Archives for category: Teacher Evaluations

Arne Duncan reminded us In his speech at the Democratic National Convention that President Obama opposes teaching to tests. Duncan didn’t say whether he agrees. It’s hard to take this sentiment seriously now that so many states are evaluating teachers by student test scores, at Duncan’s urging.

When this practice is one day acknowledged to be bogus, we will remember who imposed it.

Meanwhile Governor Dannel Malloy, who has specifically endorsed teaching to the tests, was made chairman of the National Governors Association’s education and the workforce committee.

As someone once said,, hypocrisy is the homage that vice pays to virtue.

A reader in Maryland wrote to second the nomination of Joshua Starr as an outstanding superintendent who supports students, teachers, principals, and schools and resists harmful federal policy.

One of the outstanding features of the Montgomery County schools is the PAR approach to teacher evaluation. It is about 1,000 times better than VAM or VAA or any of the other test-based methods now dominating federal and state methods.

It’s an honor to serve under Josh Starr in Montgomery County, MD. He is a very approachable Superintendent (day one: call me Josh). He travels extensively to all the schools in the county, which is quite a feat. He knows the dangers of too much testing. He tweets regularly (MCPS and MCPSSUPER).

And yes, our PAR system is good. It’s detailed here:
      http://www.mceanea.org/pdf/PAR2012-13MCEAGuide.pdf

One of the things I like most about PAR is this. If a teacher is found to be not teaching at an acceptable level, they aren’t just tossed under the bus. As we all know on this blog, there can be a multitude of reasons why someone is not teaching well, or maybe not as well as they used to. That teacher, once identified, gets help from a Consulting Teacher, who is a long time teacher of that subject. The two teachers work together for a year on helping the teacher become better, in whatever area(s) they need help in. At the end of the year, the PAR panel decides if the teacher has improved and can stay, or if the teacher should then be let go.

Bringing on new teachers is an expensive process and a big investment for the local community. Canning them after some bad test scores, without first trying to help that teacher correct any deficiencies, is a waste of taxpayer money. PAR helps preserve that investment.

Paul Thomas reminds us that poverty is destiny if we do nothing about it.

Finland figured this out and it has a strong system of social protections for children and families.

If we keep expecting schools to close the achievement gap by testing more, by adopting higher standards, by closing schools with low test scores, by evaluating teachers by test scores, and by offering carrots and sticks to teachers, we are deluded.

To make sure that poverty is not destiny, we have to take concrete steps to improve the lives of children and families.

Eli Broad made billions in the home mortgage business and the insurance business (AIG).

He runs a foundation that specializes in education reform, medical research, and art.

One assumes he does not tell the medical researchers what to do or the artists what to create.

If only he had the same modesty about education.

He thinks he knows what works.

School choice. Test-based accountability. Merit pay. Business-style management.

None of his favorite nostrums are supported by research or evidence.

No matter.

Now he plans to expand to generate even more “disruptive,” “entrepreneurial,” “transformational” leaders of your schools.

He boasts about listening to no one and plunging ahead.

It worked for him in the home mortgage business, though he was long gone when millions of people lost their homes.

It worked for him at AIG, but he made his billions before that giant collapsed.

Now Broad trains school leaders in his unaccredited “academy.”

They learn his principles.

His Broadies are leading districts and states.

Some are educators, some are not.

Some are admired, some are despised.

But the question remains, who elected Eli Broad to reform the nation’s schools?

He is like a spoiled rich kid in a candy shop, taking what he wants, knocking over displays, breaking jars, barking orders.

America’s public schools are not his playground. Or should not be.

How can he be held accountable?

And who will pick up the pieces when his latest fancy blows up like AIG?

A group of 30 organizations associated with corporate reform wrote a letter to Secretary Arne Duncan to insist that he hold teacher education programs accountable for the test scores of the students taught by their graduates.

Groups like Teach for America, StudentsFirst, Democrats for Education Reform (the Wall Street hedge fund managers), The New Teacher Project, various charter chains, Jeb Bush’s rightwing Chiefs for Change and his Foundation for Educational Excellence, and various and sundry groups that love teaching to the test stand together as one.

Their views are in direct opposition to those of the leaders of higher education, who oppose this extension of federal control into their institutions.

Read Gary Rubinstein’s blog about it here, where you will see the full cast of corporate reform characters, many of them funded by the Gates Foundation.

They are certain that what minority students need most is more testing. They want the test scores of the students to determine the career and livelihood of their teachers. And they want the federal government to punish the schools of education that prepared the teachers of these children.

If Duncan takes their advice, he will assume the power to penalize schools of education if the students of their graduates can’t raise their test scores every year.

The vise of standardized testing will tighten around public education.

These people and these organizations are wrong. They are driving American education in a destructive direction. They will reduce children to data points, as the organizations thrive. Wasn’t a decade of NCLB enough for them?

