untested

Instead of telling teachers apart, new evals lump some together

photo (2)
Teachers attended training sessions about the city’s new teacher evaluation system over the summer, but some features of the system – including how teachers whose students don’t take state tests would have their student growth measured — were not decided until the school year began last week.

A Bronx performing arts school’s dance instructor will be judged on students’ English exam scores. Physical education teachers at a transfer school in Brooklyn are going to teach Olympic history lessons to prepare students for the history tests that will help determine their ratings. And teachers in Queens are putting the fate of their evaluations into a final exam that they don’t teach, but yields high pass rates.

The scenarios are not unusual — across the city this year, thousands of teachers will be rated in large part based on test scores of subjects and students that they do not teach.

Rather, the scenarios are examples of how schools have tried to comply with a new teacher evaluation system that must factor student performance into final ratings. They also represent how the original purpose of the evaluations, to differentiate teachers’ effectiveness, has been squeezed by restrictive state laws, limited resources, and a tight timeline for implementation.

“It’s insane to me that 40 percent of my evaluation is going to be based on someone else’s work,” said Jason Zanitsch, a high school drama teacher who will share the same “student growth” score with colleagues in his school this year.

An incomplete evaluation system, implemented rapidly

Sixty percent of teachers’ ratings this year will come from observations by administrators. The state’s evaluation law mandates that the remaining 40 percent come from a combination of state tests and assessments chosen by each district, whose scores are all crunched to determine student growth.

But neither kind of test exists for Zanitsch and other drama teachers, at least this year. They are among the thousands of city teachers for whom the state has not approved any way to measure student learning. They include librarians, 5,000 physical education and arts teachers, and others who teach foreign languages, health, and career education.

New York City principals had until the first day of school last week to choose from a menu of limited options, first made available in early August, for evaluating their teachers on student growth. Principals and teachers told GothamSchools that their schools have picked a “default” option in which all teachers — even core subject teachers — will receive the same score cobbled together from all of the state tests taken in the school.

“What we are advising most of our schools and principals this year is since the principal’s rating is based on how their school collectively is doing, just take the default, especially since it means the minimum of extra work and testing for everyone,” said a person who works in a network with many high schools.

The arrangement has drawn a lawsuit in Florida and criticism from dozens of city principals who last week pledged not to help execute it. But in lieu of state-approved assessments for all subjects, officials say rating teachers by their colleagues’ scores is the best option available until more credible alternatives can be developed.

“If the legislature had wanted us to be fully compliant at the outset, they would have put in place a massive funding program to support assessments to support every single subject,” said Shael Polakow-Suransky, the Department of Education’s chief academic officer. “But they decided to have a statewide evaluation system in place and then to build it from there.”

Looking on the bright side

Some principals and teachers say the arrangement could have benefits.

“It absolutely encourages collaboration,” said Vinnie Zarillo, a social studies teacher at Brownsville Academy High School whose students’ scores will influence the school’s physical education teachers’ ratings as well as his own. He said he is already talking to his colleagues about how to add lessons to P.E. classes about athletics’ role in world history.

Theatre Arts Production Company Principal Ron Link, whose teachers will be rated using results from the English Regents, said the school-wide approach meshed with how teachers already worked together on the school’s end-of-year theater productions. But Link also wondered if eventually it could lead the curriculum to narrow.

“Is it teaching to the test? I don’t know,” Link said. “I think we’re lucky here at TAPCO because we were already doing the infusion part with arts teachers working with the English and the social studies teacher on the production.”

Concerns about testing’s role

But the silver lining doesn’t sit well with everyone who has been told to look for it.

“I want my art teacher to teach students to make and analyze art. I don’t want them to teach mathematical modeling. That’s why I have a great algebra teacher,” said a Brooklyn high school principal, who asked to remain anonymous because she did not want to criticize the evaluation system publicly. The principal added, “The best that I can see coming out of this is that no harm is done.”

