look on the bright side

City, union stress "optimism" over future of teacher evaluations

Deputy Chancellor David Weiner talks to two first grade students at Young Scholars Academy in Brooklyn.

With another school year underway without a deal on new teacher evaluations, officials in charge of hammering out the evaluation system seemed only to agree on one thing: be optimistic.

That was the mantra for Chancellor Dennis Walcott and Mayor Michael Bloomberg as they toured the halls of the New Settlement Campus in the South Bronx this morning.

“I’m always optimistic,” Bloomberg told reporters in the spotless new library. “If we don’t get a deal by January we will forfeit a lot of state funds.”

Teachers Union President Michael Mulgrew told a similar story when he spoke this morning in Brooklyn.

“We are definitely having conversations, pretty good conversations,” he said, “and we’re hoping to get it done.”

The city and union have been negotiating over evaluations for more than a year with the as-yet-unfulfilled hope of securing federal funds that are not available to districts without evaluations. Now they are under the gun from the state, too. Gov. Andrew Cuomo has said he will withhold state aid increases from districts that do not adopt new evaluations by January 2013.

Officials have volunteered no updates on the negotiations. But at the chancellor’s next stop, Deputy Chancellor David Weiner took a break from shaking hands with teachers at Bedford-Stuyvesant’s Young Scholars Academy for Discovery and Exploration and kneeling beside first graders honing their self-portraiture skills to say that his outlook was positive as well.

Weiner, the Department of Education officials overseeing negotiations, has been meeting regularly with union officials for months, he said, and thinks they are “continuing to move forward.” He said the January deadline set by the state might provide the ticking clock necessary to finish the deal.

“Both we and the unions are very aware of the importance of actually making sure we get the evaluations done by the date the governor has set,” he said.

The teachers union has long faced heat from the press and the mayor’s office over its staunch refusal to accept a system that some worry will allow the department to erode teachers’ job security. The union has offered some concessions, such as a partial agreement for struggling schools eligible to receive federal funding, but city officials rejected that plan last month, reasoning that there is little value to finalizing a partial deal when a full one is needed.

Mulgrew did not join Bloomberg or Walcott on their school visits, but Bloomberg assured reporters that theirs was a problem of diverging schedules, and not evidence of any animosity over the negotiations. In the past, the union head and chancellor used to make a joint appearance on the first day of school, but that tradition ended in 2010.

After paying a visit to Sunset Park High School in Brooklyn, Mulgrew told GothamSchools he would make the negotiations his top priority this fall. That’s what he said last fall, but since then the city and the union have clashed repeatedly over the specifics of the system, which must adhere to state guidelines. They even abruptly halted negotiations at one point in a high-profile stalemate that ultimately lost the city $30 million in federal School Improvement Grants.

Despite his optimism, Mulgrew signaled that the ideological chasm between the UFT and the city remains large.

“They think teacher evaluations should be about getting teachers,” Mulgrew said, delving into one of the main concerns at play. “We think teacher evaluations should be about helping and supporting teachers because then they do their jobs better and kids win. That’s the big difference.”

Danika Lacroix, the principal of Young Scholar’s Academy, raised similar concerns with the evaluations this morning. Hers is one of 250 schools practicing the new teacher evaluation system, which is already being rolled out slowly at some schools over the past three years.

“We’ve messaged it here as a professional development tool, and messaging it that way has eased a lot of tension” she said. “Our teachers are really hungry, they all want to be highly effective teachers, so they seek feedback. They want us to come into the classrooms.”

Lacroix said she wants her staff to think about the evaluation system as an opportunity for collaboration, not competition. To that end, she often invites teachers to sit in on classrooms observations alongside her, she said, and at the end of the 2011-2012 school year she shared individual evaluation results with the entire staff.

Weiner said the pilot program is preparing the city to charge ahead with an evaluation system once a deal is made.

Department officials have been collecting and reviewing data from the pilot schools, he said, and would use that information to inform a citywide rollout.