They are on the wrong side of history. They may be flying high now, but their ideas hurt children and ruin the quality of education.

As a historian, I can assure you that the roots of the current “reform” movement are on the far right. Vouchers began with Milton Friedman in 1955; charters began in 1988 with liberal origins, but were quickly adopted by the right as a substitute for vouchers because voters always defeated voucher proposals. The attacks on teachers’ unions are out of the rightwing playbook. The demands for test-based accountability did not originate in the Democratic party. The effort to remove all job protections–seniority, tenure, the right to due process–did not originate with liberal thinkers or policymakers, but can be traced to the Reagan administration and even earlier to rightwing Republicans who never wanted any unions or job protections for workers. The embrace of privatization and for-profit schooling is neither liberal nor Democratic.

How this happened is a long story.

No matter who supports this agenda, it is not bipartisan. It originated in the ideology of  the rightwing extreme of the GOP. Its goal is privatization.

This reader notes the long list of Democrats who have adopted the rightwing GOP agenda:

It’s not just right wing states and politicians that want to harass teachers.

Plenty of Dems are in on the fun.

Senator Michael Bennet of Colorado is a nominal Democrat who never saw a teacher he didn’t look upon with suspicion or a test company he didn’t want to give a contract to.

Mayor Rahm Emanuel is leading the charge in teacher demonization efforts in the Midwest, and I would argue that his anti-union, anti-teacher track record is beginning to rival that of his brethren to the north, Scott Walker and Paul Ryan.

Emanuel is a Democrat in name and once led the DCCC when Dems took back the House of Representatives.

Congressman George Miller, who chairs the House Education Committee, is a Democrat but like Bennet in the Senate, he too never met a teacher he felt could be trusted to teach without “high stakes accountability measures” imposed from afar.

Cory Booker is a Democrat who is currently engaged in the wholesale privatization of the Newark school system.  He’s got buddies in the hedge funds and Wall Street who bankroll him, he’s great friends with Chris Christie and loves Christie’s privatization efforts at the state level and his demonization of teachers and teachers unions in the media.  That won’t stop Booker from running against Christie for governor next year, however, so those of us who live in NJ can expect privatization of the schools no matter who wins – Christie or Booker.

Michelle Rhee, Joel Klein and Michael Bloomberg were all nominal Democrats before they embarked upon their teacher demonization/school privatization agendas as well.

And of course the Democratic politician who has had the most impact in the teacher demonization/school privatization effort is Barack Obama – from Race to the Top to Central Falls, Rhode Island to Race to the Top II: The Municipal Version to Race to the Top III: The District Version, few politicians have been as successful at bringing teacher evaluations tied to test scores and changes to tenure laws or promoting a broad expansion of high stakes testing in every grade in every subject, K-12, as Barack Obama.

I wish it were simply right wingers and Republicans out to harass teachers who were the problem.  Unfortunately, because both parties take money from the same corporate masters, politicians in both parties are out to give those masters what they ultimately want when it comes to public education – a privatized system with busted unions, cheap labor costs, and lots and lots of opportunities to cash in on the latest ed buzz craze (these days that being the Common Core Federal Standards, the tests that are going to be aligned to those standards and the test prep materials that are going to be needed to get students prepared for those tests.)

Ohio had the misfortune of winning Race to the Top funding, which means that teachers must be evaluated by the test scores of their students, in part.

In Ohio, it is in large part, because test scores will count for 50% of their evaluation. That is as bad as it gets but typical for rightwing states that want to harass teachers.

A reader sent me an interesting story from Toledo in which everyone shows that they are trying to comply but uncertain about how to do it and how it will work.

The refreshing part of the story is that the reporter is skeptical. The reporter raises lots of questions and is aware that this is an unproven idea.

I wrote earlier that value-added assessment is junk science. It has never worked anywhere. It is untried and unproven. The National Academy of Education and AERA say it will measure what kinds of students a teacher has in her or his classroom, not teacher quality.

VAM is bunk science and Race to the Top is imposing it nationally without any evidence that it will do anything other than encourage teaching to the test, fear, and cheating.

This teacher says that, for him, teaching is a “labor of love.”

Can it be measured by standardized tests?

Can his value be reduced to a number, fed into a data storage warehouse and crunched?

The tests measure one aspect of what students have learned.

Only one.

The tests do not measure everything that was taught, or everything that matters.

They are limited instruments, not designed to measure the worth of students or teachers.

A few days ago, I started honoring people who defend public education and teachers against reckless assaults on them. One of the first of those on the honor roll was Lottie Beebe, an elected member of the Louisiana Board of Elementary and Secondary Education.

Here is her response.