“The administration is saying it is teamwork and we are all in this together, but I don’t feel comfortable being graded based on how the other teachers in my school [are] preparing students for their tests,” a forensic science teacher told GothamSchools.  The teacher, who said her evaluation will be partially based on her students’ Living Environment Regents exam scores, requested anonymity because she feared retribution.

Department officials concede that the situation is far from ideal but say it’s the best they could have done under the state’s timeline for implementing the new evaluation law. Polakow-Suransky suggested that teachers could find solace in the fact that the city did not introduce more required tests, as some had worried that the new evaluation system would do. But he also noted that several schools are piloting arts assessments funded by federal grants and signaled that schools could have the option to add tests in the future.

“We’re not going to go out and invent a bunch of multiple choice-tests for gym classes. It’s a waste of time,” he said. “We are working hard to develop new assessments that would be useful” for teachers.

Lumping teachers together, instead of telling them apart

For now, educators are pondering the implications of an arrangement that groups teachers together rather than distinguishes their effectiveness individually.

“If you have two or three really not-so-great teachers and you take the default, all those teachers are going to get effective or highly effective,” the network official said. “On the flip side, if your school does badly overall on the Regents this year, some really good teachers are going to get screwed.”

Some principals say they tried to mitigate against those possibilities by hinging teachers’ ratings on their colleagues whose students have done well in the past.

“I’m going to try to game it in little ways, [to] tie it to where we think we’re going to get some good performance,” said the Brooklyn high school principal.

“We picked based on past performance,” said Moses Ojeda, principal of Thomas Edison Career and Technical Education High School, where many teachers work in technology subjects.

But those choices, designed to protect teachers, lead to questions about the meaningfulness of the ratings that the new evaluation system will produce.

One teacher who will be rated based on his own students’ scores said the fact that exams in his subject would factor into the scores of his colleagues who teach other subjects would cause him to question all of their ratings. “If you create a system which will work only if administrators don’t follow the rules, it’s a bad system,” he said.

student teaching

Building a teacher pipeline: How one Aurora school has become a training ground for aspiring teachers

Paraprofessional Sonia Guzman, a student of a teaching program, works with students at Elkhart Elementary School in Aurora. (Photo by Yesenia Robles, Chalkbeat)

Students at Aurora’s Elkhart Elementary School are getting assistance from three aspiring teachers helping out in classrooms this year, part of a new partnership aimed at building a bigger and more diverse teacher pipeline.

The teachers-to-be, students at the University of Northern Colorado’s Center for Urban Education, get training and a paid job while they’re in college. Elkhart principal Ron Schumacher gets paraprofessionals with long-term goals and a possibility that they’ll be better prepared to be Aurora teachers.

For Schumacher, it’s part of a plan to not only help his school, but also others in Aurora Public Schools increase teacher retention.

“Because of the nature of our school demographics, it’s a coin flip with a new teacher,” Schumacher said. “If I lose 50 percent of my teachers over time, I’m being highly inefficient. If these ladies know what they’re getting into and I can have them prepared to be a more effective first-year teacher, there’s more likelihood that I’ll keep them in my school in the long term.”

Elkhart has about 590 students enrolled this year. According to state data from last year, more than 95 percent of the students who attend the school qualify for subsidized lunches, a measure of poverty. The school, which operates with an International Baccalaureate program, has outperformed the district average on some state tests.

The three paraprofessionals hired by the school this year are part of the teaching program at UNC’s Lowry campus, which has long required students to work in a school for the four years they work on their degree.

Students get paid for their work in schools, allowing them to earn some money while going to college. Students from the program had worked in Aurora schools in the past, but not usually three students at once at the same school, and not as part of a formal partnership.

The teaching program has a high number of students of color and first-generation college students, which Rosanne Fulton, the program director, said is another draw for partnering with schools in the metro area.

Schumacher said every principal and education leader has the responsibility to help expose students to more teachers who can relate to them.

One of this year’s paraprofessionals is Andy Washington, an 18-year-old who attended Elkhart for a few years when she was a child.

