What would trust look like?

There is a great article in the NY Times from June 5 about the Montgomery County Public Schools in Maryland (thanks to Schools Matter). They have developed a teacher evaluation model based on peer review. I guess the thing that struck me about the article (other than the fact that the superintendant is turning down RTT money because it would obligate them to give up an evaluation method that actually works) is the level of trust that must exist in that district (which was emphasized in the article).

What would it be like to work in a district where a panel of teachers and principals could work together to make recommendations and evaluations? Sadly, I don't know what that would be like. I am pretty sure we could do it in my building, maybe. But in my district? Don't know.

The superintendent, Jerry Weast, pointed out that it took five years to develop this system. Five years is a very long term commitment in the world of education policy. Ultimately the article left me with mixed feelings. It has been clear for a while that peer review systems are a really effective way to maintain teacher quality (and accountability) while keeping a clear sense of the complexity of teaching and learning. And, if accountability is your main concern, generally peer review does a more effective job (anecdotally borne out by the article) of removing problematic teachers.

The truth is that as well intentioned as most administrators are (an in my experience they are), they are neither trained nor given the resources to do proper teacher evaluations. So the evaluation process, such as it is, becomes shallow and more concerned with making sure people aren't committing the most grievous offenses. But there isn't much support or in-depth analysis in the process. A good evaluation system should be as helpful to the good teachers as it is unflinching about teachers who are struggling. That would go a long way to making any system seem less punitive.

But the level of trust and long term commitment it would take to get there seems overwhelming. How does one build that? How do we develop leaders in all parts of the system that can take us there? What can I do to move us in that direction? And, WHY is federal education policy so completely opposed to doing this? (Duncan is reported in this article to have said to Weast "Jerry, you're going where the country needs to go." The article leaved unasked the question of why Duncan's policies are pushing the country in the opposite direction).

As always, many more questions than answers. Even in the summer.

-F. Scott