A raft of past programs have failed to substantially improve the reading skills of middle grade and high school students. CPS is trying once again, as part of a federal project that aims to help teens learn how to analyze complex non-fiction.
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Strike, Day 2: Teacher evaluation, job rights
By: Rebecca Harris and Sarah Karp / September 11, 2012
Mayor Rahm Emanuel speaks at a press conference on teacher hiring procedures.
Teacher evaluation took center stage in negotiations between CPS and the Chicago Teachers Union on Tuesday, with Mayor Rahm Emanuel saying he believed teachers could not legally strike over some of the issues at hand but backed away from the idea of an injunction to try and end the strike.
Emanuel also sought to back up the district's position on teacher recall rights, bringing together principals to speak at a press conference about the importance of maintaining hiring authority at their schools.
The two sides offered diverging accounts of the talks, with no clear sign of whether the strike will end anytime soon.
“There has not been as much movement as we would hope,” CTU President Karen Lewis said at a press briefing early Tuesday evening. “There have been centimeters, and we are kilometers apart.”
Regarding evaluations, Lewis said union leaders believe the proposed evaluation system, which follows a state law mandating that teacher ratings be tied to student performance, would “put 28 percent of our members in harm’s way of being dismissed.”
The district disputes this assertion and has offered the CTU concessions like a limited appeals process for teachers whose value-added test score ratings might be erroneous.
CPS’ evaluation plan was first rolled out in March and the district wants to eventually base a slightly higher percentage of the evaluations on student performance than the state law requires.
The two sides also sparred over the question of whether teachers can legally strike over issues other than pay. The law says the district can go ahead with an evaluation system after a 90-day period of negotiations has ended. But the union says that since negotiations are still under way, it is illegal for CPS to forge ahead with the new system.
Evaluations are one of the issues cited in the union’s unfair labor practice charge against the district, another basis for the strike. The Illinois Educational Labor Relations Board has set a Sept. 24 hearing on the issue in Springfield.
Meanwhile, school clinicians also spoke out another press conference about high caseloads and the need for more school resources.
Teacher recall vs. principal hiring
Emanuel, speaking at a press conference at Tarkington Elementary, said that although he believed teachers were not allowed to strike over some of its issues, “my view is to work these issues out at the table” rather than seek an injunction. against the strike.
At Tarkington, which is run by the Academy for Urban School Leadership, Emanuel was flanked by principals who emphasized the importance of having hiring authority at their schools, something the district says would be jeopardized by giving in to union demands on teacher recall and hiring preference.
The CTU wants displaced teachers to be given preference for future jobs, but CPS has held firm on denying the preference. CPS has offered to give those in the displaced teachers pool an interview for any job they apply for and an explanation if they aren't hired.
“I think they should go through the interview process, just like anyone else,” said Maria McManus, the principal at STEM Magnet Academy. “I hired a displaced teacher, and she’s phenomenal. I have no problem with that, but I was able to select her.”
In the expired contract, displaced teachers had 10 months at their current pay rate to find a new position, and according to Appendix H of the teachers’ contract, have the right to interview for any open positions they are qualified for.
Under CPS’ new contract proposal, the district is offering teachers from closing schools jobs in the schools their students would be sent to, if there is a vacancy. Otherwise, they could choose to get severance pay of three months or a 5-month stint in the displaced teacher pool.
Other teachers - possibly including those laid off for economic reasons or because their position was re-defined - would have a year of recall rights for the same school and position.
But McManus said even the preferential reassignment for teachers at closing schools might be too much.
CPS board member Mahalia Hines, a former principal, said it should be easy for good teachers to find another job.
“I have never known good people not to get a job,” Hines said.
Hines added that at one of the schools where she was a principal, in Englewood, it took her two years to get the right staff in place. The school wouldn’t have improved, she said, “if I had not been able to select my teachers in that war zone.”
The press conference came shortly after Joenile Albert-Reese, the principal at Pritzker Elementary, sent a letter signed by about 30 principals to CTU’s Lewis saying that “we think it’s imperative that principals be given the autonomy they need in the hiring process to do what is necessary to support our students and their learning. … Without this autonomy, principals may be forced to hire individuals whose skill set and value systems are not conducive to the school’s culture, mission, and vision.”
