The state’s new evaluation system was in response to administrators who produced, “superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students' learning” (Toch, 2008). Too often, the “good-ol-boy” attitude would insure mediocre educators would remain employed. Realizing this was often more the rule then the exception, the governor created educational mandates to focus, “on supporting and training effective teachers to drive student achievement” (Marzano Center, 2013). Initially, they expected the school districts and the teachers would have issues and experience growing pains, but in the end the goal was, “to improve teacher performance, year by year, with a corresponding rise in student achievement” (Marzano Center, 2013).
Initially, the teachers interviewed were concerned about then new evaluation system – especially after being flogged by negative, media induced hysteria that stated, “SBA and other test scores are used to measure student achievement growth under PED’s model and are supposed to count for 50 percent of the overall evaluation” [emphasis added] (Last, 2013...
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Marzano Center - New Mexico Education Reform. (n.d.). Marzano Center - New Mexico Education Reform. Retrieved November 10, 2013, from http://www.marzanocenter.com/my-state/New-mexico-education-reform/
Skandera, H. (2013). NM state regional training ppt. Retrieved from ped.state.nm: http://ped.state.nm.us/ped/NMTeachIndex.html
Teachers Matter: understanding teachers' impact on student achievement. (n.d.). RAND Corporation Provides Objective Research Services and Public Policy Analysis. Retrieved November 9, 2013, from http://www.rand.org/education/projects/measuring-teacher-effectiveness/teachers-matter.html
Toch, T. (n.d.). Membership. educational leadership :expecting excellence: fixing teacher evaluation. Retrieved November 8, 2013, from http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Fixing-Teacher-Evaluation.aspx
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