Studies have consistently shown how Student Evaluations of Teaching are biased, harmful for faculty diversity, and thus, for students and universities. In addition to these issues, the data say less about teacher quality and more about the students themselves, especially about those from privileged backgrounds.

There is no shortage of teacher evaluation horror stories. In her role as Georgia Teacher of the Year Runner-up, Vanessa Ellis serves on the State Superintendent’s Advisory Committee, informing the development of Georgia’s teacher evaluation pilot, GaLEADS. Although the reform introduces several promising improvements, they are ultimately—and unfortunately—still bound by numbers, data points, and test scores.

Teachers tend to have strong feelings about being evaluated, and it is no wonder. School leaders may unintentionally make it difficult for teachers to understand what it means to be successful. To close the loop and ensure that teachers understand exactly what the evaluation process should look like, a “no secrets” approach from leaders is of utmost importance. 

As schools reconvened on Thursday, January 7, many teachers faced two tasks: helping students make sense of yet another traumatizing “day after”—and getting them prepared for end-of-semester tests.

If we want teachers to focus less on grades and more on feedback and growth, don’t we as administrators need to do the same?

The maxim “If you can’t measure it, you can’t manage it” sums up the continued belief in the necessity and power of accountability. A lack of accountability is seen as a sure path to lawlessness...