A precalculus class at Monarch High School in Louisville last spring (RJ Sangosti, The Denver Post).
What is likely to be a busy legislative session for education issues in Colorado opened Wednesday with an intraparty shot-across-the-bow — an attempt by a newly elected Democratic state senator to overturn a key provision of a five-year-old teacher effectiveness championed by one of his colleagues.
Colorado Springs Sen. Michael Merrifield’s would eliminate a requirement that at least 50 percent of an educator’s performance evaluation be tied to student academic growth. Each district decides how to measure that growth.
That provision is a centerpiece of Denver Democrat Mike Johnston’s — and it hasn’t even been put into practice yet. A bill last session , with evaluations tied to student growth starting in the 2015-2016 academic year.
The link between student test score growth and teacher evaluation adds a complicating wrinkle to the debate . There is broad consensus the state tests students too much, and the Legislature will take up the question after receiving recommendations from a state task force put together to seek answers. That group meets again this week to work toward final resolution.
Merrifield, a retired music teacher, served four terms in the Colorado House, including a stint as chairman of the House Education Committee. He left the statehouse in 2010 because of term limits. The Democrat was elected in November to represent State Senate District 11.
Merrifield said Wednesday he was motivated by the “really huge problems” putting the mandate into practice is causing districts, teachers and students.
“Long story short, I think the whole concept is overwhelming the system,” he said.
Merrifield is not in the camp that believes more time is needed for a transition to a new generation of state tests, which began last year with science and social studies tests and rolls out in full force this spring with the PARCC math and English language arts test. He said he is flat-out opposed to using test scores to measure teacher effectiveness, citing research critical of such approaches.
Echoing other criticism, he cited the many factors that go into student achievement, including class size, instructional time, parents’ educational backgrounds, prior teachers and more.
Merrifield said he has not spoken with Johnston about his bill, but he will.
“I wanted to get the bill out and start talking about it,” he said. “It’s a long process.”
Johnston could not immediately be reached for comment Wednesday.
S.B. 191 requirements include:
— Annual evaluations for all principals/assistant principals, teachers and specialized service providers.
— Evaluation based on statewide Quality Standards defining what it means to be an effective teacher or principal; the professional practice Quality Standards account for half of an educator’s annual evaluation.
— The other half of an educator’s annual evaluation is based on the Quality Standard that measures student learning over time.
— Non-probationary status — or tenure — is earned after three consecutive years of demonstrated effectiveness.
— Tenure is lost after two consecutive years of ineffective ratings.