Union makes case for classroom impact
Out of 49 contract articles under negotiation, CTU says, the two parties have only come to agreement on six.
At two press conferences, CTU made the case that its fight impacts students in the classroom.
The Mental Health Movement, which was responsible for occupying mental health clinics that Emanuel closed, joined with school clinicians on Tuesday to call for more social workers hired as part of the teacher’s contract.
The teachers’ union has publicly demanded more clinicians but, considering the district’s financial situation, it may be unrealistic.
David Temkin, a social worker at Near North Therapeutic Day School, a public school for significantly disabled students, said he doesn’t expect that the demand will be met. However, he thinks the strike is a good time to draw attention to the lingering issue.
CPS has about 380 school social workers for 350,000 students.
Numerous labor leaders also gathered at a press conference outside the board headquarters to continue painting the issues in terms of school resources.
Dan Montgomery, president of the Illinois Federation of Teachers, said that class sizes are higher in Chicago than in the rest of the state.
And Randi Weingarten, president of the American Federation of Teachers, said that the strike was “a struggle for the heart and soul of public education for the kids of Chicago.”
“This is a city that has had the so-called reforms that are being championed [nationally] for 15 years,” Weingarten says.
And Tom Balanoff, the president of SEIU Local 1, which represents CPS janitors, said that starting on Friday they would have the option of walking off the job in solidarity with teachers.
“We are tired of students in oversized classrooms. We are tired of 96 percent of schools without full-time social workers,” said Jackson Potter, the union’s staff coordinator.
He suggested the district's evaluation system would lead to teacher turnover, worsening disruptions in the lives of students. “This is about failed policies and experiments on children,” Potter said.
When pressed on whether the contract would change any of the other issues the union had cited, Potter replied: “We are hopeful that it will.”
If a tentative deal is reached, CTU plans to call together its House of Delegates, which would vote on calling off the strike. That is a typical practice for the CTU, said Debbie Lynch, who was president during the union’s 2003 strike authorization. The full contract would typically be ratified by a vote of the union’s entire membership.
This phrase :considering the district’s financial situation
tired of it! CPS is spendiing $25 million on babysitting schools. Rahm finds millions more money for longer school day, money to keep central office with the same numbers, expands network employee postions and funds so they can throw parties, pays Brizard (for what?)--more money than Huberman, and pays $21,500 per month frr an education consultant-when there Chicago people to do it for free.
There is NO financial situation. Catalyst--your own research tells you so.
Thank you custodians--did you know CPS put you on a 9 hr day?
Yes, your day is now 9 hours. lunch is in the middle of your day.
Teachers PLEASE teach our kids
The work of teachers is critical and should be respected. I have 2 (+1 almost) children in CPS. The teachers have been phenomenal. I wouldn't change them if I could. Please let those teachers come back to educate my kids.
However, DO NOT let poor performing (or even average) teachers instruct them. Like the rest of society, any teacher should shine through an interview process and EARN the position to mold my child's mind. Guaranteed recall is unreasonable.
Once a teacher has earned their position, they should welcome a constructive, 360 evaluation which includes testing as 90 of those 360 degrees. Again, this is similar to the rest of American society. The current archaic system isn't worth the paper on which it is written. I recognize the evaluation would be flawed for a few years so it should not be tied to pay initially. In the long term, a fairly developed merit pay system would benefit good teachers and provide strong incentives across the school district. I know teachers are intrinsically motivated. Why not reward motivation and talent, especially when it translates into results....student performance?
In the previous 5 year contract, teachers with up to 15 years seniority were rewarded (on average) with a 7% raise just for working another year. Even the worst teacher received a 4% COLA increase compounded by a 3-4% step increase. Good teachers should be disgusted and insulted by this. (NOTE: The last year when the "raise was taken away" I believe those same teachers still received their STEP increase of 3-4%.)
No matter the industry, we have all worked with underperforming co-workers who should be removed and allowed to find another profession. You need a system that accurately distinguishes between, poor, average, above average and excelling teachers.
Dear Teachers, help us continue to respect your profession. Tell CTU to value GREAT teaching, not just ANY teaching. Come back, teach our kids as you know how to do.
