Edward Y. Chang
A 4th grade teacher at Community Magnet Charter Elementary in 2008
These graphs show a teacher's "value-added" rating based on his or her students' progress on the California Standards Tests in math and English. The Times’ analysis used all valid student scores available for this teacher from the 2002-03 through 2008-09 academic years. The value-added scores reflect a teacher's effectiveness at raising standardized test scores and, as such, capture only one aspect of a teacher's work.
Compared with other Los Angeles Unified teachers on the value-added measure of test score improvement, Chang ranked:
- Most effective overall.
- More effective than average in math. Students of teachers in this category, on average, gained about 4 percentile points on the California Standards Test compared with other students at their grade level.
- Most effective in English. Students of teachers in this category, on average, gained about 7 percentile points on the California Standards Test compared with other students at their grade level.
Chang's LAUSD teaching history
2002-03 through 2008-09 academic years
- Community Magnet Charter Elementary, 2008, 2005 - 2003
Edward Chang's Response:
As I look at my "evaluation" based on numbers, I am mixed with emotions. On one hand, I am pleased with what I see, on the other hand, my heart plummets because don't want people to believe that I am teaching to the curriculum but instead, using the curriculum to support my learners. I am not a person who believes that an effective teacher is based on scores, but based on morals, personal connections you have with the child, background of the families because of culture or socioeconomic status, and the such.
I also think about the other teachers who give it their all, but with the given area they teach, the location itself may be a struggle, but their students are becoming great people as a whole. For instance, my colleague works in a low-performing school, but the changes that I see in the classroom when I visit are amazing. Then I think of other teachers who I know are working in high performing schools who are teaching 90% from the "teacher book" to achieve great test scores, and they are praised for being "good teachers." What about the colleague of mine who learned what motivates their children from the low performing school? How are they evaluated? Are they evaluated for working after school hours? Are they evaluated on traveling around Los Angeles to find materials with their own money to teach so their children can fall in love with learning? Or are they evaluated by those who just show up in the morning, picks up a teacher's resource guide, and then teaches?
As a child growing up, my test scores were in the average range because I was not inspired to learn. This is coming from being as one of the 3% minority vs. a 97% Caucasian school from K-12. Since I was "different' growing up, the ridicule and belittlement were quite harsh. Yes, my school that I attended was rank in the top 10 while I attended, but at what stake? Are my scores more important than my well-being? What I can sal is that my morale and self-confidence were at a low until my time in undergrad. How effective are those K-12 teachers?
I know test scores is one way to measure performance, but how can we incorporate other aspects as well?
If teachers are being evaluated, why not go directly to the heads of the school to see their performance as administrators? Since evaluations should be conducted as a whole, everyone on the district level, and state level, should be measured as well. If people want to evaluate teachers, then teams from a 3rd party should go into ALL schools for at a few years to see the effectiveness of a teacher. Without seeing students from Day 1 and follow through, it is hard to "evaluate" what a teacher puts daily to enrich the lives of their learners. Without seeing a teacher in action at least once a week, it is a challenge to evaluate teachers.
Today, I am pleased with my performance as a teacher based on student and parent evaluations. A major reason why I am confident as a teacher is that I was, and still am, in a school with an inspiring and supportive administrative team. Without them, I would not be the teacher I am today. Without the connection I have with my students, I would not be the teacher I am today.
When will the evaluations be more conducive to the productivity of the learning instead of bringing down the moral of great teachers and protecting some teachers who have no connection with the students?
Would you want your child to be an automaton or an individual thinker who cares about more than just scores?
The Times gave LAUSD elementary school teachers rated in this database the opportunity to preview their value-added evaluations and publicly respond. Some issues raised by teachers may be addressed in the FAQ. Teachers who have not commented may do so by contacting The Times.