Speaking on the new teacher evaluation system, Director of Schools Kathleen Airhart continues to contribute to the state dialogue on educational reform.   Airhart was featured on "The SCORE Sheet," an online public education reform conversation hosted by SCORE, State Collaborative on Reforming Education, led by Dr. Bill Frist.

In her comments, Airhart acknolwedges the sometimes intense dialogue that has been occuring between educators, legislators, media and the public since the state of Tennessee made multiple observation evaluations mandatory for teachers last year. 

Says Airhart, "The idea that all teachers in a public school system be evaluated at a minimum four times per year is upsetting to some and much different than the previous model. At most, teachers were evaluated a few times prior to tenure and then only twice in ten years thereafter with the previous system."

One of the concerns of the new evaluation system is the demand it places on administrators and teachers, says Airhart.  "Leaders are required to reorganize their days to fit teacher observation into a daily routine. Teachers are required to re-prioritize lesson planning to include various important measured competencies of the new rubric.  For both groups, it is challenging with a new commitment of time."

Expressing general support for the TEAM evaluation model, Airhart says that it provides a "solid framework for teaching that can be employed in most any classroom."  The model, she states, should be used as a coaching instrument that helps teachers "identify specific ways to improve performance." 

While Director Airhart says that she embraces change in education, she identifies the "real issue" around the new evaluation process as the ways in which the instrument is implemented.  Trials across the state last year were followed this year with training for more than 5000 administrators.   "Within in my own district of 50 trained evaluators, I have concern of consistency around the evaluations. Across 139 systems, I imagine, there is greater concern." stated Airhart.

But if the statewide dialogue is any indication, the coaching and developmental intent described by Airhart is possibly being lost in the distraction over the score associated with the instrument.  "I have encouraged educators in my system to be less concerned about the “score.”   With a rating scale of 1-5, and many teachers accustomed to a highest score, this is a mindset change."

However, given some of the debate and difficulties associated with the implementation of the new system, Airhart suggests that time for reflection and adjustment may be in order.

"Perhaps we as administrators need to take a step back, think of this year as perfecting the model for all educators, both those evaluating and those receiving the evaluation." states Airhart. 

"In reality, we are all in need of improvement of implementation. Taking this attitude would lesson the pressure for administrators to assign certain scores and for teachers to have the “perfect” plan document."  

Airhart concludes her message on reform saying that she believes the evaluation instrument should be given a chance, imperfections and all, in helping the "majority of Tennessee teachers rise to a new level of performance as we move to the more rigorous Common Core Standards, and new level of expectation for our students."

"I agree with Secretary Duncan; Tennessee can be the fastest improving state in education reform. We need to stay the course and listen and learn from each other as we move forward." says Airhart.

The Putnam Director of Schools was recently named "Superintendent of the Year" for the state of Tennessee and will continue to contribute to the dialogue around evaluations in the coming weeks as she speaks with legistive teams on the issue.