Improving Teacher Quality to Improve Reading Quality
In my recent report, An Expedition to Improve Student Reading, I described Missouri’s falling reading scores and potential policy solutions. While there are many policies that could help, these ideas must be implemented and executed by teachers. I think my colleague, Michael Q. McShane, said it nicely:
If you want great schools, you have to have great teachers. Lots of other things are important. Strong school culture, appropriate instructional materials, good curriculum, robust relationships with parents, all necessary. But it is the person, the actual human being, that puts all of that into play that is most important.
Mimicking the Tennessee Teacher Evaluation Model
Missouri could better support teachers by providing meaningful guidance and feedback. One promising model comes from Tennessee.
Launched in 2012, the Tennessee Educator Acceleration Model (TEAM) was designed to help educators improve. Teachers frequently express a desire to improve, but often lack resources or guidance on how to get better.
By using announced and unannounced in-class observations, academic growth data, and student performance data, TEAM calculates a teacher score (1–5 scale) that provides information to teachers and school leaders about teacher performance. The goal is not to punish teachers, but to coach them and help them improve. Observers identify one strength and one area for improvement in each lesson, keeping the process constructive, focused, and encouraging. The Tennessee Education Research Alliance at Vanderbilt University found that teachers in schools with stronger implementation of TEAM improved faster than those in schools with weaker implementation.
The evaluation promotes ongoing dialogue about what happens in the classroom and how it affects student performance, and provides a basis for professional advancement—e.g., high-performing teachers can be identified through TEAM for mentoring roles.
Initially, there was strong pushback against teacher evaluation in Tennessee, which is not surprising. At its launch, only 28 percent of teachers believed TEAM would improve student outcomes, and only 38 percent believed it would improve teacher performance. But those numbers changed quickly once teachers actually experienced TEAM, rising to 71 and 76 percent, respectively, by 2019.
Missouri should consider emulating Tennessee’s commitment to rigorous and constructive teacher evaluation. If we’re serious about improving school quality and student outcomes, we need to be serious about improving teacher quality.
