Let not the good be the enemy of the perfect

Montgomery County, Maryland finds itself playing bumper cars with federal prescriptions and state mandates, thanks to the district’s Peer Assistance and Review (PAR) system. A collaborative effort between the teacher unions and district leaders, PAR is an educator-evaluation system which uses eight-member committees (consisting of mentor teachers and principals) to appraise, mentor, and, when necessary, fire instructors. What it does not do is use student-achievement data in teacher evaluations. And that’s exactly where its car gets jostled by state law and federal incentive. Maryland’s Education Reform Act of 2010 (catalyzed by Race to the Top) compels all districts to make student achievement a “significant” share of teacher evals—from recent activity in the state board, that portion is likely to be as high as 35 percent. The incorporation of student test results is also a stipulation for receiving Race to the Top aid (of which Montgomery County qualifies for $12 million). Even though implementation of this new state system has hit bumper walls, the district will eventually be forced to alter its decade-old evaluation system. Until then, Montgomery County’s current PAR system (which, though flawed, is better than most) will continue to function. Surely that’s not a bad thing; but neither is revving up the current system to make teacher evaluations even better in the future.

“Helping Teachers Help Themselves,” by Michael Winerip, New York Times, June 5, 2011.

“Md. teacher evaluation redesign bogs down,” by Michael Allison Chandler, Washington Post, June 4, 2011.

“Up to PAR?,” by Staff, National Council on Teacher Quality: Pretty Darn Quick, June 8, 2011.