A letter from a teacher in Las Vegas:
“Today at my school we were handed a 5 page back to back document that explained, somewhat, how we teachers are going to be evaluated. Every paragraph started with “All students.” Really? All students? I live in Las Vegas which continuously becomes more crime ridden as the recession looms on. And I am going to be graded by not how the majority of my students are doing, no all. That means 100 percent. Seriously, I’ve never seen any document that has to do with teaching and getting kids on track say 100 % of the kids in class have to pass. There is always some sort of break down of what is considered a passing score. But no, not for teachers we are going to be held accountable for all the students. Regardless of the fact that Johnny’s mom lost her insurance therefore he hasn’t had his meds in days, and can hardly stay in his seat let alone focussed on my teaching. What a joke. I plan to leave this profession, even though I love teaching! I’m done being walked on and treated like I’m too stupid to have a good job. Please excuse any mistakes my tablet sucks. I had to buy a knock off and not the real iPad because of my poor salary.”
Diane Ravitch's blog 
Exactly. This is more of the nonsense that says you are the sole determining factor, whether the kids have eaten, been to a doctor, slept last night, or can see to read. This week I found out for the first time that one of my students needs glasses, and her mother has known this for a long time. The child did not pass a vision screening about 4 schools ago. Does she have glasses? No. Could this be interfering with her learning? Absolutely. But I am still responsible for her test results, even though it means bringing her up 6 grade levels before exam time. Even the greatest ‘miracle’ schools haven’t managed that.
LikeLike
“I plan to leave this profession, even though I love teaching! I’m done being walked on and treated like I’m too stupid to have a good job.”
From what I can tell, teachers are not only threatening to leave but actually do seem to be leaving what is becoming less of a profession and more of a McJob. Of the educator blogs I started following back in 2008, I’m already seeing announcements of the “next chapter” surprisingly regularly. Dy/Dan left teaching to do grad work and, I think, work for Pearson. “Do I Dare Disturb The Universe?” announced yesterday that he’s becoming a vendor for Apple. “The Thinking Stick” left teaching to do consultancy. Dana Huff has left English (core subject) for technology integration. Bill Ferriter left English (core subject) to teach science. The teacher across the hall from me started a graphic design business. If it does well, I’m sure he’ll leave.
The Metlife survey says a lot of teachers are thinking about leaving. Does anyone have numbers on how many have begun to leave? I’d always heard that most teachers leave within five years. Have those number changed?
LikeLike
Some would say that this is by design. Farewell to expensive, veteran teachers with advanced credentials. Hello to cheap, compliant, greenhorns who will themselves bow out before they become expensive themselves.
It certainly seems to be the case in parts of the business world.
LikeLike
I left two years ago and went into higher education. No regrets, but I’ve wondered the same thing. How many have left the teaching profession, say in the last ten years?
LikeLike
It’s probably not news to you, but they (the Overclass and its hunting dogs) are targeting higher education, as well.
What has been developing over twenty-plus years in K-12 education is hitting higher ed much more rapidly, with declining public funding, closing of departments and displacement of teachers by digitalization.
LikeLike
of the 70 secondary math teachers in my district, close to 80% were hired after 2000, close to 30% since 08, and just one pre-1990. Many are taking their 25 and going, but a 25 year vet–assuming they started right away after graduation–isn’t even 50 years old.
LikeLike
Why would someone leave teaching to work for Pearson? They’re one of the multinational corporations that benefitted tremendously from the NCLB/RTTT cash cow bonanza.
LikeLike
To double their salary.
LikeLike
These policies create a hostile and intimidating work place. Terrible working conditions should be fought.
LikeLike
In my day the teachers evaluated the students rather than the student performances evaluating the teachers. Oh, I forgot. This is PUBLIC schools we’re talking about, not charters or private schools where the old time practices still prevail. One actually doesn’t have to quit teaching, just take a 50% pay cut, sign an at will contract, and make their day.
