Turnaround venture attracts highly effective
teachers
Teacher-Leader Corps Helps Turn Around Schools
By Stephen Sawchuk
Education Week
April 18, 2011
It’s hard to imagine two schools superficially more different from each other than
Blackstone Elementary, with its labyrinthine 1970s layout, and Orchard Gardens K-8
School, which opened in 2003, with its modern skylights and cheery primary-color
accents. But they were similar in the way that matters most in young lives: Both Boston
schools were among the poorest-performing in Massachusetts.
Now, though, district and school leaders think the pair may have turned the corner,
thanks in part to an influx of a corps of top teachers in each school. Achievement has
improved at both. At Orchard Gardens, teacher attrition seems to be on the wane—no
small feat for the school, which has had six principals in seven years.
Both schools, plus a third in the district, are participating in a novel turnaround venture
here that attracts and seeks to retain highly effective teachers through a bundle of
incentives, including leadership opportunities, a structure for peer learning, and
increased pay.
Now wrapping up its first year, the initiative is providing insights into the role of
teachers in overhauling the culture of a low-performing school—as well as giving way
to new questions about the nature of teacher leadership and how to develop it.
“It’s where the profession needs to move,” Callie Liebmann, a 5th grade teacher at
Blackstone Elementary School, said about teacher leadership. Yet she is clear-eyed
about the challenges involved in defining the ambiguous role, as well as the pressure
to do right by underserved students.
“Working within a turnaround school, you have more on the line,” she said. “The role is
more important here; the success or failure of it matters.”
Designing a Strategy
Turnaround Teacher Teams, or T3, as the effort is called, is the result of a partnership
between Teach Plus, a Boston-based nonprofit organization, and the 57,000-student
school district.
Blackstone, Orchard Gardens, and Trotter Elementary are among the 12 Boston
schools receiving federal School Improvement Grant money. Under that program’s
turnaround model, each of the T3 schools has a new principal and has replaced at
least half its staff. Additional details were fleshed out through new state legislation and
a memorandum of understanding with the Boston Teachers Union allowing for
extended learning time and hiring flexibility.
Beyond those prescriptions, though, the T3 initiative has been shaped by classroom
teachers.
Teach Plus began as an offshoot of the Rennie Center for Education Policy and
Outreach, in Cambridge, Mass., and became an independent nonprofit in 2009. Its
goal, according to founder and Chief Executive Officer Celine Coggins, is to help
create leadership opportunities for teachers in the “second stage” of their careers that
don’t require them to leave the classroom for administration or higher education.
The T3 initiative grew out of the Teaching Policy Fellows, a program run by Teach Plus
that selectively recruits teachers and gives them opportunities to study education
policy and craft their own proposals for improving schools. ("Mass. Urban Teachers
Being Groomed to Help Sway Policy," April 30, 2008.)
In 2009, the Boston fellows outlined a cohort approach to help rectify inequitable
access to high-quality teaching for students in low-performing schools. The teachers
said they were willing to take on the additional challenge of working in such schools—
but wanted to do so with a cadre of experienced colleagues at their sides.
As such, T3 stands in contrast to incentives states and districts have tried over the
years that have primarily targeted individual teachers with financial rewards. When
crafting the proposal, the fellows felt that even the best teachers could be
overwhelmed by a dysfunctional school environment without support from a critical
mass of experienced peers, Ms. Coggins said.
“An individual goes into a troubled school with their cape and says, ‘I’m a superhero’—
the fellows were like, ‘Why would anyone think that would work?’ ” she recalled.
T3 teachers now make up a quarter of the staff at each of the schools.
The district’s superintendent, Carol R. Johnson, praised the effort for supplementing
the turnaround model’s emphasis on principal leadership.
“A strong leader attracts better teachers, but we needed another strategy to attract
and retain the best teachers possible to work in schools that needed significant
acceleration,” she said. “While you can have great individual teachers in a school,
unless the teachers work together as a team to establish a set of beliefs and action
steps that are collectively owned, we won’t see the kind of sustainable improvement
that really matters.”