Chicago Public Schools has a mess
This will go down in history. Emanuel had SB7 signed and made teachers have to get a 75% vote. No one else has ever made people get that high of a vote. He set CTU up for failure. Then he handed hiring and firing in the hands of the Principals. The Local School Councils need to do better evaluation on their Principals. There are a lot of Principals that personally do not like certain teachers. Those Principals will give those teachers bad ratings . Will look out for their friends.This is not the way to go. Principals have already been getting rid of teachers by giving them a bad rating. now it is about to be a disaster.
The Hines hypocrisy continuum
Mahalia Hines has been teacher bashing and union busting since Rahm put her on the Board. At least some of the Board members keep their mouths shut and simply rubber stamp every ruling class whim. She actually tries to get away with nonsense like these statements (which she will never answer questions about in context...).
One of the reasons teachers won union contracts was that principals were discriminating — or worse — during most of the decades when they had just the power that needs now to be restricted again. This entire debate posits principals not as complex lead teachers (principal as an adjective, not as a noun) but as the "Chief Executive Officers" of the schools, with Donald Triumpish powers.
The demand from Hines is to retain a policy which guarantees corruption, not the opposite. Jobs for sale in Chicago is as old as the city, but finally, now, the CTU and others are organized to publicize each iteration of this new nonsense. And the "pay" for the job can come in many forms of currency, from true love and happiness to lots of dollars. Hines is simply delusional if she believes that principals deserve complete dictatorial power.
Corruption and worse...
This is what you have now in most of the charter schools, and the levels of corruption there are a joke, as is the current cover up. The most dramatic talent the charter schools have developed is the COVER UP. This ranges from Noble Street covering up its dumping of kids to keep its numbers, Enron-style, "up" to Perspectives covering up the various exotic forms of corruption that come when you hire teachers who "love" the kids.
After we balance this stuff again in the real world, instead of with these crazed melodramatic abstractions, we will be having more and more fun. And the principals who are lining up with Rahm will pay a price over a long long time for their betrayals of democratic ideals and real public schools.
In two hours, the symphony begins again from Howard St. (Gale Elementary) out to 87th (CVS) and 89th and Commercial (Mireles) where the working class of Chicago shows its love every day for the teachers who are standing up for everyone's rights — and as Karen said in her Labor Day speech
against bullies and liars (whether they are smarmy hypocrites like Hines and the rest of the Board members or complete rats like Rahm).
Principal Hiring/Firing
My concern with this issue is when a principal is replaced, what is the procedure if they wanted to replace all the teachers at the school. Most teachers stay at their school over a career and outlast their administration. Can the city replace a principal at the school and then that principal replace all the teachers with no regard other then it is their choice. I see that the Mayor 1. wants to move towards charters. 2. wants control over teachers hiring/firing 3. costs control, which include teachers at a lower pay. The way around this would be the implementation of his choice of administration with the ability of them to hire/fire at their discretion. What accountability will the principals have with this power. I know at some point each school has a budget and it would be impossible to carry a staff of experienced teachers at a pay scale that is high. Teachers would have to be replaced at a lower cost to balance their budget. Just a thought.
A lack of knowledge or a little confusion?
In my 17years with the board, I have never witnessed a principal not engaged in hiring and firing practices.
In my 17 years with the board, I have been yearly evaluated by my principal with every two years provided a "ranking"
What is recall? Teachers who have lost jobs not based upon performance (the big EVALUATION) should be pooled and offered first open positions. These are qualified, experienced and evaluated teachers.
Could you imagine the outrage of the fire and police departments if employees through no fault of their own lost a position in a district or house and are left without employment! And rather, a new recruit was put in their place?????? OUTRAGE!!!
Maybe this is better understood as "reassignment"?
Where is the confusion?
Teacher quality?
What would give anyone the impression that teachers don't ask for quality among their fellow teachers? Wouldn't that make my job more difficult if my students didn't receive quality instruction from teachers before and after leaving my classroom?
The problem with the change in evaluation methods is the simple fact that a large part of what will determine teacher quality is a standardized test score...If only teacher instruction was the only factor in an assessment!!!! How can teachers be held accountable and no other indicators???
