall arrangement development through the design principles.

This year, we are in a period of "gradual implementation," which nosotros depict this style:

An constructive evaluation organization is key to developing, supporting and improving the effectiveness of our educators likewise as recognizing the outstanding performance of our most effective teachers and leaders. While it is substantial work to implement a new evaluation system, information technology is the right piece of work. Nosotros owe it to our educators and our students to work together to overcome the challenges to implementing this new organisation. Before the Rhode Island Model is fully implemented in school year 2012‐13, nosotros want to ensure that educators go a take chances to practice implementing the system and provide feedback to the Rhode Island Section of Education. Gradual implementation allows districts to identify challenges and brainstorm developing solutions earlier full implementation begins in 2012‐13.

During gradual implementation, teachers have gear up only ii Student Learning Objectives and ane Professional Growth Goal, and they will take only two classroom observations (one long, one brusque). Under full implementation, teachers will set up to 4 Pupil Learning Objectives and at least three Professional person Growth Goals, and will have at least four observations.

We are continuing to assemble guidance and feedback from educators beyond the land to ensure success next year when all districts move to full implementation.

In other states like Tennessee that now require yearly observations, there have been reports that some teachers experience the ascertainment system is unfair and not indicative of how well they teach. Has there been push-back from teachers in Rhode Isle? If a teacher disagrees with his or her rating, what tin can he or she do?

In Rhode Island, as part of our commitment to multiple measures, our system includes multiple observations of practice over a period of time, as well as other evidence of professional practise, and then teachers accept been largely supportive of this attribute of our educator-evaluation organisation. I truly believe that educators are proud of their best work and that our teachers are eager to evidence their colleagues instruction at its best.

Of course, it is also of import that an evaluation system includes procedures for review and for appeal, which ours does. My hope and expectation is that teachers will invoke this procedure rarely (if at all), but we want to be certain an appeals procedure is available if needed.

What has been the about challenging aspect of irresolute the way Rhode Island evaluates its teachers?

Evaluations are a cultural change for some districts, and they are a challenge for all of united states because we have to piece of work actually hard to ensure that our evaluations are fair, transparent and useful to educators.

We have to continue to appoint educators in the process equally we implement our evaluations. It has been of import that we explain to the field that our evaluations are based on multiple measures, including but never express to state assessments when appropriate. Every bit our educators are becoming increasingly familiar with the Student Learning Objectives and the Rhode Island Growth Model, I am confident that teachers and school leaders across the state are committed to making our evaluations a success.

What lessons practice you think other states can learn from what yous have started in Rhode Island?

Communication is the key, beginning with involving teachers in the development and blueprint process. Last year, as we were designing the evaluation system, I met with teachers in every district in the state to discuss with them confront to confront their ideas and concerns nearly evaluations. Throughout this year of gradual implementation, we have been holding webinars, console discussions and meetings with groups of teachers and their leaders regarding the evaluation process. We truly want to know how the piece of work is taking shape in the field, and it'southward important to go along the channels of communication open up and often—both ways.

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Nick Pandolfo writes for The Hechinger Report. A native of New York City, he majored in education at Eugene Lang College and after taught ESL for 4 years in New York, Red china and Republic of korea. Before entering...