“We need to figure out what are the best models that exist in schools,” he said. “With 1700 schools, it’s obviously difficult to implement something without preparing first, and that’s what we’ve been doing over the past three years.”

Town Hall

Hopson promises more flexibility as Memphis school leaders clear the air with teachers on new curriculum

PHOTO: Laura Faith Kebede
Superintendent Dorsey Hopson answers questions from Memphis teachers at a town hall hosted by United Education Association of Shelby County on Monday.

The Shelby County Schools superintendent told passionate teachers at a union town hall Monday that they can expect more flexibility in how they teach the district’s newest curriculums.

Superintendent Dorsey Hopson said the teachers who score highest on their evaluations should not feel like they need to read from a script to meet district requirements, although he didn’t have an immediate answer to how that would work.

Teacher frustrations were reaching a boiling point on district curriculums introduced this school year. Although the state requirements have changed several times over the last eight years, this change was particularly bothersome to teachers because they feel they are teaching to a “script.”

“Teachers have to be given the autonomy,” Hopson said. Although he cited the need for the district to have some control as teachers are learning, “at the end of the day, if you’re a level 4 or level 5 teacher, and you know your students, there needs to be some flexibility.”

Vocal teachers at the meeting cited check-ins from central office staff as evidence of the overreach.

“I keep hearing people say it’s supplemental but we have people coming into my room making sure we’re following it to a T,” said Amy Dixon a teacher at Snowden School. “We’re expected to follow it … like a script.”

The 90-minute meeting sponsored by the United Education Association of Shelby County drew a crowd of about 100 people to talk about curriculum and what Hopson called “a culture of fear” throughout the district of making a mistake.

Hopson said his team is still working on how to strike the right balance between creativity and continuity across nearly 150 district-run schools because so many students move during the school year.

He reassured despondent teachers he would come up with a plan to meet the needs of teachers and keep curriculums consistent. He said some continuity is needed across schools because many students move a lot during the school year.

“We know we got to make sure that I’m coming from Binghampton and going over to Whitehaven it’s got to be at least somewhat aligned,” he said. “I wish we were a stable, middle-class, not the poorest city in the country, then we wouldn’t have a lot of these issues.”

Ever since Tennessee’s largest district began phasing in parts of an English curriculum called Expeditionary Learning, teachers have complained of being micromanaged, instead of being able to tailor content for their students. The same goes for the new math curriculum Eureka Math.

The district’s changes are meant to line it up with the state. Tennessee’s new language arts and math standards replaced the Common Core curriculum, but in fact, did not deviate much when the final version was released last fall. This is the third change in eight years to state education requirements.

Still, Shelby County Schools cannot fully switch to the new curriculums until they are approved by the Tennessee State Board of Education. District leaders hope both curriculums, which received high marks from a national group that measures curriculum alignment to Common Core, will be added when textbooks are vetted for the 2019-20 school year.

Some urged educators to not think of the new curriculums as “scripts,” and admitted to poorly communicating the changes to teachers.

PHOTO: Laura Faith Kebede
Pam Harris-Giles

“It’s not an expectation that we stand in front of our children and read off a piece of paper,” said Pam Harris-Giles, one of the district’s instructional support directors, who helps coordinate curriculum training and professional development.

Fredricka Vaughn, a teacher at Kirby High School, said that won’t be easy without clear communication of what flexibility will look like for high-performing teachers.

“If you don’t want us to use the word script, then bring back the autonomy,” she said.

Hopson stressed that the state’s largest school district could be a model for public education if everyone can work together to make the new curriculums work.

“It’s going to take work, hard work, everyone aligned from the top, everyone rowing in the same direction.”

Price of entry

Becoming a Colorado teacher could soon require fewer transcripts, more training on English learners

Stephanie Wujek teaches science at Wiggins Middle School , on April 5, 2017 in Wiggins, Colorado. Rural areas are having a hard time finding teachers in areas like math and science. (Photo by RJ Sangosti/The Denver Post)

The rules for becoming a teacher in Colorado are about to change — and officials hope the moves will help attract more math teachers and better prepare educators to work with students learning English.

