The state’s entire proposal for evaluating teacher and principal effectiveness is promissory as it relies on a commission to spell out the exact variables to be used and their relative weights in teacher and principal evaluations. Moreover, there is no plan for evaluating teacher effectiveness based on student academic growth in high school. The state’s plan for equalizing the distribution of qualified and effective teachers does not specify definitions for “high-minority” and “high-poverty” schools. All of these issues must be comprehensively addressed for successful competition in Round 2.
From Democrats for Education Reform’s brief “New Jersey: Why It Lost [Race To The Top] and What It Can Do To Win in Round 2.”
