Guest commentary:
Teacher and leader effectiveness
By Michael Wright
On Monday, Dec. 17th the teachers from SAD 31 and SAD 41 were scheduled to meet to talk about “L.D 1858- An Act to Ensure Teacher and Leader Effectiveness,” the State’s new law regarding teacher and principal evaluation. Among the many things on our agenda was discussion pertaining to the State’s efforts to measure the “effectiveness” of teachers and administrators, along with a discussion of what tools should be used to do this. As it turns out, the meeting never took place.
Only three days earlier, and just a couple of states away, a teacher and a principal, along with four other educators, were being measured for their “effectiveness” in a very different way. This time, they were not being judged based upon a student test score, or degree of academic achievement, but rather on their efforts to save the lives of the students of Sandy Hook Elementary School in Newtown, Connecticut.
Dawn Hochsprung, the principal of Sandy Hook, reportedly rushed the gunman who had just entered her building and lost her life in the process. Vicki Leigh Soto, a first-grade teacher, was hit by gunfire and died in an effort to protect her students. These acts of courage and heroism, like many things which are important, will not be part of most “effectiveness” discussions.
I have been reminded in the past few days of something I have actually known for a while, that when attempting to judge or score educator “effectiveness,” the most important qualities are often the most difficult to measure. Qualities such as compassion and empathy we would all agree are important, and yet are difficult to quantify. The actions of those at Sandy Hook are not referred to anywhere in the Marzano or Danielson Standards, two templates being considered by many districts to provide direction in regard to teacher effectiveness.
Each day, in every school district across our country, including SAD 31 and SAD 41, educators do amazing things. Perhaps not always as profound as what happened at Sandy Hook, but nonetheless, important things which help improve student’s lives. Not all of it can be judged by a score or a rubric, but often it can greatly change a student’s life. The survivors in Newtown would most certainly agree. Albert Einstein once said, “Not everything that counts can be counted; and not everything that can be counted, counts.” Turns out, he was a pretty bright guy, and I tend to agree with him.
On Monday it seemed almost disrespectful to be talking with teachers about such things as effectiveness ratings and scoring rubrics on the very day that the victims of the Newtown shootings were beginning to be laid to rest. After the holidays our districts will get back together. In spite of some issues with the new law, we are very enthused about creating a new, more meaningful system of support and professional growth for teachers and principals in our districts, and we look forward to our discussions together on another day. It’s just that last Monday was not that day.
As we move forward with this important work, and explore the question of what makes an “effective” teacher and leader, we would do well to remember the lessons of the past few days.
Michael C. Wright is Superintendent of Schools for AOS 43 — Milo, Atkinson, LaGrange, Brownville, Passadumkeag, Howland, Enfield, Maxfield Burlington and Edinburg. He can be contacted via e-mail at mwright@msad41.us
