By Travis
The school of the future will not be housed on a cloud, or a floating pod. The school of the future will not have whole sides of buildings made out of windows, nor will students sit, discussing great works of literature through their hand-held discussion devices.
No, the school of the future is more real.
It IS attainable.
It IS possible.
The school if the future will have No Tardies, No Failing Students, and No Homework. The school of the future is only a few years away.
Each spring the uncertainties of student enrollment, teacher transfers or retirement, and funding make budgetary predictions difficult.
To remain financially sound some districts send out pink slips to the newest teachers. In no way is this ideal. These teachers face uncertainty about their employment future. Some of the district’s best teachers, who happen to be new hires, may not have their contracts renewed.
New legislation, yet to be introduced, may change how districts respond to RIFs. Instead of RIFs base on level of experience they may be based on a teacher’s evaluation relative to other teachers.
This bill, I assume, is in response to schools being unable to retain effective teachers when they are forced to lay off staff.
In 2009-2010, 3% of Washington’s teachers were given RIF notices. 87% of those teachers were recalled. Evidence does not suggest that the best and brightest young teachers are losing out to ineffective veterans.
Still, this idea is compelling. Shouldn’t the best teachers be the last ones to be laid off? Yes. If only it were that simple.
Distinguishing between the best and the worst teacher in a school may not be that difficult. But it is much more difficult to distinguish between the second and the third worst (one may keep their job while the other may not).
New evaluation systems are expected to have different criteria for novice and experienced teachers. Is a good novice teacher more effective than an average experienced teacher? Who wins in this RIF race a teacher with five years of solid student growth and one recent year of poor growth or the second year teacher with two years of average growth?
What are the recall rights for a RIFed teacher?
When the art program is cut can somebody determine the relative effectiveness between a high school and elementary art teacher?
The idea, keeping the best, is elegant. Implementing this idea? Not so much. Since relatively few new teachers actually lose positions this law is unlikely to result in an improved teaching force.
I'd like to see lawmakers put their efforts elsewhere. If lawmakers want to address the problems related to RIFs they should fulfill their paramount duty and fully fund education. And they should allow local school districts the time and space to implement the new evaluation criteria. Many stakeholders came together to put this evaluation model in place. Rolling out this system will be challenging. Rolling out this system while simultaneously addressing the complexities of a new model for RIFs seems unwise. But I'm no lawmaker…
By Rob
Some time ago I was struggling to set up procedures during my literacy instruction. I was attempting to meet with a guided reading group while the reminder of my class was engaged independently in a meaningful activity. For some students the “independent” activity was a too challenging and they needed support. For other students it was too easy and they were finishing early. Other students had difficulty remaining on task and caused disruptions. These are the challenges of a novice teacher.
All things considered I was doing pretty well but I knew it could be done better. But I wasn’t sure how. I was building the boat as I was crossing the ocean.
I spoke with some other teachers and we shared the same struggles. After I confided in my principal I found this “struggle” reflected in my evaluation. Prior to that evaluators found little to criticize. I regretted opening up my practice.
By Travis
The message is clear. Very clear.
On the surface, the message comes across as positive, saying there is an organization out there to help children. I am all for helping children.
However, there is hidden message. An agenda, perhaps? This subtle meaning sends its message to the community even if the community does not consciously read it that way.
By Rob
Tom has written some thoughtful posts (here, here, and here) about charter schools. When I read about charter schools with a cohesive staff, a common vision, and high standards for all I’m excited about the possibilities for their use in education reform. I am also a firm believer that the same reforms are possible for public schools.
If charter schools take hold then resources will shift towards making them viable. Who provides the transportation? Who maintains the facilities? Who provides the special education services in the least restrictive environment? Who provides the oversight? Undoubtedly answers to these questions are possible. But what if the resources used to address these questions were invested in local school improvement?
By Mark
I sat at a table with two other teachers, two building administrators, and the top two admin from the district office. We'd spent the better part of an hour sorting through the assessment rubrics and frameworks associated with the new teacher evaluation system mandated through legislative action in Senate Bill 6696.
Silence settled on us all at once. The weight of what we were examining suddenly became overwhelming.
Like so many things in education, the ideas and philosophies behind this new evaluation system (in brief: a shift from the binary satisfactory/unsatisfactory on a menu of teacher behaviors to a four-point continuum of evaluation using as many as sixty individual descriptors of teacher practice) we could all agree were sound, necessary, and powerful both in terms of evaluation and potential professional development.
But as we began to picture how it all could transition from philosophy to action, the beast began to be revealed.
By Rob
Me: Teacher- youngish, energetic, and looking for new perspectives. You: an inspiration- must be willing to share ideas and be a good listener. Let’s build a relationship based on good intentions, trust, and a common vision.
Earlier this month Diane Ravitch spoke on school reform at Town Hall Seattle. Her message to a friendly audience was a critique of the “corporate reform movement.” It was a mix of motivating rhetoric, valid points, and verbal grenades. Her positions concerning Race to the Top, NCLB, merit pay, the use of student assessment data to evaluate teachers match my own. I appreciate she is speaking on my behalf.
A week before Ravitch’s visit to Seattle Michelle Rhee spoke at Boston Symphony Hall. I can only assume her speech was equal to Ravitch’s in passion but opposite in perspective. I expect someone in the audience found her perspectives matched their own and they are thankful she is speaking on his or her behalf.
As our way to recognize and celebrate the National Board score release this weekend, our NBCT/Bloggers shared a bit about what being a National Board Certified Teacher has meant for them, and for our state. The process of becoming National Board Certified involves hundreds of planning hours and demonstrating best practices in teaching. Those who recently certified had an additional stress of a delay in score results due to a computer server glitch.
With the glitch solved, and over a thousand new NBCTs to join them in Washington state, we offer our congratulations and invite you to read on and be inspired by what our bloggers have said about how being National Board Certified is making a difference for teachers in our state.
By Mark
Senate Bill 6696 has put into motion changes in the way teachers are evaluated.
First… the relevant language of the bill (from the link above):
Evaluations. Each school district must establish performance criteria and an evaluation process for all staff and establish a four-level rating system for evaluating classroom teachers and principals with revised evaluation criteria. Minimum criteria is specified. The new rating system must describe performance on a continuum that indicates the extent the criteria have been met or exceeded. When student growth data (showing a change in student achievement between two points in time) is available for principals and available and relevant to the teacher and subject matter it must be based on multiple measures if referenced in the evaluation.
Classroom Teachers. The revised evaluation criteria must include: centering instruction on high expectations for student achievement; demonstrating effective teaching practices; recognizing individual student learning needs, and developing strategies to address those needs; providing clear and intentional focus on subject matter content and curriculum; fostering and managing a safe, positive learning environment; using multiple student data elements to modify instruction and improve student learning; communicating and collaborating with parents and the school community; and exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. The locally bargained short-form may also be used for certificated support staff or for teachers who have received one of the top two ratings for four years. The short-form evaluations must be specifically linked to one or more of the evaluation criteria.
Here in southwest Washington, ESD 112 is leading a group of districts who are beginning the process of adapting and implementing the evaluation procedures described in this bill. Of course, the first step is a careful reading of relevant parts of SB 6696.
There are two elements of the language above that I like in particular. To begin, there's this:
By Travis
Not too long ago, Governor Gregoire’s educational budget cuts came out, and I have had some time to think about it.
Washington, you can continue to be a pillar of education strength.
Washington, you worked so hard to not have California-sized classrooms.
Washington, your students have already given up a lot.
Washington … you need to figure out your budget.
Please do not trash the future of our children's education.