The bottom line is that the evaluation process of educators is terribly flawed. More times than not those that evaluate teachers have not themselves taught a class in years, sometimes even decades. Administrators, while many times lacking the actual classroom time, knowledge and expertise to adequately evaluate educators on their performance, are also unable to log sufficient time with "newbies." Building administrators find themselves, like most people in the education field, completely overwhelmed with the demands these days of doing more with less. Therefore, these new teachers, or "newbies," right out of college preparatory mode require tremendous attention, mentoring and assistance. Many times a teacher mentoring program exists but the consistency of keeping teachers in the same subject area, grade level and/or even same building can be rare; ultimately thwarting any real success between the master and novice. Typically administrators are expected, at a minimum, to observe a teacher four times a year (most of the time each observation represents one class or one hour). Is four hours a year, over four years, enough time to properly evaluate a new teacher? Honestly, there are several circumstances in which the four observations don't even occur because the administrators are over burdened with other duties. The sense of urgency to take seriously these observations seems many times to be lacking.
Teacher tenure, I submit, is not the issue or cause of bad eduction. Are there any cures to the dilemma/s presented? Honestly, I am of the opinion that the best administrator is the one that is in touch with what is going on in the classrooms. My suggestion to rectify this situation is to have master educators rotate as building administrators; perhaps even allow them to teach part time and act as administrative liaison/s with others in the same capacity. This way the evaluation process could be done by several master educators who can provide invaluable knowledge and have far better insight as to how to help, evaluate and determine a quality educator. Have these rotating teacher-administrative liaisons create and draft the evaluations in a timely fashion so that the evaluated educator gets quick, quality feedback. For now the only thing that separates many educators from being unfairly "Trumped" is tenure!