As a teacher who scored in just the 41st percentile, I should probably be concerned about my grades being made public.
But the truth is, the reports, while imperfect, serve a valuable purpose.
I was in only my second year teaching when the DOE began the Teacher Data Initiative, and I, along with more than 12,000 other teachers, received my first “report card.”
Throughout my first year, there was nobody more aware of my shortcomings than I was. Still, it was difficult to see that first data report with its embarrassing and pejorative label: “below average.”
However, as I wrote on my blog, Bronxteach.com, I knew that my data report would serve as motivation to do better. I would work until I was at the top of “my class.”
I was in the middle of a much more successful second year of teaching at that point, and I felt confident my next teacher data report would reflect my improvement. Finally, in March of my third year, I had my chance at redemption. Unfortunately, the results were less than gratifying. I scored in the 41st and 38th percentile for reading and math, respectively.
This time, I was “average,” as compared to peers who had taught similar student populations for the same length of time.
It was improvement, at least, but I didn’t choose to teach in The Bronx in order to be average.
It’s a terrifying prospect, knowing that parents will have the opportunity to see my name and my disappointing data report.
I imagine that’s the point of the DOE’s decision to make the data public. I won’t argue that parents don’t have a right to know the scores of their children’s teachers.
However, I will argue that those scores need to be published alongside a thoughtful and careful explanation of their meaning, and that is my reason for preemptively releasing my own data.
If the scores are simply printed without a thorough and responsible analysis, that will do a disservice to the thousands of teachers who work tirelessly to help their students succeed.
Furthermore, it buttresses the UFT’s argument that the release of the scores is intended to embarrass the union, rather than educate parents. If the DOE wants to publish these scores, some important truths about the value-added scores need to be addressed.
While I know it’s not easy, and the data is flawed, I have felt these report cards have been a worthwhile tool to judge my performance and push myself harder.
Brosbe, 25, is a fourth-year teacher at PS 310 in The Bronx.