Track Records
T3 participants must have at least three years of classroom experience, and they must
complete a rigorous interview process and provide evidence of past success in
improving learning. The current crop of recruits averages nine years in the classroom...
teachers
Teacher-Leader Corps Helps Turn Around Schools
By Stephen Sawchuk
Education Week
April 18, 2011
It’s hard to imagine two schools superficially more different from each other than
Blackstone Elementary, with its labyrinthine 1970s layout, and Orchard Gardens K-8
School, which opened in 2003, with its modern skylights and cheery primary-color
accents. But they were similar in the way that matters most in young lives: Both Boston
schools were among the poorest-performing in Massachusetts.
Now, though, district and school leaders think the pair may have turned the corner,
thanks in part to an influx of a corps of top teachers in each school. Achievement has
improved at both. At Orchard Gardens, teacher attrition seems to be on the wane—no
small feat for the school, which has had six principals in seven years.
Both schools, plus a third in the district, are participating in a novel turnaround venture
here that attracts and seeks to retain highly effective teachers through a bundle of
incentives, including leadership opportunities, a structure for peer learning, and
increased pay.
Now wrapping up its first year, the initiative is providing insights into the role of
teachers in overhauling the culture of a low-performing school—as well as giving way
to new questions about the nature of teacher leadership and how to develop it.
“It’s where the profession needs to move,” Callie Liebmann, a 5th grade teacher at
Blackstone Elementary School, said about teacher leadership. Yet she is clear-eyed
about the challenges involved in defining the ambiguous role, as well as the pressure
to do right by underserved students.
“Working within a turnaround school, you have more on the line,” she said. “The role is
more important here; the success or failure of it matters.”
Designing a Strategy
Turnaround Teacher Teams, or T3, as the effort is called, is the result of a partnership
between Teach Plus, a Boston-based nonprofit organization, and the 57,000-student
school district.
Blackstone, Orchard Gardens, and Trotter Elementary are among the 12 Boston
schools receiving federal School Improvement Grant money. Under that program’s
turnaround model, each of the T3 schools has a new principal and has replaced at
least half its staff. Additional details were fleshed out through new state legislation and
a memorandum of understanding with the Boston Teachers Union allowing for
extended learning time and hiring flexibility.
Beyond those prescriptions, though, the T3 initiative has been shaped by classroom
teachers.
Teach Plus began as an offshoot of the Rennie Center for Education Policy and
Outreach, in Cambridge, Mass., and became an independent nonprofit in 2009. Its
goal, according to founder and Chief Executive Officer Celine Coggins, is to help
create leadership opportunities for teachers in the “second stage” of their careers that
don’t require them to leave the classroom for administration or higher education.
The T3 initiative grew out of the Teaching Policy Fellows, a program run by Teach Plus
that selectively recruits teachers and gives them opportunities to study education
policy and craft their own proposals for improving schools. ("Mass. Urban Teachers
Being Groomed to Help Sway Policy," April 30, 2008.)
In 2009, the Boston fellows outlined a cohort approach to help rectify inequitable
access to high-quality teaching for students in low-performing schools. The teachers
said they were willing to take on the additional challenge of working in such schools—
but wanted to do so with a cadre of experienced colleagues at their sides.
As such, T3 stands in contrast to incentives states and districts have tried over the
years that have primarily targeted individual teachers with financial rewards. When
crafting the proposal, the fellows felt that even the best teachers could be
overwhelmed by a dysfunctional school environment without support from a critical
mass of experienced peers, Ms. Coggins said.
“An individual goes into a troubled school with their cape and says, ‘I’m a superhero’—
the fellows were like, ‘Why would anyone think that would work?’ ” she recalled.
T3 teachers now make up a quarter of the staff at each of the schools.
The district’s superintendent, Carol R. Johnson, praised the effort for supplementing
the turnaround model’s emphasis on principal leadership.
“A strong leader attracts better teachers, but we needed another strategy to attract
and retain the best teachers possible to work in schools that needed significant
acceleration,” she said. “While you can have great individual teachers in a school,
unless the teachers work together as a team to establish a set of beliefs and action
steps that are collectively owned, we won’t see the kind of sustainable improvement
that really matters.”
Track Records
T3 participants must have at least three years of classroom experience, and they must
complete a rigorous interview process and provide evidence of past success in
improving learning. The current crop of recruits averages nine years in the classroom...
