Jersey Jazzman studied the teacher evaluation system devised by State Commissioner Chris Cerf and concludes it is an unmitigated disaster.
Like it or not, teachers will be forced to teach to the tests. Teachers will be fired because of the test, using a system whose designer said it should not be used for this purpose.
The state, now one of the highest performing in the action, will be turned into a dreary testing factory.
Nothing like foisting unproven, demoralizing methods on unwilling teachers.
Some reform plan.
Diane Ravitch's blog 
Sounds like our plan here in Rhode Island under Debbie Gist. Today brought something new — a large number of ESL students were taken out of my writing class and placed in a new course called “Math NECAP Prep”. Can you believe our administration had the audacity to actually call it that?
Chaos in Connecticut. Teachers being told you will rarely achieve the highest rating on observed teaching practice so you can only hope to be level 3.
Once a teacher understands her children’s level based on past test scores, they will then set an approved goal for learning. They can pretty much predict using the Teaching and Test Result Matrix to determine that they will be “Below Standard” with a high degree of certainty by November or December. How is that for data-driven destruction!
That will make for an uplifting school year!
Let’s hope every teacher calls Hartford non-stop!
With the huge influx of all disabilities into mainstream classes with very little direct special education instruction, this will be the clusterf___ of all cluster#%#%$. The independent functioning level in one class of 28-30 can be from 3rd-9th grade in a 7th grade ELA class. They throw you a para or two and that is supposed to be the miracle cure.
Keep on a pacing guide, stick to the CCS, but don’t forget to individualize and differentiate. Challenge the highest, accommodate for the lowest, but move everybody forward. Present every concept and lesson on three different levels. I am schizophrenic and so am I.
Five periods a day times 28-30…what happened to maintaining a continuum of services, ensuring educational progress, providing sped. Services?
My cape is tired and weary from flying around the class attempting
to meet everyone’s needs.
Michelle, please stop by and model for me. Show me how you did it.
I’ll tell you how she did it. Make sure your results are buried in a blob, and be sure they can not be attributed to you. Make up your story, give it a narrative that everyone would like to believe, and promote yourself as the greatest. Lie like mad and don’t stay around long enough to be held responsible for the results while everyone is watching.
You can’t have a cluster@#%! without a cluster.
http://mikeschmoker.com/pedagogic-fads.html
Linda – thought I’d share this link with you. I know that DI is the new BS to come along that districts are “buying” into. Be kind to yourself!!
Thank you…reading it next.
Same thing in NY. We literally teach to the test all year long.
ALL OF THE WINNERS OF THE RTT MONIES ARE TEACHING A TEST…ALL OF THEM..EVERY SINGLE ONE…
Their is no time to do anything but test and test and test…
School environments are TOTALLY TESTING..
Students miss as much as 30 days of instruction taking the tests during one year..
FIRE ALL OF THE TEACHERS AND LET THE DUNCANS COME ON IN AND DO THE TESTING FOR A YEAR..
Where does it see teachers will be forced to teach to the test?
Teachers will be judged by the results of the test. That is the criteria – you give a test, you must use a test related score. I.E. Grade 3 test. Student with grade 1 reading level. Grade 3 test will not reflect the growth of that student who moved from grade 1 reading level to grade 2 level after instruction. So the weakest students are expected to make super fast gains AND be ready in time to reflect it on the test.
Bam! done, game over.
Linda, this sums it up perfectly:
“Keep on a pacing guide, stick to the CCS, but don’t forget to individualize and differentiate. Challenge the highest, accommodate for the lowest, but move everybody forward. Present every concept and lesson on three different levels. I am schizophrenic and so am I.”
Yup…thinking of making it a banner above my classroom door welcoming parents on open house night.
Your essential argument here is that state tests will not pick up growth that a student makes unless the child becomes successful with on-grade curriculum. Do you have evidence for this? Are you saying there is a basal effect with those tests, and if so where do you find evidence of that assertion? True, a child moving from grade 1 to grade 2 may not meet grade 3 benchmark, but how do you know they won’t demonstrate progress? And, more relevant to my initial question, how would teaching to the test raise that child’s improvement any higher than engaging in overall effective instruction?
