teacher certification

SUNY revises controversial proposal to let some New York charter schools certify their own teachers

PHOTO: Jaclyn Zubrzycki

A state group that oversees some New York charter schools has revised a hotly contested proposal to let its schools certify their own teachers ahead of Wednesday’s vote, according to an updated proposal.

Though the basic elements of the original proposal remains in tact, prospective teachers will now be required to sit for significantly more hours of instruction (though the amount of time they must spend practice teaching has been reduced), and they now must pass one of the exams used in the traditional certification process or an equivalent test.

“We appreciated all of the comments we received and we made significant changes based on those comments,” Joseph Belluck, the head of SUNY’s charter school committee, which will vote on the proposal next week. “We feel like we now have a proposed set of regulations that accomplish our goal of putting highly qualified teachers in our charter schools.”

SUNY, the charter authorizer that created the proposal, is attempting to beef up the certification rules following intense pushback by a host of critics, including the state education department and teachers unions.

Critics think the proposal is “insulting” to the teaching profession and will flood classrooms with unqualified teachers, while SUNY officials say the proposal is necessary to fill hiring gaps at charter schools.

The original proposal required prospective teachers to sit for 30 hours of instruction and then practice 100 hours of teaching under the supervision of an experienced teacher, far less than the requirements for a traditional school teacher.

The limited training came under attack, even drawing uncharacteristic ire from State Education Commissioner MaryEllen Elia, who said, “I could go into a fast food restaurant and get more training than that.”

In the revised proposal, prospective teachers will be required to sit for 160 hours of classroom instruction, which amounts to about a month of full-time work. However, the time required for teaching practice will drop from 100 to 40 hours.

Belluck said the changes were made to align with already existing alternative certification paths that allow some prospective teachers to circumvent traditional requirements. Though the hours of field experience and instruction in SUNY’s proposal mirror an existing alternative route, the proposal does not have all the same requirements. For instance, SUNY’s plan does require aspiring teachers to be enrolled in a college’s teacher education program.

The new regulations ask prospective teachers to take the Educating All Students test, an exam designed to test strategies for teaching students with special needs, including English learners and students with disabilities. (If prospective teachers don’t take that exam, they must take a different one approved by SUNY that has “all required elements” of the test.)

Prospective teachers in New York are typically required to take three certification exams, including a content test and the controversial edTPA, which requires a portfolio of work.

Critics of the traditional teacher certification process say it is out of touch with the real-life demands of teaching and unnecessarily weeds out prospective teachers. Across the country, teacher certification requirements also disproportionately shut out black and Hispanic prospective teachers, a Chalkbeat analysis found.

Several charter school operators think they can put together a better system that focuses on the practical aspects of teaching. But whether this proposal gives them too much leeway to make their own rules is likely to be debated.

In the original proposal, the teacher certification would only count at SUNY-authorized charter schools, meaning teachers would not be able to switch to district schools and even some other charter schools without additional training. Some warned this would create “two tiers of certification,” trapping teachers in certain charter schools.

The new proposal is still only valid at SUNY-authorized schools, but Belluck hopes that it will be easier for teachers who are certified this way to gain full state certification since the new regulations are more closely aligned with the state’s certification process.

The draft revisions also allow charter schools to contract with higher education institutions to create their training programs and require schools to explain their need for an alternative certification path. (Currently, only 15 uncertified teachers are allowed in a given charter school.) It also stipulates that charter schools must meet certain academic benchmarks before they can apply to train their own teachers.

SUNY’s charter school committee is expected to vote on the revised proposal at their meeting on Wednesday.

Struggling Detroit schools

The list of promises is long: Arts, music, robotics, gifted programs and more. Will Detroit schools be able to deliver?

PHOTO: Detroit Public Television
Detroit schools Superintendent Nikolai Vitti answers questions at a community meeting in Detroit.

Arts. Music. Robotics. Programs for gifted kids. New computers. New textbooks. Dual enrollment programs that let high school students take college classes. International Baccalaureate. Advanced Placement.

They’re all on the list of things that Detroit schools Superintendent Nikolai Vitti told a group of community members assembled in a Brightmoor neighborhood church that he would introduce or expand as soon as next school year.

Vitti didn’t get into the specifics of how the main Detroit district would find the money or partnerships needed to deliver on all of those promises, but they’re part of the plan for the future, he said.

The comments came in a question and answer session last month with students, parents and community members following Vitti’s appearance on Detroit Public Television’s American Black Journal/One Detroit Roadshow. The discussion was recorded at City Covenant Church. DPTV is one of Chalkbeat’s partners in the Detroit Journalism Cooperative.

Vitti has been appearing at community events since taking over the Detroit schools last spring. He is scheduled next week to join officials from two of the city’s major charter school authorizers, Central Michigan University and Grand Valley State University, at a State of the Schools address on October 25.

 

Watch the full Q&A with Vitti below.

Another error

Missing student data means 900 Tennessee teachers could see their growth scores change

PHOTO: TN.gov

Tennessee’s testing problems continue. This time the issue is missing students.

Students’ test scores are used to evaluate teachers, and the failure of a data processing vendor to include scores for thousands of students may have skewed results for some teachers, officials said.

The scores, known as TVAAS, are based on how students improved under a teacher’s watch. The scores affect a teacher’s overall evaluation and in some districts, like Shelby County Schools, determine if a teacher gets a raise.

The error affects 1,700 teachers statewide, or about 9 percent of the 19,000 Tennessee teachers who receive scores. About 900 of those teachers had five or more students missing from their score, which could change their result.

The latest glitch follows a series of mishaps, including test scanning errors, which also affect teacher evaluations. A delay earlier this summer from the Tennessee Department of Education’s testing vendor, Questar, set off a chain of events that resulted in the missing student scores.

To calculate a teacher’s growth score, students and their test scores are assigned to a teacher. About 3 percent of the 1.5 million student-teacher assignments statewide had to be manually submitted in Excel files after Questar experienced software issues and fell behind on releasing raw scores to districts.

RANDA Solutions, a data processing vendor for the state, failed to input all of those Excel files, leading to the teachers’ scores being calculated without their full roster of students, said Sara Gast, a state spokeswoman. The error will not affect school or district TVAAS scores. (District-level TVAAS scores were released in September.)

Gast did not immediately confirm when the state will finalize those teachers’ scores with corrected student rosters. The state sent letters to districts last week informing them of the error and at least one Memphis teacher was told she had more than 80 of her 120 students missing from her score.

In the past, the process for matching students to the right teachers began at the end of the year, “which does not leave much room for adjustments in the case of unexpected delays,” Gast said in an email. The state had already planned to open the process earlier this year. Teachers can begin to verify their rosters next week, she said.