Teachers Wrongly Fired
There are a lot of displaced teachers let go from no fault of their own. Principals didn't know HOW to evaluate. Principals did not follow protocol. Because certain Principals did this; they won't even agree to a Grievance that they fired the teacher wrongly. This teacher should have he/her day in court to defend themselves; and correct a fault made by a Principal that did not know what he was doing. This Principal should not be evaluating anyone; because he doesn't even know how to evaluate. The
Board has placed all these amateur Principals at these schools; and they are not trained in securing the careers and the lives of these teachers in place. Lightfoot from Maywood took tenure rights from teachers in Chicago. So now what happens. The talk of the town. All you see at schools are young white teachers. They have taken over. Why you don't see this at firehouses; police stations. An all out attack on Teachers. Busting of the Union. Mr. Emanuel walks up to the podium and can't even look at his audience, He does not need to be in this city. This city already needs a new mayor.There should be some line ups for the next election; because this city has been kept out of this mess for 25 years. Now a new mayor; look what happens. His attitude; I am the mayor of this city; and what I want; you are going to do it. Teachers pay taxes in this city too; have children in these schools. So teachers in Chicago also; has a say so. Why not just back up off teachers. Go handle crime in this city. Teachers have enough problems just chasing children around classrooms all day. Remember; these are the children who grow up to be adults in Chicago. Do you think they just come in and sit? Previous CEOs used to praise their teachers. At least when Mr. Vallas was in there. But not anymore. Now the word is. Fire them! If they sneeze. Let them go. If the kids scores don't come up; fire them. If they walk around the room wrong; fire them. If their bulletin board is not up correctly; fire them. Whatever; fire them. Why not; if your teachers are struggling Mr. Principal help them. These people are not animals. These people are the pushers of educated people. Without teachers; there wouldn't be ANY educated people. They educate the lawyer; fireman; doctor; nurse; vet; preacher; teacher. They are the forerunners.So Cps stop dodging being held accounted for how money is spent. Take back the way positions were staffed at these schools. Do away with this crazy evaluation. Make the school day back to normal; and there won't be this mess. Then the strike will be over; the teachers can teach. Give the laid of people their jobs back. It wasn't a layoff anyway; it was a send off and lock them out so they can not come back. Very sad.
speaking of Vallas
Paul Vallas yesterday:
“If the union has been trying to make a political point, pushing back what’s been happening to labor nationally, it’s wrong to do it on the picket line. It’s wrong to do it through a strike,” he said. “They should be doing it at the legislature or the ballot box.”
So much misinformation
As a principal who is trying to stay neutral and see the good and bad on both sides, I find it disheartening to read so many lies and mischarecterizations. I know this is an emotional time for our city and all who are affected but can we please deal with the facts for just a moment?
Fact 1: The student growth is only 25% of a teachers evaluation, the other 75% is based on observations just as before
Fact 2: The test scores that we use are not from one assessment like the ISAT. Instead we would look at student growth from the first assessment of NWEA given in August/September to the last one given in May
Fact 3: It doesn't matter how low a student is when they come to a teacher- what is expected is that they will have one years growth for one years learning
As far as teacher hiring I would love to know what job does not allow the manager/owner or whatever you call the person in charge to hire their own staff? So a McDonalds manager can hire their own staff but a principal can not? It's about finding people who are a good fit for your school. As a new principal who began on July 1 I only had the opportunity to hire 3 staff members and that is fine. I am not advocating, nor is the board saying, that principals can fire everyone to hire whoever they choose. But when I do have an opening I believe that it is my right as the instructional leader to make that hiring decision. In fact, I did hire a displaced teacher for one of my positions. This teacher had been dispaced ever since her school was phased out. Do not ask me to be accountable for raising achievement if I can not have any say whatsoever over whose on my team. I was very fortunate to inherit a hard-working staff who has supported every change I made and whom I am developing great relationships with.
I realize that some people may still not agree but I at least thought it was important to share the facts so that your opinions can be based on truth and not propaganda.
So let me get this straight -
So let me get this straight - the CTU is disrupting my son's education in an effort to avoid accountability for whether he learns anything from them? I can't even begin to express how offensive that is.
Anonymous principals, corruption, stupid analogues,fact checking
Let's deconstruct that little bit of ridiculousness above.
What is "NWEA" and where has it been vetted, peer reviewed, and proved to measure anything real about the teaching and learning of a CPS child. This is a serious question, my cowardly anonymous administrative colleague, because you are talking about three people in my f_____ family: my wife, a teacher; my son Sam, in sixth grade; and my son Josh, in second grade. Now we could have this conversation without my treating you to a WTF, but once you hide behind that fig leaf, we can't.
