First Person

Reasonable Doubt

I’ve been relatively quiet in the ongoing debate about how best to evaluate teachers in New York City and across New York State. I’m not close to the negotiations and can claim no expertise on the political machinations outside of public view. At its heart, this seems to me a dispute over jurisdiction: Who has the legitimate authority to regulate the work of an occupation that seeks the status of a profession—but one that is in a labor-management relationship?

The laws of New York recognize the labor-management fault line, but they do little to guide a collective-bargaining process toward agreements in the many districts in which teacher-evaluation systems are contested. Each side brings a powerful public value to bear on the disagreement.

For the employers, it’s all about efficiency. It’s in the public interest, they argue, to recruit, retain and reward the best teachers, in order to maximize the collective achievement of students. A teacher-evaluation system that fails to identify those teachers who are effective, and those who are ineffective, can neither weed out consistent low-performers nor target those who might best benefit from intensive help. Rewarding high-performing teachers can, in the short run, help keep them in their classrooms, they claim, and, in the long run, can help expand the pool of talented individuals who enter the occupation.

For teachers, the key concern is fairness. Fairness is primarily a procedural issue: Teachers, and the unions that represent them, seek an evaluation process that is neither arbitrary nor capricious, relying on stable and valid criteria that they believe accurately characterize the quality of their work. In this view, an evaluation process is unfair to the extent that it can be manipulated by a building administrator or school district to yield a particular rating for a teacher’s performance. It is also unfair if random factors beyond a teacher’s control unduly influence the evaluation of his or her performance.

The values of efficiency and fairness collide head-on in New York’s Education Law §3012-c, passed as part of the state’s efforts to bolster its chances in the 2010 Race to the Top competition. The law requires annual professional performance reviews (APPRs) that sort teachers into four categories—“highly effective,” “effective,” “developing” and “ineffective”—based on multiple measures of effectiveness, including student growth on state and locally selected assessments and a teacher’s performance according to a teacher practice rubric.

The fundamental problem is that it’s hard to assess the efficiency or fairness of an evaluation system that doesn’t exist yet. There are too many unknowns to be able to judge, which is one of the arguments for piloting an evaluation system before bringing it to scale. The properties of the state tests that are to be used to assess teachers’ contributions to student learning are a moving target; the tests have been changing in recent years in response to concerns about their difficulty, predictability and coverage of state curricular standards. And in a couple of years, those standards and assessments will change, as New York and many other states phase in the Common Core standards and new assessments designed to measure mastery of them. The models to estimate a teacher’s position relative to other teachers in contributing to students’ test performance are imprecise at the level of the individual teacher, and different models yield different results for a given teacher. There’s been little to no discussion of how to incorporate this uncertainty into the single numerical score a teacher will receive.

The evaluation of teachers’ practices via classroom observations using New York State Education Department (NYSED)-approved rubrics, such as Charlotte Danielson’s Framework for Teaching or Robert Pianta’s Classroom Assessment Scoring System, is another unknown. There’s evidence that with proper training, observers can reliably rate teachers’ classroom practices, but the nature of the training is critical, and there is no evidence to date of New York City’s ability to prepare more than 1,500 principals, or the principals’ “designees,” to carry out multiple observations of many teachers, teaching many different school subjects, each year.

Amazingly, there is even uncertainty about whether the evaluations can or should be based solely on a teacher’s performance in a single year. The statute creating the new evaluation system in New York describes it as an “annual professional performance review.” But is this a professional performance review that occurs annually, or a review of annual professional performance—that is, a teacher’s performance in the most recent year? The guidance provided by the NYSED suggests that it has no idea. “For 2011-12, only one year of teacher or principal student growth percentile scores will factor into each educator’s evaluation,” the guidance states. “When more years of data are available, NYSED will consider whether each evaluation year should include more than one year of educator student growth results. Empirical and policy considerations will determine the decision.”

Well, that certainly clarifies matters. In other words, a “bad” year where a teacher is ranked relatively low compared to other teachers might reverberate, affecting his or her ranking in subsequent years. But a good observational rating in a given year seemingly will have no spillover effect into subsequent years. If, as has been true in Washington, D.C.’s IMPACT teacher-evaluation system, teachers generally score higher on observational ratings than on their value-added or growth-score rankings relative to other teachers, the carryover for value-added performance—but not observations of teachers’ professional practices—appears unfair. And in D.C., this evaluation system has resulted in the termination of hundreds of teachers based on one or two years of performance.