The changes, which the Colorado Department of Education proposed this week, would also cut down on the paperwork needed to enter the profession and make it easier for teachers licensed in other states to re-enter the classroom after they move to Colorado.

The package of changes also includes a slimmed-down teacher evaluation rubric, the first major revision to the rules under Colorado’s 2010 teacher effectiveness law.

Among the proposed changes:

  • Less paperwork for new teachers. Applicants for a teaching license would no longer have to provide transcripts for every school they attended, only the transcripts for the school that granted them their highest degree. (Many colleges hold transcripts hostage for unpaid debt, even minor ones like unpaid parking tickets.
  • Less paperwork for teachers coming from other states. Experienced, licensed teachers from outside Colorado would no longer need to provide transcripts or prove that their teacher preparation program met Colorado standards.
  • More flexibility about previous teaching experience. Licensed teachers from other states would no longer need to have previously worked under a full-time contract to qualify for a Colorado license.
  • A new credential limited to middle-school math. Right now, Colorado only has a secondary math endorsement, which requires competency in trigonometry and calculus. That’s a barrier for teachers moving from other states with a math endorsement limited to middle school, and some see it as a roadblock for those who feel comfortable with algebra but not higher-level math.
  • Additional pathways for counselors and nurses to get licensed to work in schools.

Two bills making their way through the Colorado General Assembly this session would remove another barrier for out-of-state teachers. To qualify for a Colorado license today, teachers must have had three years of continuous teaching experience. If those bills are signed into law, applicants would only need three years of experience in the previous seven years.

Together, the proposals indicate how Colorado officials are working to make it a little easier to become a teacher in the state, which is facing a shortage in math teachers, counselors, and school nurses, among other specialties, as well as a shortage in many rural districts.

Colleen O’Neil, executive director of educator talent for the Colorado Department of Education, said many of the proposed changes came out of listening sessions focused on the state’s teacher shortage held around the state.  

The changes still don’t mean that if you’re a teacher anywhere in the country, you can easily become a teacher in Colorado. Just six states have full reciprocity, meaning anyone with a license from another state can teach with no additional requirements, according to the Education Commission of the States. Teachers whose licenses and endorsements don’t have a direct equivalent in Colorado would still need to apply for an interim license and then work to meet the standards of the appropriate Colorado license or endorsement.

The rule changes also add some requirements. Among those changes:

  • Prospective teachers will need more training on how to work with students learning English. Most significantly, all educator preparation programs would have to include six semester hours or 90 clock hours of training.
  • So will teachers renewing their licenses. They will need 45 clock hours, though the requirement wouldn’t kick in until the first full five-year cycle after the teacher’s most recent renewal. A teacher who just got her license renewed this year would have nine years to complete that additional training, as the requirement wouldn’t apply until the next renewal cycle. Superintendents in districts where less than 2 percent of the students are English language learners could apply for a waiver.

Colorado’s educator preparation rules already call for specialized training for teaching English language learners, but the rule change makes the requirements more explicit.

“We’re the sixth-largest state for English language learners,” O’Neil said. “We want to make sure our educators are equipped to teach all our learners.”

The rule changes would also “streamline,” in O’Neil’s words, the teacher evaluation process. Here’s what would change:

  • The five teacher quality standards would become four. “Reflection” and “leadership” are combined into “professionalism.”
  • The underlying elements of those standards would be reduced, too. Twenty-seven elements would become 17.

Fifty school districts and one charter collaborative have been testing the new evaluation system this year in a pilot program. O’Neil said most of the feedback has been positive, and the rest of the feedback has been to urge officials to winnow down the standards even further. That’s not a change she would support, O’Neil said.

“The reality is that teaching actually is rocket science,” she said. “There are a lot of practices and elements that go into good teaching.”

The state is accepting additional public comment on the rules until April 20, and a public hearing will be held in May. The new rules are expected to be adopted this summer.

Submit written feedback online or send an email to the State Board of Education at state.board@cde.state.co.us.