on tape

For 20 percent of city teachers, observations come after a film screening

A video still shot of Danielle Lerro's English language arts class at I.S. 303 in the South Bronx. Lerro and Assistant Principal Monica Brady will be discussing how video can enhance the classroom observation process at a Feb. 25 event hosted by Chalkbeat New York and New America NYC.

As one of just two people certified to do classroom observations at I.S. 303, Assistant Principal Monica Brady’s workload is getting pretty backed up.

She and the principal together must observe the South Bronx middle school’s 29 teachers 174 times as part of their new teacher evaluation plans.

“I’m fairly behind on getting mine all done,” Brady said. “There’s just not enough hours in the day.”

But Brady has a plan to catch up. All of the teachers at I.S. 303 allowed administrators to film their lessons, so she can watch the tapes later rather than see them teach in person.

It’s a tool that 20 percent of city teachers opted into this year, the first under new evaluation rules that require many more observations than in the past. Brady and Danielle Lerro, one of her teachers, will be discussing how they use video in observations at a panel discussion that we’re co-hosting Feb. 25 with New America NYC. (RSVP for a free seat here.)

New York City is one of just 10 districts in the state to offer the video option for teachers, according to the State Education Department. City officials said one in five teachers authorized their administrators to film their classes.

The option was made available in the city’s evaluation plan imposed last year by State Education Commissioner John King, who has encouraged the use of video as a way to provide good feedback to teachers about their instruction. State law requires subjective measures such as observations to count for 60 percent of each teacher’s evaluation, and King required city administrators to rate teachers on all 22 elements of the Danielson Framework for Teaching.

King also gave teachers a choice between having one pre-announced period-length observation and three shorter ones, or at least six shorter and less formal observations.

At I.S. 303, all teachers chose the second option. But they soon saw that pulling it off would be logistically complicated.

“We realized it was really impossible to expect them to get into the classroom six times over the course of the year,” said Lerro, an eighth-grade English language arts teacher.

The United Federation of Teachers supports the observation-by-video option as long as teachers sign off on it beforehand. The union also prefers that teachers give consent when their classes are used to provide feedback, not inform an observation.

Brady and Lerro said using video as part of classroom observations, even for high-stakes evaluative purposes, is promising for more reasons than just saving time. I.S. 303 has taped dozens of hours of instruction in recent years to help teachers reflect on their own work and improve.

“When you’re viewing yourself, that can be really helpful,” Lerro said.

Brady said she’s able to pick up on more, because she can watch the tapes multiple times and notice different aspects of the class and the teacher’s instruction each time.

And having an objective record of a class is helpful when administrators and teachers debrief afterwards, she said, because their impressions of the class can often differ.

“You and I can see things very differently,” Brady said of how real-time perceptions inside a classroom differ. One person could see evidence of high engagement, something that the Danielson Framework demands, in a class where students eagerly raise their hands and shout out answers, she said. But another person might see the same class and think that the teacher struggled with classroom management.

Lerro said one reason that using video has worked at I.S. 303 is because teachers and administrators have a strong relationship already. And she said that since the school had been using video for its professional development for years, opting into using it for high-stakes teacher evaluations was not a big concern.

“People felt comfortable because they felt real trust with the administration,” Lerro said. “They know that the evaluations are being used to really make us better.”

And Brady said the time-saving appeal of using video instead of observing classes in person does result in some loss. “The best of both worlds,” she said, would be if administrators were present in the classroom for the observation and taped it at the same time, enabling both the administrator and teacher to use the footage to confirm or revise their first impressions about how the lesson went.

And Brady said video can be limiting for another reason: While videotaped lessons allow observers to see clearly what the teacher is doing, the camera’s placement in the back of the classroom makes it hard to tell how students are reacting.

“You can’t see if they’re having an ‘Aha!’ moment,” she 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.