APPR
- Warren: Evaluation Law Could Limit Ability To Terminate Probationary Teacher.
In the article by Warren Richmond (2013), Evaluation Law Could Limit Ability To Terminate Probationary Teacher, he states that the Annual Professional Performance Review is an evaluation system that is used to rate teachers and principals and is keen on student success and development as shown in standardized experiments. Considering that the system aims to elevate the teacher performance, there is a negative implication for district schools in terminating non-tenured teachers that have ineffective performance.
Prior to coming into effect of the law, schools have a wide range of discretion to terminate teachers before they are accorded tenure. The board has unfettered right to end a teacher’s period in school while in probation unless he or she proves that they acted in contravention of the law.
The law has been effective in certain instances, but fails in other cases. Neither the statue nor its implementation offers any valid guidance as to the factors that ought to be taken into consideration to exceed the rating of ‘effective’. There are certain cases in section 3012-c which states that these considerations are precluded. Additionally, the basis for calling of a denial of tenure may call for further review as it offers unclear description.
In terms of performance, the statue has not defined it. The definition given offers a wide room for manipulation. There are similarly other issues regarding employment of probation teacher; there arises complexities in employing teachers who are in probation while in their first year in probation.
Reaction
The APPR statue according to this article does offer a well thought of plant o be applied in schools. It offers the schools with vague definition of how to handle teachers who are in probation. Additionally, the other terms in the statue that left are open to interpretation by the school boards. This makes it hard for cohesion to be established in the handling, rating and employment of teachers who are on probation or otherwise. The statue has to be made in a cohesive and clear manner to meet the objectives it is set out to achieve.
Good Intentions, Questionable Results: Implications for the Professional Development of Teachers.
The article by Sullivan et al (2002) determines the implementation success of the
United Federation of Teachers of New York City contractual agreement on annual performance reviews. The aim of the study is to identify factors that impeded or facilitated implementation. The data collection instrument used was surveys sent to a stratified sample of faculty members in seven public elementary, middle and high schools. Self-selected staff members were chosen from 7 schools. The results of the study showed that Teacher Performance Reviews were implemented in few schools. The major issues impeding its implementation of the performance review initiative is a lack of proper training in various levels. Despite a comprehensive strategic plan supporting its implementation there is no or little investment in performance review on professional staff. School heads have a negative view on the agreement as it evaluates their experience rather than viewing as an opportunity for career growth.
Reaction
The good intentions of the initiative have failed and all efforts for it to become a developmental opportunity for career growth of teachers has become for daunting. Teachers now current view the imitative as a system to evaluate their experience Therefore, I believe that the performance review should adopt a system take by large systems- top-down approach rather than the current bottom-up approach. Such a transformation will allow school administrators to be subjected to contractual agreement on annual performance reviews and then later trickle down to other professional staff. Additionally, the system allows easy observation impediments with limited staff during the initial stages. This is unlike bottom up approach a huge proportion is introduced to the system at the initial stages. A transformation of the United Federation of Teachers of New York City contractual agreement on annual performance reviews from bottom-up to a top down approach will in-effect reduce the bottle necks current being experienced.
References
Sullivan, S. Shulman, V. and Glanz, J. (2002). Good intentions, questionable results: implications for the professional development of teachers.. Education and urban society. , 34 (4), p. 451 – 476.
Warren, H. (2013). Evaluation Law Could Limit Ability To Terminate Probationary Teacher. New York Journal, 249(94).