“Getting to know the kids on a personal level, I thought I was going to be scared, but they’re cool,” Washington said.

Another paraprofessional, 20-year-old Sonia Guzman, said kids are opening up to them.

“They ask you what college is like,” Guzman said.

Schumacher said there are challenges to hiring the students, including figuring out how to make use of the students during the morning or early afternoon while being able to release them before school is done for the day so they can make it to their college classes.

Schumacher said he and his district director are working to figure out the best ways to work around those problems so they can share lessons learned with other Aurora principals.

“We’re using some people differently and tapping into volunteers a little differently, but if it’s a priority for you, there are ways of accommodating their schedules,” he said.

At Elkhart, full-time interventionists work with students in kindergarten through third grade who need extra help learning to read.

But the school doesn’t have the budget to hire the same professionals to work with older students. The three student paraprofessionals are helping bridge that gap, learning from the interventionists so they can work with fourth and fifth grade students.

Recently, the three started getting groups of students that they pull out during class to give them extra work on reading skills.

One exercise they worked on with fourth grade students recently was helping them identify if words had an “oi” or “oy” spelling based on their sounds. Students sounded out their syllables and used flashcards to group similar words.

Districts across the country have looked at similar approaches to help attract and prepare teachers for their own schools. In Denver, bond money voters approved last year is helping pay to expand a program this year where paraprofessionals can apply for a one-year program to become teachers while they continue working.

In the partnership at Elkhart, students paraprofessionals take longer than that, but in their first and second year are already learning how to write lessons during their afternoon classes and then working with teachers at the school to deliver the lessons and then reflect on how well they worked. Students say the model helps them feel supported.

“It’s really helping me to become more confident,” said Stephanie Richards, 26, the third paraprofessional. “I know I’m a lot more prepared.”

Schumacher said the model could also work in the future with students from other teaching schools or programs. It’s a small but important part, he said, toward helping larger efforts to attract and retain teachers, and also diversify the ranks.

“You’re doing something for the next generation of folks coming in,” he said.

surprise!

Teachers in Millington and Knoxville just won the Oscar awards of education

PHOTO: Milken Family Foundation
Millington English teacher Katherine Watkins reacts after learning that she is the recipient of a 2017 Milken Educator Award.

Two Tennessee teachers were surprised during school assemblies Thursday with a prestigious national teaching award, $25,000 checks, and a visit from the state’s education chief.

Katherine Watkins teaches high school English in Millington Municipal Schools in Shelby County. She serves as the English department chair and professional learning community coordinator at Millington Central High School. She is also a trained jazz pianist, published poet, and STEM teacher by summer.

PHOTO: Milken Family Foundation
Paula Franklin learns she is among the recipients.

Paula Franklin teaches Advanced Placement government at West High School in Knoxville. Since she took on the course, its enrollment has doubled, and 82 percent of her students pass with an average score that exceeds the national average.

The teachers are two of 45 educators being honored nationally with this year’s Milken Educator Awards from the Milken Family Foundation. The award includes a no-strings-attached check for $25,000.

“It is an honor to celebrate two exceptional Tennessee educators today on each end of the state,” said Education Commissioner Candice McQueen, who attended each assembly. “Paula Franklin and Katherine Watkins should be proud of the work they have done to build positive relationships with students and prepare them with the knowledge and skills to be successful in college and the workforce.”

Foundation chairman Lowell Milken was present to present the awards, which have been given to thousands of teachers since 1987.

PHOTO: Milken Family Foundation
Students gather around Millington teacher Katherine Watkins as she receives a check as part of her Milken Educator Award.

The Milken awards process starts with recommendations from sources that the foundation won’t identify. Names are then reviewed by committees appointed by state departments of education, and their recommendations are vetted by the foundation, which picks the winners.

Last year, Chattanooga elementary school teacher Katie Baker was Tennessee’s sole winner.

In all, 66 Tennessee educators have been recognized by the Milken Foundation and received a total of $1.6 million since the program began in the state in 1992.

You can learn more about the Milken Educator Awards here.