https://www.youtube.com/watch?v=ypBJYtW8oVoI

In too many places, however, efforts are underway to craft systems that disregard the art of teaching in favor of the (misunderstood) science of measurement. These sorts of systems are more about pushing people out than lifting them up, and they continue to act as though the intellectual growth of students (and a narrow definition of it at that) is the preeminent measure of an effective teacher.

We should blow them all up and start over.

A prerequisite of any evaluation system should be its capacity to help teachers improve the quality of their professional practice via shared, strategic inquiry into what is and isn’t working for children in their classrooms. These new systems shouldn’t be afraid of quantitative reports, just as they shouldn’t devalue qualitative measures. And they should assess teachers by their effectiveness to support children across the entire developmental continuum.

There are several illustrative efforts underway. If you’re a policymaker, take a close look at what they’re doing in Montgomery County, Maryland, where a program called Peer Assistance Review, or PAR, uses senior teachers to mentor both newcomers and struggling veterans. And if you’re a teacher, consider getting certified by the National Board for Professional Teaching Standards (nbpts.org), a teacher-run organization that uses a performance-based, multiple-measure, peer-reviewed process to identify and acknowledge the definitive standards of accomplished teaching and the process by which the profession can certify whether or not a teacher meets those standards.

It will always be true, in teaching and in the natural world, that not everything can be measured, just as it’s true that there are ways to measure aspects of teaching and learning that go a lot deeper than basic-skills test scores. The challenge is to find the balance between the elusive but evergreen art of teaching, and the emerging but illustrative science of the brain.

We can do both. And we can start immediately.