Teacher-evaluation systems have multiple purposes, which might include certifying teachers as competent or selecting some for particular forms of professional development to enhance their professional practice. For most of these purposes, it’s essential that those with a stake in the education system view these evaluation systems as legitimate—and the perceived efficiency and fairness of an evaluation system are central to such judgments. It’s not hard to see why a great many teachers, in New York City and across the state, have serious doubts about the fairness of New York State’s APPR process. And if future teachers do as well, the process could have the unintended consequence of reducing, rather than increasing, the pool of individuals willing to consider teaching as a vocation. This, coupled with the more than 1,300 principals across the state who have raised questions about the efficiency of the process, illuminates the challenges confronting the state as it seeks to implement the APPR system and avoid a scolding from U.S. Secretary of Education Arne Duncan.

William Blackstone, an 18th-century English legal scholar, wrote “better that ten guilty persons escape than that one innocent suffer.” Benjamin Franklin, one of the founders of our country, later upped the ante to 100 to one. The principle captures squarely the trade-off between the value of efficiency and the value of fairness. A legal system that lets the guilty go free is inefficient, as these offenders are free to continue to transgress against the common good. But to Franklin and others, that was still preferable to a legal system that did not provide adequate procedural protections for all, whether innocent or guilty, because such a system would be inconsistent with the principle of fairness so central to the American polity.

It’s important to note that Blackstone and Franklin were concerned with the workings of government; fairness in the private sector was not a central concern, and efficiency was taken for granted as a consequence of market forces. Civil servants, as agents and employees of the state, arguably are subject to a different set of rights and responsibilities than those working in the private sector, and teachers are one of the largest groups of such public servants. What’s an acceptable tradeoff between efficiency and fairness in the mix of teachers’ rights and responsibilities? It’s a lot easier to speculate about percentages in the abstract than to confront the possibility that you, or someone close to you, might be out of a job because of an untested teacher-evaluation system that cuts corners on fairness.

This post also appears on Eye on Education, Aaron Pallas’s Hechinger Report blog.

First Person

I’m a black male teen in Aurora, and I see how ‘achievement gap’ forms

The author, Ayden Clayton.

Have you ever heard of the achievement gap? Every column, blog or article that I’ve read on this topic has never come from a African-American, let alone an African-American male.

Here is a voice that should be heard: mine.

Recent research from Stanford showed that African-Americans come in behind other students on standardized tests and enrollment in honors to AP and college classes. This is very important because the gap is also prevalent at Rangeview High School in Aurora, where I am a senior.

There really is a problem. Look at the facts: 25.8 percent of African Americans are in poverty according to Census information published in 2013. The problem is how their lives at home are affecting classroom behavior or attention in class. This goes for all races, but the trend is that many of the students with families living in poverty drop out of high school.

“I believe the achievement gap is a multi-level problem in the education system,” English teacher Mr. Jordan Carter, who works at Rangeview and is a mixed minority, told me. “The hardest thing about it is telling people it is a significant problem. We can solve it by devoting time and resources to find the problem and we need to address kids from all backgrounds. Kids with better resources usually do better.”

I see other problems, too. As a student at Rangeview, I’ve been in numerous AP, honors and CCA classes (college courses) throughout my high school career. What I really have noticed were the underprivileged kids being treated differently, almost like the teachers thought of them as troublemakers without even knowing them.

I’ve had many teachers stereotype me about drugs, hip-hop, if I have a dad and more, and it made me pretty uncomfortable to the point where I didn’t want to go to the class. I feel that when issues such as these that occur in the classroom, it makes students of color not want to focus, and teachers could probably use better training on how to teach kids that do not look like them.

Those students would continuously sit in the back of classes, wouldn’t raise their hand, and wouldn’t ask questions. I used to be one of them. It’s not because the urge to not learn, but the discomfort of the setting in the classroom. When you get looked at and thought of like that, you don’t feel welcomed.

It is becoming evident that Rangeview is in need of a serious sit-down with some of our staff, such as the principal, teachers and all administrators. That way, students can see where their minds are and how they are trying to deal with the way they feel about fair conditions in the classroom.

The administrators should also talk to students – particularly minority students – about our wants and needs so we as students can have some input. For the students who are struggling, it would be great to have counselors talk to them and find a way that would help the students improve their academic careers, such as tutoring or staying after school.

