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Senator Lamar Alexander of Tennessee is conservative; he believes in state and local control of education. He doesn’t think that Washington knows best. He favors legislation to encourage states but not to compel them to do what Washington wants. In this article, he expressed his strong opposition to Arne Duncan’s favorite initiative, evaluating teachers by test scores and offering waivers only to states that agree to do it. Let me be clear that I disagree with his praise for the Teacher Incentive Fund (merit pay), because merit pay has never worked anywhere. The TIF was a waste of $1 billion, and now more money will be thrown at a failed policy. I have no doubt that I won’t like whatever is in the final bill to support privatization and profiteering, but I like Alexander’s clear dismissal of federally mandated teacher evaluation, which is a poison pill invented by Duncan and opposed by every major scholarly organization (the American Statistical Association, the American Education Research Association, the National Academy of Education). Leaving it (teacher and principal evaluation) to the states raises the possibility that some states will be even more heavy-handed and punitive than Duncan, but it’s hard to imagine how.
He said, in part:
Given all of the great progress that states and local school districts have made on standards, accountability, tests, and teacher evaluation over the last 30 years—you’ll get a lot more progress with a lot less opposition if you leave those decisions there.
I think we should return to states and local school districts decisions for measuring the progress of our schools and for evaluating and measuring the effectiveness of teachers.
I know it is tempting to try to improve teachers from Washington. I also hear from governors and school superintendents who say that if “Washington doesn’t make us do it, the teachers unions and opponents from the right will make it impossible to have good evaluation systems and better teachers.”
And I understand what they’re saying. After I left office, the NEA watered down Tennessee’s Master Teacher program.
Nevertheless, the Chairman’s Staff Discussion draft eliminates the Highly Qualified Teacher requirements and definition, and allows states to decide the licenses and credentials that they are going to require their teachers to have.
And despite my personal support for teacher evaluation, the draft doesn’t mandate teacher and principal evaluations.
Rather, it enables States to use the more than $2.5 billion under Title II to develop, implement, or improve these evaluation systems.
In a state like Tennessee, that would mean $39 million potentially available for continuing the work Tennessee has well underway for evaluating teachers, including linking performance and student achievement.
In addition, it would expand one of the provisions in No Child Left behind – the Teacher Incentive Fund that Secretary Spellings recommended putting into law and that Secretary Duncan said, in testimony before the HELP Committee in January 2009, was “One of the best things I think Secretary Spellings’ has done…the more we can reward excellence, the more we can incentivize excellence, the more we can get our best teachers to work in those hard-to-staff schools and communities, the better our students are going to do.”
And third, it would emphasize the idea of a Secretary’s report card—calling considerable attention to the bully pulpit a secretary or president has to call attention to states that are succeeding or failing.
For example, I remember President Reagan visited Farragut High School in Knoxville in 1984 to call attention to our Master Teacher program. It caused the Democratic speaker of our House of Representatives to say, “This is the American way,” and come up with an amendment to my proposal that was critical to its passage. President Reagan didn’t order every other state to do what Tennessee was doing, but the president’s bully pulpit made a real difference.
Thomas Friedman recently told a group of senators that one of his two rules of life is that he’s never met anyone who washed a rented car.
In other words, people take care of what they own.
My experience is that finding a way to fairly reward better teaching is the holy grail of K-12 education—but Washington will get the best long-term result by creating an environment in which states and communities are encouraged, not ordered, to evaluate teachers.
Let’s not mandate it from Washington if we want them to own it and make it work.