Still, the proposed teacher evaluation system is insufficient with only student growth assessments. Fortunately, the proposed REACH Chicago Students system integrates student growth measures with classroom observations and student feedback. The corresponding weights of each of the three components are debatable, but each of the aforementioned criteria for evaluating teachers is essential for establishing a fair teacher quality metric.
Unfortunately, all has been lost in a counterproductive negotiating process in which leaders on both sides seek to demean the other and simultaneously neglect the students they are responsible for serving.