The National Council on Teacher Quality (NCTQ) just released its new reports on teacher quality around the country.
Kentucky didn’t fare well. Overall the state got a “D+” for its teacher management policies.
We got slammed pretty much across the board for things like having, “all the elements of a student- and teacher-level longitudinal data system,” but not using, “this system to provide value-added evidence of teacher effectiveness” (of course, this would be based on our CATS assessments, which the NCTQ didn’t evaluate).
In fact, the report says, “While the state does require classroom observations of teachers, it does not mandate the inclusion of objective measures of student learning as a component in the evaluation.” So, whatever our teachers are getting evaluated for, it doesn’t include what you and I would consider the bottom line most important factor of all – do the teacher’s students learn anything?
By the way, the top-ranked state in the area of evaluating teachers with objective longitudinal data on students was Tennessee, a state which we have spoken favorably of in the past.
The report has lots more disappointing findings. It says Kentucky’s “Requirements for permanent licenses have not been shown to advance teacher effectiveness.” Decoded – you can get tenure as a teacher in this state even if you are not really effective. In fact, the report actually says, “The awarding of tenure appears to be virtually automatic.”
A big surprise to many will be one of the report’s general comments that applies to all states. The NCTQ says, “Research is conclusive and emphatic that master’s degrees do not have any significant correlation to classroom performance.” In other words, all that time and money we have been spending on requiring teachers to get a master’s degree doesn’t matter! Another education fad idea bites the dust, at least according to the NCTQ.
If you have the courage to read more, here’s the link to the Kentucky report.