a re-evaluation

In big shift, Regents vote to exclude state tests from teacher evals until 2019

PHOTO: Yvonne Albinowski/Ramapo for Children

In a dramatic reversal, New York’s Board of Regents voted Monday to suspend the use of state standardized test scores in teacher evaluations for four years.

According to the proposal state officials presented Monday, teachers will receive two annual evaluation ratings beginning next year and lasting through 2019. One rating will include state test results but be used only for advisory purposes. The other, which state officials called a transition rating, will not use state test results and will be the one used for personnel decisions. The same arrangement would also apply to principals during that period.

The plan takes up a recommendation made last week by a panel appointed by Gov. Andrew Cuomo, and represents a fundamental change to New York’s teacher evaluation system.

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State policymakers, local school districts, and teachers unions have spent much of the last three years refining evaluation systems meant to categorize teachers more effectively than the longstanding system that rated teachers as satisfactory or unsatisfactory. The rating systems weigh multiple classroom observations as well as state test scores and local measures of student learning.

But the use of complicated formulas to determine student academic growth and repeated changes to New York’s state tests eroded trust in those scores. So did the fact that many teachers were rated based on state test scores of students they didn’t teach, or in subjects unrelated to their own.

Now, those observations and locally selected tests will remain, but state test scores won’t count in decisions about whether teachers get tenure or extra support.

The change follows mounting criticism of the teacher evaluation system, which grew in tandem with the state’s testing opt-out movement. One in five eligible students didn’t take the state’s math or English exams last year.

The number of Regents skeptical of using test scores to rate teachers has swelled recently, as support for the policies eroded in Albany and nationally. On Monday, the changes earned nearly unanimous support from Regents and from State Education Commissioner MaryEllen Elia, who served on the governor’s task force.

“I’m glad that something happened in the atmosphere to get us to a better place because we certainly didn’t have this last year,” said Regent Betty Rosa. The state teachers union also hailed the vote.

Only outgoing Regents Chancellor Merryl Tisch, who has long supported test-based teacher evaluations, voted against the new regulation.

“I want to say that on the issue of this regulation I am of a different opinion,” Tisch said. “I do not believe that we can do away from an objective measure.”

The transition evaluations will remove the growth scores that the state has calculated based on its standardized math and English exams in grades 3 through 8 or on Regents exam scores for high school students. Locally selected measures of student learning will take their place.

The Regents also said they were considering changes to the growth model itself to take longer-term trends into account. During the four-year transition period, Elia said officials will focus on revamping the Common Core standards and considering alternative ways to evaluate teachers.

Last year’s law requiring half of a teacher’s evaluation to be based on state test scores remains on the books, with the Regents adopting the changes Monday as an emergency provision. (New York City, along with most districts, is still negotiating the details of those changes with its teachers union, and it’s unclear how the Regents’ actions will alter that process.)

The Regents will take another vote on the proposal on Tuesday. That will finalize the plan, though a public comment period will also follow.

Read more: 92 percent of city teachers earned high marks in newest round of evaluations

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.