Education

Randi Weingarten’s Statement on OECD Report on Teacher Evaluations

April 15, 2013

WASHINGTON DC - Statement of American Federation of Teachers President Randi Weingarten on the Organization for Economic Cooperation and Development's Synergies for Better Learning: An International Perspective on Evaluation and Assessment report, which reviews evaluation systems around the world. The OECD analyzed 24 countries' evaluation and assessment systems. The United States chose not to participate in the study.

Randi Weingarten

WASHINGTON DCStatement of American Federation of Teachers President Randi Weingarten on the Organization for Economic Cooperation and Development's Synergies for Better Learning: An International Perspective on Evaluation and Assessment report, which reviews evaluation systems around the world. The OECD analyzed 24 countries' evaluation and assessment systems. The United States chose not to participate in the study. 

 

"The OECD's report is yet another lesson from overseas demonstrating the need for a course correction in the United States—away from our obsession with a punitive accountability approach that uses high-stakes standardized tests as its centerpiece and towards a more supportive accountability approach that continuously improves teacher performance and student learning.

"The report urges a balanced and holistic approach to evaluation, assessment and teacher improvement so that the overall emphasis is on efforts to help, not punish, teachers and to give students a great education. It recommends that teacher evaluations feed into professional development, ensure that underperformance is identified and adequately addressed, and ensure input from teachers and other stakeholders.

"It should give pause to those U.S. education leaders and so-called reformers who are fixated on high-stakes tests to the virtual exclusion of using multiple measures to inform instruction and improve teacher quality.

"The report's recommendations echo what Vicki Phillips (of the Bill & Melinda Gates Foundation) and I said in a column in the April 11 New Republic. A high-quality teacher development and evaluation system requires elements that are designed to improve teacher practice and student learning, including matching high expectations with high levels of support, using evidence of teaching and student learning from multiple sources, providing constructive feedback to teachers, and aligning teacher development and evaluation to the Common Core State Standards."

April 14, 2013

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