So let's begin with NWEA, which you are waving like some magic wand as if it means something, measures something, and is valid reliable and fair for the purposes for which you are praising it. For the past quarter century, CPS has gone from test to test, always maintaining test secrecy before and after administration, and assuring the world that THIS TEST really measures something meaningful about my children's learning or my colleagues' teaching. I was fired for copyright infringement for outing just one of those dumb tests, and the city still hasn't had the courage or integrity to out the ones it's using.
It's all a big TRUST ME like we used to get from religions. I learned Latin in school, partly to learn what "God" was saying, since that's what language the priests used in Mass. Turns out the words just sounded more serious when mumbled incantations in Latin.
Same thing with "NWEA." What and where is it?
As to comparing yourself with a franchise owner at McDonald's, you gotta love it. That's precisely what the Penny Pritzkers of the world want you to think like. Instead of the "principal teacher" in a school, you are now the "CEO" of some kind of small business. This kind of self-brainwashing is a perfect example of the problem.
When I was hired full time more than 30 years ago, every principal got a list of teachers who had passed the certification exams and the principal had to hire one of us from the top ten. That's fair enough. You are looking at a pool of college graduates, not at a bunch of people lining up to flip burgers and deep fry fries! What can you possibly be thinking?
The sanctimoniousness of the principals in this discussion is goofy, led by Mahalia Hines (whose teacher bashing at Board meetings is becoming legendary). And you are identifying yourself as part of the problem.
Here is what will work.
A principal gets a list of qualified teachers, and has to hire from that list. The top qualified teachers are veterans who have already proved themselves.
If the principal can't find someone on that list, he or she has to take one or get one assigned.
The notion that Chicago principals should receive the kind of special treatment you have received for more than 20 years now is ridiculous. If that power in the hands of Chicago principals had been what was needed to make "reform" work, then we wouldn't be looking at essentially the same problems in 2012 that we were seeing in Chicago when principals first received that "executive" power back in the 1980s, and expanded it through the 1990s.
When will these delusions end? Probably when the corrupt principals who have worked their way through Chicago over the past quarter century are lined up for public scrutiny like Bernie Madoff was. But instead, principals get the cover up, and the, when they retire from CPS and wind up getting hired in places like Waukegan, it takes less than a year for a school district to learn what corrupt non-entities they really have been all along. How to you spell Guerra (for starters)?
principal
Fact 1. 25 percent is year one and increases to 40 percent plus ten percent student survey. Per cps website
Fact principals are not near an owner. Last time i checked cps was run by lsc and the people. You have the most say in hiring but you too must answer to the powers that be. Schools have had 5 principals in four years. Should they all clean house. If accountability is your argument. Why should teacher be responsible when they don't choose students or teaching methods
Schools are public
My response
I am not cowardly at all. I choose to remain anonymous because of people like you who attack anyone who disagrees with them. This is not about me- no one is striking because of me. So I will not insert myself into this except to tell the truth when I hear it being distorted.
NWEA is not a mgic wand but to answer your question what does it tell us? It tells us what areas a child is deficient in and needs support with so that teachers can give them what they need. Teaching to the middle or average child is not the answer. It can be NWEA or any other assessment- but we need to know exactly what our students need to work on so that we can be held accountable for giving it to them. I give my staff the analogy of going to the doctor. I don't wait until my 4 children are about to die before I take them in to see whats wrong. I take them in so that the doctor can diagnose them and give them the medicine. Although he is trained in medicine, even the doctor cannot tell us exactly whats wrong without running several tests. Even though teachers are trained they cannot possiblt be expected to know exactly what a child needs without some kind of assessment to help guide their instruction.
If you look back I referred to myself as an instructional leader, not a CEO. In fact, we do have a system just like you described. Teacher candidates apply on line and are vetted by HR and we choose from there. But its a still choice and that's all I am asking for is the choice. I am happy to share with you just who I am if you'd like. I can email you personally my number and name but please don't attack me when I choose to not announce it on this blog. I'm only a coward if I attack someone or denigrade someone and then hide behind anonymous. I did neither of those things.
