Four years ago, the Warrior wrote an unsigned editorial arguing that student surveys should be part of the teacher evaluation process. The article stated that, at a minimum, teachers should provide surveys to receive feedback for what they do well and what they could improve. Apparently, neither administrators nor teachers themselves were persuaded by the editorial’s argument because very few teachers voluntarily issue their own surveys.

Student feedback would be far more accurate and just than the current system, which entails observers, either an assistant principal or a department head, sitting in on class periods and assessing the quality of teaching they see.

Currently, teachers are notified before a formal classroom visit by a supervisor, which usually occur once every few years. However, it should be noted that when teachers are informed that they will be evaluated, it results in an inaccurate representation of their everyday teaching because they are able to temporarily change their teaching approach and attitude in the class, resulting in an unrealistic glimpse into the classroom.

Because students spend nearly an hour every day with their teachers, they know them better than any administrator could. Students are familiar with the teaching style methods their teachers use and the manner in which they interact with students.

The fact is, numerous teachers at Sherwood are notorious for their poor teaching or bad attitudes. An internal survey of the Warrior staff illustrated the fact that students consistently identify the same handful of poor teachers. Some of these staff members have been here for years, and the problems that students are having with them are not new developments. The current evaluation process is not effective, as these teachers are still at Sherwood and have not improved even after years of administrative observations.

Perhaps Sherwood has neglected to change the approach due to the difficulty of implementing a new system. However, change must be made now to give students a voice, allowing them to determine the quality of teachers, and thus providing the highest quality of education possible. Administrators and students are qualified to make decisions regarding a teacher’s performance in different ways. While students experience the day-to-day habits of their teachers in the classroom, administrators know more about the behind-the-scenes work. With that in mind, the best possibility would be to have both opinions heavily factor into whether a teacher receives a positive or negative review.

The most logical format for survey completion would be using an online database so results are compiled quickly and in an organized fashion. The data then would go directly to the administration where they can make decisions about which teachers should be notified of their positive or negative responses and what action should be taken. To have the largest sample and most accurate representation, the surveys would be required from every student in every class and would include items like whether teachers cover tested material thoroughly and whether they treat each student with respect.

Of course, there are a number of amazing teachers at Sherwood who would likely receive glowing reviews from students. Another proposition is that teachers should be recognized for outstanding student survey responses. The idea, although appealing in theory, is relatively impractical and isn’t entirely necessary considering teaching the material effectively while engaging students in learning should be a basic expectation of educators. Thus, teachers should not be rewarded for simply doing their jobs but for going beyond their responsibilities.