***************

Diane, you are my hero.  Thank you for your untiring efforts to keep everyone informed of what is happening in Louisiana.  We must continue to be vocal and strive to educate the public to the truth regarding education reform.  I think your latest effort is remarkable! I think it is a wonderful idea to recognize those who stand up for students and traditonal public schools. I hope your list is infinite. 

Again, let me say I decided to seek the BESE position because of my desire to see positive changes in the education profession–contrary to the train wreck that is destined to occur.  I attended a National Association of State School Boards’ meeting in Washington, DC in July and had the opportunity to hear a speaker say the following:  No state should implement a teacher evaluation program with a 50% value added component–particularly, with the roll out of the Common Core (CC) curriculum.  He specifically stated there will be a decline in student achievement due to the rigor of the (CC). Consequently, there will be a greater number of teachers who will receive an ineffective rating. What are we doing in Louisiana? (50% Value-Added)  

To add insult to injury, we are rolling out the teacher evaluation program statewide without a full year of piloting.  My school district was one of nine participating school districts and the rubric used during the 4 month pilot was scrapped for another.  Using a quote from another state–New York–“we are building the plane as we fly it!”  Make no mistake about it, I  am not anti-teacher evaluations.  Teacher evaluations have been in place for years in Louisiana; however, a few districts neglected to evaluate annually. This fact was used during the 2012 Louisiana Legislative session to garner support for education reform and to vilify teachers, in my opinion.  

During my participation at the National Association of State Boards of Education, I was amazed to hear another presenter mention  the year, 2014, will likely be education’s Armaggedon–“eduggedon” or edu–cliff.  I agree with this assessment due to the likely decline in student achievement, increased teacher ineffective ratings, and the negative campaign against educators and traditional schools.

This reform movement is, by design, to dismantle tradional public schools and the aforementioned prediction is what will likely convince many that our traditional schools are dismal failures.  We must continue our efforts to educate the public and do everything we can to promote excellence.  When our students succeed, we must celebrate and publicize their success. There are many outstanding traditional schools in this country and Louisiana. As a grandparent of two grandsons enrolled in Louisiana’s public schools, I can proudly say they are receiving a quality education at  C rated schools which are deemed failing by Louisiana’s standards.  (Somebody, please tell me when did a C become a failing grade?) Someone obviously lied to me!  I was always told a C grade was average. 

Thanks to all who responded to Diane’s call.  I truly appreciate the emails!  I also want to publicly express my gratitude to Ms. Carolyn Hill, my BESE colleague. I want to publicly thank the members of the Louisiana Legislature who had the intestinal fortitude to stand up to ALEC and the governor –those who voted against Act 1 and Act 2–Choice. Often, criticism is generically stated; yet, there are many legislators who did not drink the Kool-aid. On behalf of Louisiana’s educators, I want to thank them.  Thanks to all of the other courageous educators who stand before our students each day providing a valuable service–educating and molding our future!  

Lottie P. Beebe, District 3
Louisiana Board of Elementary and Secondary Education 
lottieb@cox.net

I am starting an honor roll for hero superintendents.

As of now, there are four.

If you know of others, nominate them with your reasons.

They deserve our thanks and praise.

Paul Perzanoski of Brunswick, Maine, stood up to a bullying governor.

John Kuhn of Perrin-Whitt Independent School District is a national model of bravery in opposition to political meddling.

Vickie Markavitch of Oakland, Michigan, spoke out against the state’s mislabeling of districts.

Here is another: Joshua Starr of Montgomery County (Md) public schools.

He did not want his district to participate in Race to the Top funding, and his board agreed.

His district refused to sign the state’s RTTT application.

He opposes the RTTT emphasis on rating teachers by test scores.

Montgomery County has a widely hailed teacher evaluation system called Peer Assistance and Review, and Starr wants to keep it.

He recognizes that NCLB and Race to the Top are a reversion to an “industrial model” of education.

Faced with the bewildering roll-out of federal and state mandates, Starr proposed a three-year moratorium on all standardized tests, “while we figure all this out.”

According to the Washington Post article about him from last April:

“Starr critiqued the growth models and rubrics being developed as contradicting research on what motivates teachers. He said Montgomery’s current system, which mentors struggling teachers for a year before decisions about termination are made, is a “hill to die on.”

And he said that singling out teachers as the culprit for education failures and shaming them is the most “pernicious part of the national reform movement.”

Accountability for student success should rightly extend to “you, me, and the entire community,” he said.

But in the midst of all the flux and change, he struck a hopeful chord. He said the transition could give Montgomery a chance to carve a distinct path.

“As No Child Left Behind is dying its slow death, it’s an incredible opportunity to fill that void with what we believe we should do for kids,” he said.”

Joshua Starr is an educational leader of the highest caliber.

He doesn’t comply and follow harmful orders.

He insists on thinking what is best for students and teachers and the community.