The Overrepresentation of Black
Students in Special Education ...
in Special Education Classrooms
Kimberly Suzette Peterz Chicago,
Illinois.
www.inmotionmagazine.com/peterz1
.html
Students in Special Education ...
in Special Education Classrooms
Kimberly Suzette Peterz Chicago,
Illinois.
www.inmotionmagazine.com/peterz1
.html
UUA: Religious Education
Jun 1, 2010 ... The Unitarian Universalist
Association (UUA) offers lifespan resources
for education, worship, advocacy, and
social action that nurture ...
Main Page Content - Sidebar Content -
Share This Page
www.uua.org/religiouseducation/index.shtm
l
Jun 1, 2010 ... The Unitarian Universalist
Association (UUA) offers lifespan resources
for education, worship, advocacy, and
social action that nurture ...
Main Page Content - Sidebar Content -
Share This Page
www.uua.org/religiouseducation/index.shtm
l
American Indian education:
counternarratives in racism, struggle, ... -
Google Books Result
Matthew L. M. Fletcher - 2008 -
Education - 223 pages
... Traverse Band of Ottawa and Chippewa
Indians and the Michigan Land Use
Institute to, inter alia, improve access to
the cemetery on South Fox Island). ...
books.google.com/books?isbn=041595735
4
counternarratives in racism, struggle, ... -
Google Books Result
Matthew L. M. Fletcher - 2008 -
Education - 223 pages
... Traverse Band of Ottawa and Chippewa
Indians and the Michigan Land Use
Institute to, inter alia, improve access to
the cemetery on South Fox Island). ...
books.google.com/books?isbn=041595735
4
The Research and Innovative
Technology Administration (RITA)
Technology Administration (RITA)
| Charlie Waugh |
Information System By: Jeffrey A.
Drezner, Mary E. Chenoweth, William
Micklish, Edward W. Merrow
Drezner, Mary E. Chenoweth, William
Micklish, Edward W. Merrow
| People to watch: |
| Robert Gallagher, San Diego Attorney (Bob Gallagher) |
| Grossmont Union High School District (former) Superintendent Terry Ryan, board member, Jim Kelly |
Parham & Rajcic Law Firm
Pamela Dempsey
Mark Bresee
(Mr. Bresee went to work
for the Orange County
Office of Education, then to
San Diego Unified School
District in 2008)
Jack Parham
Pamela Dempsey
Mark Bresee
(Mr. Bresee went to work
for the Orange County
Office of Education, then to
San Diego Unified School
District in 2008)
Jack Parham
Elizabeth Schulman
Matthew C. Smith
Deborah Garvin
Matthew C. Smith
Deborah Garvin
| Barbara Abeyta, representative, National City Elementary Teachers Association |
| Mary Kay Rosinski, former President National City Elementary Teachers Association |
| Structure of the educational system in California |
| Terry Olson, signed decision as CPP panelist |
| Commission on Professional Competence Are these individuals fit to make decisions about who teaches in our schools? |
| H. James Ahler, Administrative Law Judge |
| OAH Office of Administrative Hearings Ron Diedrich, Chief ALJ Presiding ALJ, San Diego: Steven Adler (former ) Alan R. Alvord (current); appointed by Arnold Schwarzenegger Margaret Farrow, staff counsel H. James Ahler, ALJ (fan of Richard Werlin) |