I have faced the stereotype of being another dropout who is eventually going to jail, but I use that as inspiration every day. I know that all African-American males and females can make a change by letting our voice be heard.

Although I haven’t been through as much as other African-American students, I’ve been through enough to have my opinion matter. We — as minorities — can also take responsibility to change this problem by staying in school and voting into our government people who will fund impoverished areas.

As a community we need to fight stereotypes together. We either defeat stereotypes together or become the stereotypes ourselves.

Ayden Clayton is a senior at Rangeview High School. This piece first appeared in the Rangeview Raider Review.

First Person

Why the phrase ‘with fidelity’ is an affront to good teaching

PHOTO: Alan Petersime

“With fidelity” are some of the most damaging words in education.

Districts spend a ton of money paying people to pick out massively expensive, packaged curriculums, as if every one of a thousand classrooms needs the exact same things. Then officials say, over and over again, that they must be implemented “with fidelity.” What they mean is that teachers better not do anything that would serve their students’ specific needs.

When that curriculum does nothing to increase student achievement, it is not blamed. The district person who found it and purchased it is never blamed. Nope. They say, “Well, the teachers must not have been implementing it with fidelity.”

It keeps happening because admitting that schools are messy and students are human and teaching is both creative and artistic would also mean you have to trust teachers and let them have some power. Also, there are some really crappy teachers out there, and programs for everyone are often meant to push that worst-case-scenario line a little higher.

And if everyone’s doing just what they’re supposed to, we’ll get such good, clean numbers, and isn’t that worth a few thousand more dollars?

I was talking with a friend recently, a teacher at an urban school on the East Coast. He had been called to task by his principal for splitting his kids into groups to offer differentiated math instruction based on students’ needs. “But,” the principal said, “did the pacing guide say to differentiate? You need to trust the system.”

I understand the desire to find out if a curriculum “works.” But I don’t trust anyone who can say “trust the system” without vomiting. Not when the system is so much worse than anything teachers would put together.

Last year, my old district implemented Reading Plus, an online reading program that forces students to read at a pace determined by their scores. The trainers promised, literally promised us, that there wasn’t a single reading selection anywhere in the program that could be considered offensive to anyone. God knows I never learned anything from a book that made me feel uncomfortable!

Oh, and students were supposed to use this program — forced-paced reading of benign material followed by multiple-choice questions and more forced-pace reading — for 90 minutes a week. We heard a lot about fidelity when the program did almost nothing for students (and, I believe quite strongly, did far worse than encouraging independent reading of high-interest books for 90 minutes a week would have done).

At the end of that year, I was handed copies of next year’s great adventure in fidelity. I’m not in that district any longer, but the whole district was all switching over to SpringBoard, another curriculum, in language arts classes. On came the emails about implementing with fidelity and getting everyone on the same page. We were promised flexibility, you know, so long as we also stuck to the pacing guide of the workbook.

I gave it a look, I did, because only idiots turn down potential tools. But man, it seemed custom-built to keep thinking — especially any creative, critical thought from either students or teachers — to a bare minimum.

I just got an email from two students from last year. They said hi, told me they missed creative writing class, and said they hated SpringBoard, the “evil twin of Reading Plus.”

That district ran out of money and had to cut teachers (including me) at the end of the year. But if they hadn’t, I don’t think I would have lasted long if forced to teach from a pacing guide. I’m a good teacher. Good teachers love to be challenged and supported. They take feedback well, but man do we hate mandates for stuff we know isn’t best for the kids in our room.

Because, from inside a classroom full of dynamic, chaotic brilliance;

from a classroom where that kid just shared that thing that broke all of our hearts;

from a classroom where that other kid figured out that idea they’ve been working on for weeks;

from that classroom where that other kid, who doesn’t know enough of the language, hides how hard he works to keep up and still misses things;

and from that classroom where one kid isn’t sure if they trust you yet, and that other kid trusts you too much, too easily, because their bar had been set too low after years of teachers that didn’t care enough;

from inside that classroom, it’s impossible to trust that anyone else has a better idea than I do about what my students need to do for our next 50 minutes.

Tom Rademacher is a teacher living in Minneapolis who was named Minnesota’s Teacher of the Year in 2014. His book, “It Won’t Be Easy: An Exceedingly Honest (and Slightly Unprofessional) Love Letter to Teaching,” was published in April. He can be found on Twitter @mrtomrad and writes on, where this post first appeared.