New 2011 Teacher Evaluation system

I hadn't thought much about the new teacher evaluation system in Florida... until Thanksgiving.

As I shared the holiday with my family, I sat around the table with my family, teachers from all parts of the state - kindergarten and first grade teachers, high school teachers, PE teachers and Guidance Counselors.  As the topic of the new state-wide teacher evaluation system came up in conversation, they were fairly unanimous in their opinion about how hurtful and painful the system has been in their individual schools.  One of the kinder teachers talked about veteran teachers who were in tears as they were told after 12 and 18 years of teaching that they were "beginning" and "developing".  They considered it a slap in the face after giving 110% for so many years.  This seemed to be pretty common experience across the conversation.  The kinder teacher said that her Principal told her faculty that it was impossible for a K-1-2 teacher to get "highly effective" because it was impossible for students of that age to meet the highest level expectation on the rubric.  In every single incidence, these usually dedicated, committed teachers agreed that the system was out to "get 'em" and was designed to have few teachers at the top so they wouldn't have to pay them the top dollar when performance pay comes into effect across the state.  One teacher said that Principals in her county had been told that there would be repercussions for Principals who scored too many teachers too high!  The older teachers in the group talked about retiring early - now - and looking for other work to "get out."   The younger teachers talked about other professional choices - these are the same teachers who have been so excited about a career in teaching just a year ago!

I could hardly participate or even listen to the conversations because my heart was breaking...

I haven't had my first informal evaluation yet - that's scheduled for next week - but I have looked briefly at the rubric.  After 40 years of teaching, how will I feel if I am scored as "beginning" or "developing" in any area?  Will the fact that the students I teach struggle with language be a consideration on the level of conversation that they have?  I'm actually having the Principal come during a combination third/fourth grade intervention group - a Phonics for Reading, Level 1 group with 5 students with special needs.  The lessons are scripted and according to the developer of the program, Anita Archer, every word is researched, so I do not veer much from the text.  In fact, my challenge is staying with the exact wording, knowing that it stands on the shoulders of research. It can be rather boring, I guess, but it is what I do with that particular group of students, and the program is effective.  So... should I develop a "dog and pony show" instead to meet the little blocks on the rubric or should I plan to do what I really do?  I have opted to do what I do and just take the evaluation with a grain of salt.  Whatever the outcome, it is what it is.  I will try not to feel defensive or personally attacked and be open enough to see the learning that is just under the clouded surface.  I doubt it's any easier on my Principal - who is over 20 years my junior (I could have birthed her!) - to have to evaluate me than it is for me to sit through someone discussing my shortcomings!  I actually feel sorry for my Principal.  We have over 20 Nationally Board Certified Teachers at our school and another huge block of teachers who go above and beyond every single day.  I am sure telling any of those teachers that they may not be "highly effective" will be very difficult, especially if it is tied to pay.  To her credit, I don't feel the same sense of doom and gloom that the rest of my family seems to be feeling, although we are only at the beginning of this process.  If the culture at our school is nervous, they are also still upbeat and unbelievably committed.  It will be interesting to see how this unfolds across our state...

From a young teacher's perspective...