My response
If we follow your logic then why should principals be accountable since we don't get to choose our staff or students? BUT WE ARE. And we should be. Teachers work with the hand that's given to them and so do principals. But when a position becomes available who better than the principal knows who is the best teacher for my students? That's why the LSC selected me and gave me a contract- so that the public would not have to run the school. So let me do my job- of which hiring is key. If the scores go down or students are not safe then it is my responsibility.
And what teachers don't choose the methods by which they teach? I did for the 12 years I taught and so do my teachers. My job as the instructional leader is to give them regular observations and feedback as well as professional development so that they can improve. But ultimately they are the ones delivering instruction.
And my final question for you is if a teacher is not responsible for ensuring their students progress each year then what exactly do you think they are accountable for?
so many things to say
To the new principal who is looking at the student who is 2 years behind, 1 years growth would actually be 4 times his/her former growth rate. Too many new principals are being asked to do too much that is not proven to be successful. These newbies are overwhelmed and have little support. Also, Hines sure has a thin skin for a former principal. She seems "so offended" when someone speaks negatively about the CBOE. Also, I don't remember Hendricks or Hope being such high achievers in CPS. Last, I understand how a principal should hire their own choices, and I understand teachers' need for some security. The real issue is "why are 100 schools going to be closed?" We see what happened with Daley when he got the number "100" in his little brain. I guess Rahm has the same affliction. Why can't we give added support to those schools in need?.
Dear Let me get this straight:
Just asking... do you have a relationship with your son's teacher(s)? To suggest that CTU is striking to avoid any responsibility for the education of your child is an insult as well as misinformed. BTW, I'm sure your son's teacher could articulate the argument for you if the countless posts and news coverage regarding what CTU is asking for and why 90% of its membership authorized this strike stills seems vague.
Value-added Measures
Dear "Offended Anonymous CPS Parent",
Before you get too disgusted with your son's teachers perhaps you should become better informed. Here are two resources about value-added measures (from EXTREMELY reputable sources) that state that they are both invaild measures of teacher performance and may, in fact, harm you son's education by narrowing the curriculum which he is taught and focusing on test taking skills only.
The articles total about ten pages between the two of them. Please take the time to read them so you can properly channel your disgust towards those who want to do this to your son's teachers and his education.
http://www.ams.org/notices/201105/rtx110500667p.pdf
http://www.createchicago.blogspot.com/2012/03/misconceptions-and-realiti...
Eval is welcome... BUT
I welcome a fair and equitable evaluation. However, use of a standardized test written by some organization ignorant of urban education challenges to students IS NOT EQUITABLE. Allow for flexibility for each child to demonstrate growth in academic areas and social behaviors. Test them on the material they are learning, which is BEST PRACTICES for education. And you suggest 25% as a portion of my evaluation, OK. CPS is pushing for 50%. The law does not demand 40%, or 50%, or even 30% (the number for this "practice" year.)
Just watch and read her book, we took Race to the top funds
http://www.thedailyshow.com/watch/thu-march-3-2011/diane-ravitch
Recall "CHOICE" goes both ways
Just how many qualified, experienced, and dedicated teachers do you need to interview before you find the perfect fit??? A vast majority of newbie teachers AND TFA's do not last. That is fact. Is the complaint from the 33 0f 500+ principals because experience comes with higher salaries?? Or because principals are TOLD TO HIRE CHEAPER LABOR??? Why can't you show loyalty to those that want to make this a career and not cut and run when it gets real (as in teaching the challenging urban student) ??
Here is another point: If it is so important to hire only the annointed best, lets cancel the residency policy and hire people from suburbs....
So much misinformation?????
Dear new principal,
You are also guilty of misinformation when you state that only 25% of teacher's evaluations are going to be based on student test scores. As an administrator, I'm sure you are aware that is scheduled to increase by 5% a year possibly approaching 50%. This figure is one of the major stumbling blocks in negotiations and it should be. This is a legitimate concern of any union representing teachers since according to 88 university professors specializing in education policy there are serious flaws and weaknesses in using value-added measures and student test scores to evaluate teacher effectiveness.
http://www.createchicago.blogspot.com/2012/03/misconceptions-and-realiti...
And according to a leading mathematician, there are serious concerns about its statistical validity.
http://www.ams.org/notices/201105/rtx110500667p.pdf
Furthermore, if teacher's evaluations are increasingly based on student test scores, how do you propose accounting for factors outside the teacher's control such as truancy?
