Evaluation of D.C. teachers is a delicate conversation

Bethel’s most serious concern involved how Harris had taught his lesson on the commutative property, the math law that says 3 + 5 is the same as 5 + 3.

Bethel described what he had observed: Harris had written on the whiteboard: 855 + 319 = 1,174. Underneath, he had written four problems, such as 855+300+19+1 and 800+50+5+150+150+19.

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A look at the District’s teacher evaluation system

Students were supposed to work the four problems and discover the underlying math law. But had the students done that, Bethel said, they would have discovered a different concept.

“So basically you showed them decomposition,” Bethel said. “That was the discovery, not so much that order doesn’t matter,” which was the objective.

Harris sat up. He raised his eyebrows, and in slightly exasperated tones, began offering his critique of the critique.

The problems on the board, Harris said, were just a warm-up to review the concept of place value. But it soon became clear that the students were struggling simply to add. And in that moment, Harris said, he decided to scrap the objective and rehash place value.

“It seems like I’m getting penalized possibly because I didn’t do that exact lesson I set out to do,” Harris said, explaining that many of his students were three grade levels behind. “I’m trying to get the kids up to a speed where they could learn that lesson. A lot of our kids, they fundamentally don’t know.”

He apologized for being politically incorrect. Then he continued. He said that all children do not learn equally and that “our children, especially, don’t learn equally.”

Bethel nodded. “I hear what you’re saying,” he said.

But the truth was he did not agree. From what Bethel had observed, the kids were simply confused, not unable to add.

Though it was not easy, Bethel said, it was possible to teach the objective while working on students’ weaknesses. Delicately, smiling, he offered a suggestion.

Harris might have divided the students into three groups, giving each one the same simple addition problem, but with the order of the numbers rearranged. Each group would solve their problem. Then they would share their answers.

“Then you give the students a chance to say, ‘Hey, we all have same answer!’” Bethel said, lighting up. “Then you let them discover that the numbers were arranged in different ways. Then you’re getting at the key concept, that order doesn’t matter.”

It was an elegant solution, Harris acknowledged.

They moved on to the last of the nine standards: engaging students in rigorous work. Harris read his score.

“It says ineffective,” he said, incredulous.

Bethel explained that the warm-up problems, while rigorous, were aimed at the wrong objective. They went over it again. Harris sighed.

“I’m sorry,” Bethel said. “I hate that this is discouraging. I really do. You’ve had good ideas, really.”

Harris interrupted.

“What I’m trying to convey to you, Mr. — ” he paused — “Eric — is that most lesson plans, the best ones, no matter how pinpoint-precise I plan it, the lesson will deviate. It will deviate because there is always some other rock I have to overturn to look at.”

Bethel gave him the final score, which was low. If the trend continued, Harris realized, he could lose his job.

“It’s just — I don’t feel that I’m putting in ‘minimally effective’ effort at all,” he said.

For Bethel, this was most excruciating part of the job. He began shutting off his computer.

“This does not measure your effort,” he said, packing his bag. “But I do see your effort, Mr. Harris.”

“So — what is this measuring?” Harris asked.

“It’s measuring the effectiveness of that effort,” Bethel said. “This is not a reflection of your passion for education, your love for students. Not at all.”

Which for Harris was precisely the problem and for Bethel was part of a difficult, painful solution.

As he left, Bethel offered to help Harris with lesson planning, a gesture that would not count on Bethel’s own evaluation. Harris leaned back in the little chair. He pursed his lips.

“I don’t think you’re being personally unfair, it’s just — ” he paused. “I’m going to look over it again. I know where I could improve. So. Yeah. It was nice talking to you.”