The state's Teacher Evaluation Advisory Committee was created via that stealth "extraordinary session" in January 2010, when state legislators passed the TN First to the Top Act enabling Governor Bredesen to submit TN's Race to the Top grant application.
Instruction to form the Committee and to define its duties was codified at TCA 49-1-302(d) and may be reviewed here.
WRT these "test-less" teachers to have been a frequent topic of conversation locally, note that TCA 49-1-302(d)(A)(i) instructs the Committee as follows:
Thirty-five percent (35%) of the evaluation criteria shall be student achievement data based on student growth data as represented by the Tennessee Value-Added Assesment System (TVAAS), developed pursuant to part 6 of this chapter, or some other comparable measure of student growth, if no such TVAAS data is available.
Note that because the APEX model adopted locally employs two measures of "student growth data" (35% TVAAS and 15% "other student achievement") these TVAAS data ultimately comprise 25% of all teacher evaluation criteria in our local APEX model.
Also note that because codified instruction cited above does not specifically indicate that adherence to the TEAM evaluation model may not be waived by the Education Commissioner for any school, and because adherence to the TEAM evaluation model is not a statutory requiement itemized at TCA 49-13-105(b) detailing which statutory requirements of schools may not be waived for charter schools, it therefore appears that charter schools may appeal to the Education Commissioner for waivers of adherence to the TEAM model? Some states have already adopted such exemptions for charter schools, we know, and others planned to do so this legislative session?
Meanwhile, the TEAM website acknowledges that statewide and across all grades, 55% of all K-12 teachers lack any TVAAS data relating to the students they teach themselves--not 1/3 of all K-12 teachers, as many local teachers had estimated to me.
TEAM advises that for the current school year these teachers' evaluations will instead rely on available "school level" TVAAS data, while they arrive at some "comparable measure" to be applied to the formula in future years.
TEAM does not suggest what that "comparable measure" may be.
HB625/SB224 were passed 6/3/11 to terminate the TEAM Committee to have arrived at this model.
As to this spring's bipartisan legislative pushback to the TEAM model adopted, many bills were introduced to address the model's many problems.
HB3106/SB2881 addressed the vulnerability of "test-less" teachers, but died.
HB3049/SB2898 also addressed the vulnerability of "test-less" teachers and questioned the frequency of evaluation of teachers with more than 10 years service, but died.
HB2463/SB2276 addressed the vulnerability of teachers overseeing student teachers in their classrooms, but died.
Another bill which I can't immediately find again addressed the vulnerability of teachers WRT migratory students floating in and out of their classrooms. It would have established a set number of days a given student must have attended a given teacher's classroom before that student's TVAAS data may be applied to that teacher's TEAM/APEX evaluation model (status unknown until I find it again).
HB2299/SB2694 would have required "proof of attempts to improve the quality of instruction" on the part of teacher evaluators, but died.
Finally, HB2487/SB3518 would have allowed teachers statewide to evaluate the teacher evaluation model, but died.
It also would have instructed school principals to "determine and document the number of teacher retirements, dismissals, career changes, and severe medical conditions that have occurred in response to the implementation of the evaluation process required under TCA 49-1-302(d)," which data principals would report to their directors of schools, who in turn would report to their LEAs, who in turn would report to the Dept of Educ, who in turn would report to the general assembly.
See additional legislative proposals as to "what to do next" in comments.
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