LikeLike
Harlan, please remember, this is a mandate being FOISTED UPON the public schools–not their choice. As you have so aptly pointed out in previous posts, this has come from the Feds., & they need to butt out of this RTTT hysteria! Also–in general–the 100% is supposed to come up in 2014, not THIS year. Where’s your union, L.V. Teacher? The union need to address this & put a stop to the nonsensical edict NOW!
LikeLike
You have no clue of what is happening in charters.
LikeLike
I tire of evaluation criteria or mission statements that say teachers will “ensure that all students . . .”
LikeLike
Hang in there! I wish you could go somewhere you’re valued. I wish we all could. We live in a blame society. Everyone wants to point the finger and unfortunately it has been pointed at us for the last several years. Enter in politics, greed, and no voice at the reform table, and we have an absolute mess. I wish these people at the “table” could come and try our jobs (from pre-k – 12) for just one entire day! There is a bill pending in Illinois to allow students to wash their hands………really??? We don’t let the students wash their hands?
You love teaching and to me that is one of the most important qualities a teacher can have. I hope you reconsider leaving but I understand your anguish. This blog continues to give me hope that the tides will change. Thank you for sharing your story.
LikeLike
Anne, are you kidding me? I live in IL & haven’t seen this “wash hands” bill! What’s the number, & is it House or Senate?
LikeLike
I believe it is HB 17.
LikeLike
To Anne below: thanks, I’ll check it out. (I’m curious to see what bimbo legislator sponsored such a farcical bill, and tell all my friends about it!)
LikeLike
Sorry–out of sequence. Yes, I found it–HB 0017! Introduce 1/30/13–went to Education Committee March 6th, I believe.
Prior to this bill’s passage, I guess we DON’T allow Illinois students to wash their hands! (Hasn’t been passed yet.)
LikeLike
I guess we have been too wrapped up in watching the legislature try to gut public pensions. Ho w could we have missed this groundbreaking proposal?!
LikeLike
In Louisiana, when the press reported that many teachers are leaving, John White countered, and they published his drivel, that overwhelmingly the ones leaving were ineffective anyway. Really? Did he make up that data too?
LikeLike
unbeleivable.
LikeLike
I have uploaded my resume to SchoolSpring. I am actively looking to leave my inner city teaching position. I’m sick of the abuse, too! I realize every school has its own set of problems, but urban area teachers are being beaten up constantly. We are “failing.” Society’s ills are all our fault. If only we were “engaging the children,” we’d fix every social problem and the children would all be Rhodes Scholars. Enough is enough.
LikeLike
Urban schools are awful. I think it’s awful that they have allowed the media and politicians to blame public school teachers for urban problems. Anyone who has worked in an urban environment knows this is a load of bull.
LikeLike
I too am in Clark County, I can’t get data on our vaunted turn around schools, they refuse to release the test data. I am willing to wager my meager teaching salary that they did not have all of their students score in the proficient range. I too am tired of hearing our fearless leader mandate the impossible. He should take a lesson from the story of King Canute. I will fight them to the bitter end. I am working on an M.A. in special education, their policies that Las Vegas intends to inflict on these students is illegal, they believe that disabilities will just magically disappear, a child will mature and grow out of it (or so says my clueless administrator). He has no clue, this is the stuff of lawsuits. Our state executive director of the Nevada State Education Association used to direct the ACLU here. Send in the lawyers!
LikeLike
Can’t you get the info through the Freedom of Information Act or has that been gutted on behalf of the reformers?
LikeLike
I empathize. I teach in a Connecticut city chosen to pilot our state’s brand new teacher evaluation plan. We are on the eve of our 2-week state standardized testing period, and I’m trying to get in the correct frame of mind. It takes a certain kind of thinking to align oneself with the philosophy of the new legislation and get with the program:
In one of my classes, half of the students have IEPs. If their scores go down, it is due to my inability to adequately differentiate a 45 minute lesson for 12 students with different types of disabilities and the other 12 members of the class. Maybe a TFA youngster would do better.
