right to know

Bills on table take diverse approaches to teacher rating shield

With just weeks left in the legislative session, bills to shield teachers’ ratings from public scrutiny are still on the table in Albany. But no consensus has yet formed about exactly what that shield would look like — if one is constructed at all.

Albany lawmakers are hung up on one key issue that distinguishes at least three proposed versions of the legislation: Should parents be allowed access to teacher ratings?

Republican Senator Greg Ball and Democratic Assemblywoman Sandra Galef, both of Westchester, have proposed bills that say they should not.

“I just feel very strongly that this is a part of a teacher’s personal and confidential record and that the grades should be handled appropriately,” said Galef, whose bill has so far collected 24 co-sponsors.

Twenty lawmakers, including Education Committee Chair Cathy Nolan, a Democrat, have signed onto a third bill in the Assembly that would give parents limited access to evaluations. The bill would require parents to make a special request for the evaluations.

Ellen Jaffee, who proposed the third bill, said the Assembly bills would eventually be whittled down into one.

“What we tried to do is put forward a variety of proposals that the governor would consider,” said Ellen Jaffee, who proposed the third bill. Jaffee said that Assembly lawmakers were considering a fourth version that would put a moratorium on releasing teacher evaluations until after statewide systems are implemented next year.

The differing versions reflect the unsteady agreement among politicians, advocates, union leaders and education officials that New York City’s release of performance rankings for 18,000 elementary and middle school teachers was not handled well. The reports, which were published by several New York City media organizations, quickly became front-page fodder for the city’s tabloids, which sought out the highest and lowest rated teachers. The city said that the ratings should not be taken as a complete picture of a teacher’s quality since it was only based on student growth in one category, test scores.

The lead sponsors on each bill are from upstate New York districts, although many of the lawmakers who have signed on as co-sponsors are from New York City.

The precedent of releasing information to the public was widely objected to by a broad base in February – Bill Gates and Michael Mulgrew were in agreement – prompting state officials into a conversation about a law to block the release in future years.

Ball proposed his bill on March 22, but even with a weeks-long head start, the bill has yet to garner any co-sponsors from his Senate colleagues. Mayor Bloomberg, a major donor to state senate campaigns, has been a staunch defender of releasing the performance data.

Unlike Bloomberg, Albany leadership has signaled that widespread release of the performance data would be imprudent, but they have also insisted that parental access to the data should be a priority in any legislation.

“Information and evaluation should be out there for parents to know,” Silver said in March. Cuomo used similar language when he was asked about it. “I believe in the case of teachers, the parents’ right to know outweighs the teachers’ right to privacy,” Cuomo said.

Senate Majority Leader Dean Skelos, who has not taken a firm stand on the issue, did not respond to requests for comment.

And while Jaffee’s bill is the only one that so far leaves open an option for parents to view their teacher’s information, it comes on limited terms. According to the bill’s language, parents would have to file an official request through the Freedom of Information Law, a complicated procedure that does not yield an immediate result. Once the request is granted, the parents would not be allowed to obtain any documents. Instead, they would be able to view the ratings “at a private meeting with the building principal.” Plus, the law would give an out for districts that have qualms about the ratings: The superintendent and the state education chief would have to sign a document certifying that the district’s teacher evaluations are accurate.

Despite the restrictions, union officials are hoping that Cuomo and the Senate and Assembly leadership would see Jaffee’s bill as a compromise.

“Clearly, what we desire is total confidentiality, but there is a political reality and a parent’s right to know has to play into what legislation has the best possibility of passing, ” said NYSUT President Dick Iannuzzi. “For a parent, it’s more than a right to know. It’s a right to know more about their own child.”

Lawmakers and state insiders said they remained optimistic that resolving the issue of teacher data reports are on Cuomo’s list of priorities for this session, which ends at the end of the month.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.