HEDI v. COVID: Death and the Danielson Rubric by Dr. Michael Flanagan

Well, there’s one bright side to returning to the classroom this fall for face-to-face teaching. There’s a possibility I might finally be rated Highly Effective! 

On the other hand, I could die.

But whatever; I’ve never been rated Highly Effective before. This could turn out to be a real opportunity. 

Here’s a little background for those of you from outside the old Empire State. Teachers in New York State are rated annually under a system known as APPR (Annual Professional Performance Review). To evaluate our teaching, the state adopted the Danielson Rubric. The possible rankings are known as a HEDI scale (Highly Effective, Effective, Developing and Ineffective).  The rubric for classroom observations is divided into four Domains.

Each Domain then has a series of subsets on which the teacher is rated. The corresponding number scale is as follows:  

H=4.00 E=3.00 D=2.00 I=1.00.

The 60% MOTP score (Measure of Teaching Practice) and the 40% MOSL score (Measure of Student Learning) —based on an algorithm of standardized test scores—are then averaged together and placed on a sliding scale (see below) to give the teacher their overall rating. And voila! The numeric worth of a teacher.

Over the years my ratings have “only” been Effective. I am a pretty consistent 3.4 on both measures, year in and year out. Sort of a patron saint of algorithmic mediocrity. In the past I have been content with my Effectives, knowing that my students learned and appreciated my teaching, regardless of some numbers generated on a convoluted sliding scale. 

...Until now...

I always thought it would take an act of G-d for me to be rated Highly Effective. Suddenly this apocalypse lands right in my lap, and I intend to make full use of it. Far be it from me to look a gift horse in the mouth.

After all, it’s not how you see yourself as an educator, it’s where you are ranked on an arbitrary and inexplicably subjective rubric that really matters. As a public school educator, you have to have your priorities straight. 

It is possible that 20% or more of my colleagues will be out of the school—teaching remotely—on medical accommodations because of COVID-19. This will give me a huge statistical advantage. At the very least a boost in Domains 2 and 3, Classroom Environment and Instruction. And—if I manage not to contract this virus and die—possibly an increase in Domain 4 as well. I’ll be “professionally responsible” just by showing up! 

If I play my cards right.

In addition so many teachers will be quitting, retiring or getting sick from COVID, that my ratings should increase simply because I am still breathing. 

I can only hope. 

However, I fully understand that if I do die from this virus, it may result in disciplinary actions and an Ineffective rating. 

If that were to happen at this time, it would just kill me. 

My real strength will be in Domain 2 - Classroom Environment. My management of student behavior and organization of the physical space will definitely place me squarely in the Highly Effective category. With so many students scared, wearing masks, and facing forward, classroom management will be a breeze (as opposed to the archaic school ventilation systems). 

And it’s amazing how efficient plexiglass can be for giving a classroom that nice, “orderly look.” And as far as creating a culture for learning, how can I not get high numbers? Who could not learn in a place, where the first and last thing on everybody's mind is contracting a killer disease?

Check!

Now, let’s take a look at Domain 3. I have that covered as well. My communication with students and my questioning and discussion techniques will definitely improve. For example:

Me: “How are you feeling today class? Fever? Cough? Chills? Yes Billy…”

Billy: “I have a cough, and think I might have a fever.” 

Me: “Oh, a possible fever? Can anyone build on what Billy has said?” Yes, Suzy?”

Suzy: “I think what Billy is saying is that he might have the Coronavirus.”

Me: “So you feel he might have the Coronavirus? Can anyone add to Suzy’s observation?” Yes, Joey?”

Joey: “We should probably quarantine ourselves.” 

Me: “Excellent! Now, moving on…”

Using flexibility and responsiveness is going to be money in the bank. Just the fact that children will be showing up intermittently, and learning remotely from home at other times, should guarantee me a 4 in that category. Ipso facto.

My lesson plans will always be out and in use—albeit wrapped in sterile plastic. And of course, I will select the “pop in visit” method of evaluation, and hope that my assistant principal is as hardy and healthy as I am. 

It takes a socially distant village, after all. 

One thing I’m not sure about is how I can foster collaborative group work, since the majority of my time I will be keeping students at least six feet apart and facing in the same direction. I guess I will instruct them to “think together.” Let’s call it “establishing a group mindset.” 

Since I won’t be able to circulate the room and interact with students individually, for fear of spreading the virus, I will have to develop some form of ESP. Granted, this will be difficult to demonstrate during a 15-minute observation, but it will be included in my Domain 1, Lesson Planning. 

Winning!

So, while I watch the spikes in Coronavirus throughout the country, and I see people fearing to return to school, I personally can’t wait! For amongst the carnage of this dystopian reality, I could quite possibly improve my ratings on a contrived and subjective measure. And that will make all the difference. 

#RefuseToReturn