Some of my students have missed more than 10 school days due to illness, family trips out of the country, and/or suspensions. A few have missed far more. There is only one party that should be held accountable for this situation: me.
It is also my fault that school was closed for more than a week due to Hurricane Sandy and Blizzard Nemo. No excuses.
Mold has been found in two classrooms. Must be a result of all that bad teaching going on. Mold spores float away from classrooms with “great teachers” in them.
My students who witness abuse at home, or arrive hungry, or need glasses, or have never been to a public library…well, they will ALL shine on those tests. If not, it must be because I’m “below standard.”
LikeLike
Don’t forget, global warming is our fault too!!
LikeLike
. . . along with mountain top removal, fracking and the destruction of the rain forests in the Amazon.
LikeLike
My students came to me 3-4 reading levels behind. How am I supposed to make up for that? I went to my principal and pleaded to teach them where they came in, not where my grade level began and was told I could not. I teach first grade and our AP took out our phonics in order to focus on the reading strategy every day. So instead of teaching them HOW to read, I am teaching them comprehension strategies….doesn’t matter to her that they can barely read. I do not want to be held accountable for their lack of leaning, as this is NOT appropriate for their level yet I am forced to teach lessons that are not age appropriate. If I had the freedom, I would be doing things VERY differently.
This is the problem. They tell us that the data should drive the instruction, but we are not allowed to to do that.
ALSO, my kids are grouped by ability and I have the low class…..they all had terrible attendance in Kindergarten and still have terrible attendance in first grade. Half do no homework…..and I am supposed to be held accountable for this?!!!! A teacher can only do so much. If the kids aren’t there, what are we supposed to do?
Ready to quit!!!
LikeLike
Haven’t we learned that “whole language reading” does NOT work?!
Now we’re moving one step BEHIND that–“comprehension reading,” but with NO comprehension, because students are unable to sound out & read WORDS! Do you have a reading specialist and/or an L.D. Resource teacher in your school? If you are new, ask them for help. Re-read your job description–I’d bet it says something about teaching children TO READ. If you don’t have a job description, ask for one. Then–and it should say something about part of your job is teaching children TO READ, go to your union rep., because your AP is altering your job description, &, in most teachers’ unions, that is a contract violation, one that can be turned into a grievance.
LikeLike
Students came to you 3-4 levels behind and you teach 1st grade? What’s the deal with that?
LikeLike
The situation is only made worse by the continued rhetoric of politicians and the general media.
Race to the Top. No Child Left Behind. And whatever comes next…
You don’t need a study to see what really affects a child’s ability to learn. Family, genetics, economic class, social networks, mental health, genetics, dumb luck…
Yet it is the classroom teacher that must make the difference. What the country isn’t recognizing is that the teacher is making the difference. Every day, all across the nation, teachers are making up for the various areas that pull children down. But if it doesn’t get interpreted into a specific test score then the child is a failure. The teacher is a failure.
Thank goodness minds like Einstein and many others were not subjected to this infectious of reform thinking.
LikeLike
I am a Nationally Board Certified Teacher (2003, 2013) teaching in NYC. Two years ago, I was intimidated to leave my first NYC school due to test scores on the grade 8 ELA exam. My students passed but didn’t make enough progress. This school was an “A” school in a very depressed neighborhood. Unfortunately, I did not love data enough and I refused to view multiple-choice questions as text.
I chose to assess my students differently: Where are they now? Where are they going? What do they need to know to get there? How can I help them reach their goal? I asked myself these questions daily. I chose community texts, intensive writing workshops, and art to help my students reach their goals. More than anything, I wanted them to experience a type of learning that had nothing to do with worksheets or tests. I wanted to provoke and inspire.