| Chula Vista Educators (CVE) Board of Directors July 2008 Pres. Peggie Myers (c. Aug. 07) VP Monica Sorenson, Esq.(Nov07) Jim Groth Barbara Dunwoodie Nancy Potts Norma Pacheco-Davis NEW!!! Jennefer Porch-NEW!!! Maureen Mcnair--NEW!!! Tim Kriss-NEW!!! Jena Ritchey--NEW!!! New Executive Director Mary Ellen Berumen was NOT involved in wrongdoing 2001-2005 Former members Gina Boyd, Mary Kay Jenkins, Paula Lee Perry, Yolanda Abrenica, Gayle Calliger, Andra (Andy) Johnston, Guillermo Gomez, Donna Padilla, Lasha Allen, Sandra Casares, Allan Insko, Mary Elizabeth "Mimi" Carr, Penny Martinez, Joyce Abrams and Executive Director Tim O'Neill |
| PERB Public Employment Relations Board John Duncan, Alfred K. Whitehead Lilian Shek, Sally McKeag, Karen Neuwald Bob Thompson, General Counsel |
| SDCOE's Dan Shinoff is the "eraser" and Mark Bresee helps with the paperwork. |
| CTA California Teachers Association Decision makers: Carolyn Doggett, Executive Director Beverly Tucker, Head Counsel Minor figures: David Sanchez, President Dean Vogel, Vice President Daniel Vaughn, Secretary Treas. Rosalind Wolf, staff counsel Michael D. Hersh, staff counsel Bernhard Rohrbacher, attorney Ann Smith, MEA/CTA |
| FAIR USE NOTICE This site contains copyrighted material the use of which has not always been specifically authorized by the copyright owner. We are making such material available in our efforts to advance understanding of education issues vital to a democracy. We believe this constitutes a 'fair use' of any such copyrighted material as provided for in section 107 of the US Copyright Law. In accordance with Title 17 U.S.C. Section 107, the material on this site is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. If you wish to use copyrighted material from this site for purposes of your own that go beyond 'fair use', you must obtain permission from the copyright owner. |
| SDCOE Joint Powers Authority (JPA) Lora Duzyk, Assistant Superintendent, Business Service Executive Director: Diane Crosier, CALA Executive Committee Tom Anthony Term expires June 2007 SDCOE Legal Services Council Chair: Tom Anthony Term expires June 2007 Members: Ed Brand Peggy Lynch Dave Cowles-Vista Don Phillips-Poway Unifed (as of Feb. 2006) |
| Cheryl Cox 2000 to 2006-resigned to become mayor, replaced by: David Bejarano 2007 (appointed) |
| *A plea to 49ers football star Alex Smith: Talk to your mom about CVESD lawsuit, the Danielle Coziahr case Update: Maybe my plea to Alex did some good. The case was settled. |
| Alex Smith Foundation |
| Patrick Judd Larry Cunningham Betha Lopez Pamela Smith* |
| Blogs |
Other firms, individuals
Are our schools failing
because no one has a clue as
to how to teach today's kids?
Or is it something else?
because no one has a clue as
to how to teach today's kids?
Or is it something else?
| CVESD Chula Vista Elementary School District Administration Francisco Escobedo(replacing Lowell Billings) Susan Fahle Formerly Fmr. Sup Libia Gil Fmr. Asst. Sup. Richard Werlin Tom Cruz, retired Dennis Doyle (went to National SD then got fired) |
Jim Groth P
(replaced Dianne Jones in 2007)
Jim Groth was apparently chosen
in appreciation of his loyalty to
Beverly Tucker and Carloyn
Doggett.
Eric Heins C
[Replacing Pixie Hayward
Schickele]
Recent directors
Marc Knapp (1946-2007) CTA/NEA
David Hernandez At-Large
(left in 2007 to become CTA
staffer)
Other CTA leaders:
Marlene Scholz
Favored CTA teacher:
Albert Truitt
(replaced Dianne Jones in 2007)
Jim Groth was apparently chosen
in appreciation of his loyalty to
Beverly Tucker and Carloyn
Doggett.
