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The National Commission on Teaching and America’s Future indicates that more than fifty percent of those entering the profession will leave within the first three to five years.
Nine years ago, the Harrington Park School District in New Jersey started down a path of reevaluation and self reflection, when we realized that we were in danger of losing teachers. We needed to “reevaluate the evaluation”—to figure out how we could bring teachers together over evaluation, as opposed to driving them apart.
The answer? The Self-Directed Growth Plan (SDGP)—an approach to teacher evaluation and student growth measurement that allows for a continual state of growth and change that effective teachers desire to gain.
The scope of future plans for the SDGP process is vast and unlimited, and as we look to the future, we see a possible path for the SDGPs to fit into our work with recertification and micro-credentials. For us, teacher evaluation and training isn’t about seat-time—it’s about learning and competencies.
But even beyond teacher training, the SDGP’s true value is in the way it encourages collaboration—a key to promoting student growth and achievement. With the SDGP model, we are able to measure effectiveness through essential questions that can be seen almost immediately. At Harrington, we’ve done away with mundane and redundant evaluations that add to existing isolation and anxiety of educators.
Meten wat we aanleren, durven experimenteren en daardoor samen (blijven) groeien in het vak. Het kan blijkbaar.
There is a way. Might not be the way for every District but it worked for theirs. Truth be told can't say it want work because as Mrs Vester Lyons always said "there is no fail if you never try"!