Fairer way to evaluate teachers is necessary

We agree with last Saturday’s Journal editorial: “Rewarding NM teachers has to start somewhere.” “We” are New Mexico educators. Students are at the center of all we do — in the classroom, library, school offices, on buses and in cafeterias.

The editorial acknowledges flaws in the governor’s “merit pay,” quoting my recent statement: “We don’t believe the evaluation system underlying the so-called ‘merit pay’ program is fair, so therefore the granting of any bonuses based on that evaluation system has huge problems.”

As reported in a 2012 Journal article, Charles Bowyer, our NEA-NM executive director, “has student success in mind when he agrees there is need for reform. His suggestions include giving districts flexibility beyond the Standards-Based Assessment to measure student progress and providing a transparent and detailed method for decoding evaluations. That is constructive input.” Neither suggestion was adopted; a better, fairer way to evaluate quality teaching is still needed.

The editorial challenges teachers’ unions to put forward proposals for how to reward teachers and improve student success. We have; let’s review.

Too many high-performing educators are leaving, and many are replaced by long-term substitutes with little or no qualifications. Working conditions, including compensation, are why.

One-time “bonus” rewards are not helping. The teacher shortage grows, and after many years of trying merit pay there is zero evidence it improves student outcomes here. Special Education teachers profoundly impact student success yet have little chance at being rated “exemplary,” or earning merit pay. Counselors, librarians, nurses, therapists and others are excluded.

Consider other ways to help educators earn a decent living: housing and child-care supports, forgivable loans and service scholarships to attract and retain teachers, “Grow Your Own” programs to prepare individuals already working in the schools, including education assistants.

Individuals are more likely to become, and remain, teachers when salaries are competitive with other occupations. Both beginning and veteran teachers are more likely to quit when their salaries are low relative to other opportunities, especially in mathematics and science. N.M teacher salaries are only about 66 percent of the salaries of other college-educated workers. Significant systemwide raises for all educators and licensure-level minimum salary increases are needed.

Create more time for teachers’ collaborative planning. Support educator-led professional development; no more “canned” trainings by for-profit providers. Compliment educators in front of their peers to spread a feeling of appreciation and gratitude. Even small acts like a certificate or special parking place help. Fund pay for additional assignments like peer coaching and mentoring.

We aim for success for every student, in every N.M. classroom. “Rewarding” certain teachers is counterproductive and fails to “get [all] our kids on track, and ahead, academically.” To improve outcomes for all students, support all educators.