Here’s the bottom line – yes, teachers are judged based on state tests under some systems, but the best way for teachers to “game the system” (other than cheating) would be to engage in highly effective instruction. which would then lead to best scores possible. Using highly effective instruction will not result in lower test scores.
That being said, it may very well be true that folks THINK that teaching to the test would be a better way to game the system, but the fault then would lie with the teachers/admins who 1) had that thought, and 2) decided to forego effective instruction to get better test scores (which wouldn’t work anyway).
“Your essential argument here is that state tests will not pick up growth that a student makes unless the child becomes successful with on-grade curriculum. Do you have evidence for this?”
I don’t think you understand the tests. Certain strands are tested at certain grade levels. For example, Grade 4 CMT tests Algebraic concepts but if a kid is at 2nd grade level, how can they show what they know. It isn’t like they are tested on a continuum of curriculum to show where they are…not sure what you are getting at. So no, if a student advanced from grade 2 to grade 3 in some math concept, it won’t be evident on a test that only tests them on a grade 4 concept.
Same for writing..if a child is behind and only learning narrative writing, how will they succeed on a grade 8 “persuasive” essay. IF THE TESTS could determine growth on a continuum, we would all be better off. That I guess could be fixed by common core, but again grade 4 tests will only tests grade 4 progress….kids used to be able to take off-level tests, but no more.
Still not seeing how this means that teachers have to teach to the test. If tests measure a broad range of academic skills, then it seems the best way to prepare would be to teach broadly, not just to teach specific items you think might be on the test. It seems that feeling a need to teach to the test is teacher error that is self-imposed, and not really an effective strategy at that.
ededed…,
If you do not see how “this means teachers have to teach to the test” ,then you never will. The FACT is, teaching to the test does work to move up test scores for kids who are far behind. It does not help them though. Those who have taught before the testing mania and during it know this AndThat is why they are upset.
Your theory of broad teaching may is counter to the narrow limits of the tests.
It is not your fault though, it is hard to understand an issue from outside-in.
Galton, again I’m still not seeing a tie to “teaching to the test.” I’m seeing that you are repeating the statement, then saying if I don’t see it now I never will. Not sure where else to go from here. Also not sure what you mean by seeing things from the outside in.
How can a 5th grader pass 5th grade standards and content if they can only read at a 2nd grade level? Schools are losing all the resources to help students read, and kids never catch up!
If a kid comes into kindergarten unable to read, tie shoes, act civil, etc…they are still taught the kindergarten curriculum….i.e. this kid may need to learn basics of behavior and then the alphabet, BUT the teacher is told to teach sight words. Ironically the ability to recognize sight words before learning sounds and letters interferes with learning how to read. That problem is compounded at they move through the system…and they NEVER catch up.
The system got screwed up! Administrators have lost their way and they are telling teachers to do what they know in their hearts is wrong. Teachers are prisoners living on borrowed time!
Are you a teacher or a consumer/taxpayer? Taxpayers think accountability sounds real good – but it is a BS concept. I apologize for the anger coming through…but our kids are losing out big time. This will be the lost generation!
thenextlevel2000 – clearly teaching kids well above their skill level makes little to no sense, and surely would not result in any increased demonstration of academic achievement on state tests, so again – how does it make sense to teach to a test?
The only way to end the madness is for teachers to explain this to parents one by one, and give them the number to Hartford so they can opt-out of the test.
If Connecticut parents really understood the confusion and tension and anxiety all of this will cause in teachers (and consequently in students) next year, and that the resulting drop in test scores (from multiple new systemic changes, teacher evaluations, new books, CCSS) which will then cause the SDE to enact more mandates which will suck even more money and control away from classroom, maybe they would act.
Then add the second year drop caused by a 2014 test which will be different than a 2015 test. Complete stress, chaos and destruction for these kids, but I guess Malloy sees them only as collateral damage in his two year plan of destruction, simply a means to an end.
