MORE member John Giambalvo writes with School Network Leader Nathan Dudley about the implications for teachers and students to policy changes regarding school Quality Reviews. To say Quality Reviews need to change may be a bit of an understatement and we credit John for finding common ground with Mr. Dudley so that a conversation about those changes can begin.
“Chancellor Carmen Fariña’s recalibration of New York City’s school grading system was met with much fanfare last week. While the changes to school Progress Reports received most of the attention, the chancellor also announced changes to Quality Reviews—the intensive process by which schools are evaluated every year or two.
Fariña probably knew these changes wouldn’t grab as many headlines as the shift from A-F grades. But she may know, and we believe, that those changes could be a real game-changer for city schools.
Why? No two words cause as much anxiety for city school leaders and teachers as “Quality Review.” The influential reviews are the closest things to a standardized assessment that a school gets. The evaluators comb through classrooms; talk to teachers, students, and parents; examine data over two days; and then evaluate the school using a strict rubric.
In some schools, the preparation for the review and the review itself have been disruptive to teaching and learning. And in many cases, reviewers provided little …” (Read more at Chalkbeat.org)