Curious minds want to know how this system will treat us fairly and we are empowering our union to make sure it does.
Evaluations
FAIR evaluation is the key. How do you assess teachers of students that will NEVER take standardized tests? My evaluation should not be based on the performance of the other students in my my building that I have never taught and will never teach. How do they plan to add "student input" from students younger than 3rd Grade and/or those with severe/profound cognitive impairments. It is impossible to use these means fairly to assess teachers.
NWEA or other assessments
1. Doctors don't lose their livelihoods when a patient doesn't improve or even when he or she dies. There are some things beyond the doctor's control and we accept that as long as they keep up with professional learning and there is no malpractice.
2. Most experienced teachers can tell without DIBELS or NWEA where a student is deficient. But thanks to the insane amount of time devoted to these "diagnostics", there are weeks less of instructional time left to intervene successfully.
Finally, someone has
Finally, someone has expressed the truth. I am a principal also with 23 years under my belt (10 as a principal). I agree wholeheartedly with my colleague. Let's fight over the truth. NWEA is not a high-stakes test like ISAT. If a student is with a teacher for 10 months, the student should grow no matter where he started; value should be added to my child and every other child who attends school.
growth
TMH? Art? Do all Kg children grow at the same rate?
Response to Paul Stepak and others
Please let me clarify. I am speaking of what is happening this year. This year it is only 25%. If you check the PERA law the state of Illinois is eventually moving to 50%, that is not CPS. I am copying this next sentence directly from the training module that I just completed this summer "By statute, 70% of the Teacher evaluation rating is based on professional practices defined through an instructional framework that aligns to 2010 Illinois Professional Teaching Standards." PERA rules require that student growth measures represent 25% of teachers' performance evaluation rating the 1st and 2nd years for districts with an implementation date of September 1, 2012 (which is CPS). The 3rd year it will increase to 30% not 50%. Please check the law.
This is not VALUE ADDED- those are two different metrics. Please look this up yourself.
Part of the student growth is the teacher selecting an assessment that is classroom based and setting goals for what your student achievement will be. The teacher can set a goal that says "80% of my students will meet their growth targets" and the teachers evaluation will be based on whether or not they met the goal THEY set. I beg you to look this up yourself and arm yourself with the truth.
Finally, most teachers can tell you generally where their students are deficient but when you say exactly what area are they deficient in- fluency or foundational skills or what subarea? This can only be known through evaluation. The days of teachers giving their opinion is over. We are professionals and we need to be able to speak professionally about what our kids need.
nWEA
We are assuming NWEA is accurate...I have seen fluctuations of scores of 10 to 20 up and down over a day period. this test is NOT common core!!!
Re: value added and growth
A school district can use a more complex value added measurement or a more simple growth approach to meet the requirments of PERA. It is critical using either approach that at least three years worth of individual data relating to students a teacher has instructed in a core area be used.
Recognizing Educators Advancing Chicago’s Students (REACH) unfortunately does not use three years worth of data, the NWEA MAP assessments for grades 3-8 explictly uses a value added approach, the 9-12 explictly uses EPAS series of assessments: EXPLORE in Grade 9, PLAN in Grade 10, and ACT in Grade 11 based on a expected gains methodology to measure student growth.
In neither case is CPS using three years worth of data to draw conclusions about teacher effectiveness. Apparently they want to implement too rapidly to do that. This is in my opinion a massive mistake regardless of the split between teacher practice assessment and test data assessment. Three years worth of data of children being educated exclusively by the same teacher in a single academic area creates a much higher level of validity than the approach CPS is using to put it simply.Jen Ridder and I wrote extensively about this issue of test measurement and the complexities of it in a white paper Access Living published in October 2011. This is not simple stuff.
Lastly on the Principal's comment as to why he/she would not identify. I have been attacked on this blog and complemented at times too. I think unfortunately many principals live in fear and even if they are defending what they believe to be a position held by CPS they are looking behind them. I find that to be simply sick and part of the culture of fear in this school system. One reason so many teachers supported this strike is they hate working in this culture of fear even if they deeply respect their own principals.
Rod Estvan
Dear Rod--you are correct about NWEA and unfortunately
correct about the fear--
Sincerely, Children First Principal
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