At the end of of my third year, I was slammed with my first formal observation the day after Spring Break. I was informed in an email about 12 hours before the start of the next school day. As my pre-observation was three months earlier, I made sure to send a lengthy and detailed email to my AP prior to the lesson. This was a gamble in itself since my administration was so terrified of email that they usually reprimanded us for using it. They preferred handwritten memos. The AP sat in the back of the room and did not make eye-contact with me. She simply typed.
Immediately following the observation, I was called down for a meeting. The AP who did the formal was not in attendance. The principal told me I did not make tenure. I asked why and how I was evaluated. He said nothing of my formal observation, my three years of teaching, or the countless handwritten memos that stated I was doing a great job (I saved all of them). Instead, he showed me data. Data from the three-day tests he made us give four times a year. These tests were photocopies of old NYS tests. Only the multiple-choice sections were used. Data from the Accelerated Reader (AR) program we struggled to implement. How does a student take an online test without an Internet connection? How do they read without even three titles they could enjoy on their reading level? They don’t. And so my principal also used a lack of data against me. And of course there is VAM. I am “Lucky Number 7.” Once published, that score would hurt his school.
I won’t lie. I cried. I cried because I had spent ten years teaching in functioning public schools in Orange County, FL and Montgomery County, MD. I cried because I was so exhausted fighting for my right to teach and the students’ right to learn. In previous schools, I was treated like a professional. I had working relationships with my administrators. All of us were about changing the lives of our students and we did it together. For ten years, I was inspired, motivated, and supported.
For days after that meeting, my principal would stand outside my room and watch me teach. He would come inside and examine my unit plans, which needed to be aligned to the CCS. He would glare at me if my eighth-graders spoke in the hallways or while walking down five flights of stairs to lunch. During that time, I actually received a memo that said, “Monitor your students at all times. I saw Clara push Timmy during line-up.”
I quickly secured a new position.
On my last day there, we had to wait in line to hand in our classroom keys. I passed my keys to the school secretary and the AP passed me my formal observation paperwork. It was signed, but not one box was checked. I had never known such insidiousness could exist in a place for children.
My current school is a large, “failing” NYC high school. The two APs I work with care about their teachers and students. Through them, I have learned so much about teaching city kids–without lowering my standards or testing them into oblivion. Together, we are building something better for our students. That feeling of support, of community, of compassion is priceless.
LikeLike
In schools across the country the teacher rating system has come into question. Teachers are rated on the quality of instruction that they give the students and that quality of instruction is determined by the number of students they get to pass particular tests. The data is what determines a qualified teacher.
If they are going to insist that students be viewed as numbers and data like those in a science experiment, and the goal of the experiment is to use the data to figure out what teachers are qualified, then the experiment is already messed up.
According to my memory and what I know about experiments, for you to have accurate results you should at least start with the same variable. That would mean students would be receiving the same prenatal care, the same infant care, the same upbringing, the same head start programs, and have the same environmental factors,…then they can go ahead and conduct their experiment to distinguish between qualified and unqualified teachers.
Until they control the variables, their experiment is a bunch of nonsense, and unfortunately the ones that are suffering the most are the students.
LikeLike
I read the last two comments (and more) and I don’t know how you all do it. How do you stay in situation that debases you as a professional and an educator and carer? You are made of stronger stuff than I am, that’s for sure- more dedicated and devoted and self-sacrificing. I would be out. I become sometimes become frustrated by little quirks that I see in administration and government here (in the Western part of Canada- BC) but then I realize that compared to a lot of my colleagues close by I really have it good. The reality described by many in parts of the US and the UK is so far from mine. I salute your ability to persevere and deal with such tyrannical systems that fly in the face of everything we are supposed to be about as teachers and as educational systems. But that you are having to deal with any of it is insanity. Truly.
LikeLike
Thank You Cate for the kind thoughts. We persevere because we are somewhat obsessed, don’t know what else we would have a passion for, and believe this degradation of our nation must be opposed.
LikeLike