Tax payers and parents should be outraged by the fact that the data collection via testing will actually will give the state/feds more validation and power to destroy public education in Connecticut, as they are doing in many other states.
If my kids were still young, I would opt them out in a heartbeat. “DINO Dan” Malloy is a disappointment. I take that back: I did not have high expectations for him when he was elected, so he didn’t disappoint, he merely confirmed my fears and suspicions. I hope the democrats have a better candidate next time around (will that day EVER come?)
Dems or Repubs…they both stink. We need to return to basics..Libertarian seems to work!!
Diane,
I read a lot of your posts. I learn a lot from them.
I’m a volunteer in an 8th grade math classroom.
It seems to me your posts are mostly against things. I have had difficulty
finding any that mention solutions or how things ought to be.
For example, closing schools is something few if any communities want.
If the school has failed to graduate kids at an acceptable rate or proven
to graduate kids unprepared for community college or university or life, what
should we say to the parents of a 9-th grader about to enter such a school? Should
that parent just accept it and hope the school will improve during their child’s attendance
years after 10 years of sub-par performance?
I’ve also seen nothing about social promotions and why they happen.
The New York City School System’s “rubber rooms” are also a concern. They
were in use for many years. The public education
discussion is a two sided issue. I’m looking for intelligent discussion of all
points of view.
Does your thinking embrace and address these issues?
Can you please point me to things you have written the discuss them?
Ed Bradford
Ed, my children went to a supposedly inferior failing school. Guess what, the school offered A.P. and College joint credit classes that students succeeded in. Our little school in Nevada also had students accepted to the military academies and colleges. My children received academic scholarships as well as athletic scholarships. Their education past high school is paid for due to the excellent preparation their so called sub par school gave them. Perhaps some of the sub par performance you reference is in actuality on the part of the students and their parents. Perhaps the community needs support so the students can focus on school and not less esoteric needs. As I told my sons, you will get the kind of education you will work to attain. Your teachers can help, but you must do the work as far as learning is concerned. Even “failing” schools have kids that graduate and go on to successful lives.
The evaluation system is why this teacher is suing her students http://studentslast.blogspot.com/2013/02/giving-new-meaning-to-class-action.html
GO TEACHER!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
More of these lawsuits are needed!!!!!!!!!!!!!!!!!
The people that make these tests and make these laws need to be in the classroom in the worst school in every state for at least one year..
Passing a stupid bubble tricky test does not a successful student make!!
The people that makes these tests and make these laws need to be held accountable. I say that a test maker who knows their test is being misused in a way that is likely to cause personal harm to others, but sells the test anyway and tries to cover their butt with a “warning” is every bit as liable as a pharmacist who does something similar with a dangerous drug!
I like the lawsuit – ALOT! If they try to fire me for test scores, then I am going to sue the students who miss class every other day and refuse to take notes. If they want to grade us based upon someone else’s work ethic or intelligence…We are the only country in history to do this. Other countries grade the students based on how they do on tests and quizzes. Here in America, we want to grade the teacher based on how the kids score. You can be the greatest teacher in the world, but you can’t force the students to do homework, study, or even come to class on a regular basis. We can’t walk on water either. This is completely illogical. Many lawsuits will follow. This is complete madness.
Are teachers against a system to evaluate their performance? Or do they feel current or upcoming systems will not accurately reflect their skills?
Sounds like teachers and disadvantaged communities have some things in common…the inability to control their destiny….and a system that puts them at the bottom.
I think it is that the systems don’t reflect their skills. One teacher told me she will be evaluated on reading scores, yet her students leave 4 times a week to work with a non-certified “tutor” on reading skills. As soon as the cause/effect is diluted, it is frustrating to think that you will then be evaluated on that indicator. If teachers uniformly gave a pre-test, taught based on that, and then a post-test to identify growth, that would be a good indicator. Teachers have just lost the power to do what they see is a problem, and instead have to rush through to get the student to perform in some way on the standardized test. So right away, schools that are failing, and teachers who can’t do what they know they should do will continue on the path of failure.