The real truth is that I get evaluated by more than 30 people every day I teach. I get evaluated on whether or not I listen to them when they tell me things that they have never told anyone else. I get evaluated when I see in a child's eyes that they do not understand and I need to come up with three other ways to present a concept to them. I get evaluated when I have to break up a fight or mend a friendship. I get evaluated when I stay after school to help kids with homework whose parents can't or, worse, won't. I get evaluated when former students come back to visit me and recall specific lessons they did five years ago. I get evaluated when a student struggles and finally succeeds with a smile. According to your research, the only data that matters to my evaluation is the four days out of the year my students are tested, when in reality I see every day as an evaluation, and I sure hope in my students eyes that I pass as being something more than "average."
Janelle Renee Mault, Wilbur Avenue Elementary
I work at a high-performing school. Many of my students enter my classroom with scores already at the proficient and advanced level. It is not uncommon for some to have perfect scores of 600. Should these students maintain these scores, I would be considered an average teacher because the student did not improve. If a student misses even one or two questions (dropping to 580 or 560), I would be considered to be doing a poor job. This seems unreasonable.