Eric Heins C
[Replacing Pixie Hayward
Schickele]
Recent directors
Marc Knapp (1946-2007) CTA/NEA
David Hernandez At-Large
(left in 2007 to become CTA
staffer)
Other CTA leaders:
Marlene Scholz
Favored CTA teacher:
Albert Truitt
Marty G. Meeden At-large
Jim Rogers CTA/NEA coordination
Bonnie Shatun I
Jim Rogers CTA/NEA coordination
Bonnie Shatun I
CTA Board of Directors
2007-8
District
Larry Allen (San Francisco) A
Donald Bridge K
Paula Caplinger E
Dana Dillon D
[replaced Larry Carlin in 2007]
Mikki Cichocki O
Tom Conry N (San Diego)
Dayton Crummey B
Michael Green H
Dián Dolores Hasson J-HE
Lynette Henley At-Large
Mignon Jackson J-LA
Don Dawson F
(replaced Robert C. Nichols)
Mary Rose Ortega J-LA
Cynthia Peña G
Lloyd Porter M
Tyrone Cabell L
[replaced Daniel Vaughn in
2007]
2007-8
District
Larry Allen (San Francisco) A
Donald Bridge K
Paula Caplinger E
Dana Dillon D
[replaced Larry Carlin in 2007]
Mikki Cichocki O
Tom Conry N (San Diego)
Dayton Crummey B
Michael Green H
Dián Dolores Hasson J-HE
Lynette Henley At-Large
Mignon Jackson J-LA
Don Dawson F
(replaced Robert C. Nichols)
Mary Rose Ortega J-LA
Cynthia Peña G
Lloyd Porter M
Tyrone Cabell L
[replaced Daniel Vaughn in
2007]
| Why did April Boling give an award to CVESD without investigating? Why did Marty Emerald refuse to investigate education abuses? |
| If you find any errors of fact in this website, Maura Larkins would like to know. Please report errors or other problems to sandiegoedreport@gmail.com |
| The San Diego Education Report reports on Education, Politics and the Connection between them in San Diego, California and the US. |
| Published by Maura Larkins |
| Email: sandiegoedreport@gmail.com |
Blogs
San Diego Education
Report's TEACHER
EVALUATION PLAN
Report's TEACHER
EVALUATION PLAN
Class 1966
San Diego High School
San Diego High School
California Insurance Services, Inc.
New York News - Runnin' Scared -
"Higher Ed" Archives
By Tony Ortega .... White House Says
ARRA Saved 4000 Education Jobs in
City; Post Reveals Fraud -- It ... Angela
Ashman, Animal New York, Animals,
Ann Coulter, Announcements ...
Health Care, Henry Blodget, Higher
Ed, Hillary Clinton ...
blogs.villagevoice.com/runninscared/a
rchives/higher_ed/
"Higher Ed" Archives
By Tony Ortega .... White House Says
ARRA Saved 4000 Education Jobs in
City; Post Reveals Fraud -- It ... Angela
Ashman, Animal New York, Animals,
Ann Coulter, Announcements ...
Health Care, Henry Blodget, Higher
Ed, Hillary Clinton ...
blogs.villagevoice.com/runninscared/a
rchives/higher_ed/
U.S. Department of Education
Senior Advisor to Discuss Priorities ...
Jun 3, 2010 ... U.S. Department of
Education Senior Advisor for Early
Learning Jacqueline Jones will
discuss the Obama administration's
priorities for early ...
www.ed.gov/.../us-department-educa
tion-senior-advisor-discuss-priorities
-and-best-practices-e
Senior Advisor to Discuss Priorities ...
Jun 3, 2010 ... U.S. Department of
Education Senior Advisor for Early
Learning Jacqueline Jones will
discuss the Obama administration's
priorities for early ...
www.ed.gov/.../us-department-educa
tion-senior-advisor-discuss-priorities
-and-best-practices-e
[DOC]
US Department of Education
Organizational Directory -- April 30 ...
File Format: Microsoft Word
Deputy Assistant Secretary for
Enforcement, Sandra Battle ......
Charter Schools Programs, Director,
Dean Kern. Fund for the Improvement
of Education Director, Linda Jones .....
ECD5 Office Director, Debora
Osgood 1470 312-730-1595 ...
www2.ed.gov/about/offices/or/org_dire
ctory.doc - Similar
US Department of Education
Organizational Directory -- April 30 ...
File Format: Microsoft Word
Deputy Assistant Secretary for
Enforcement, Sandra Battle ......
Charter Schools Programs, Director,
Dean Kern. Fund for the Improvement
of Education Director, Linda Jones .....
ECD5 Office Director, Debora
Osgood 1470 312-730-1595 ...
www2.ed.gov/about/offices/or/org_dire
ctory.doc - Similar
Common Data Set of U.S. Higher
Education Definitions). A. ABD "all but
degree" or "all but dissertation", Not a
formal degree;
Education Definitions). A. ABD "all but
degree" or "all but dissertation", Not a
formal degree;
...one of the nation's largest
providers of education
financing, Wells Fargo
Education Financial Services
providers of education
financing, Wells Fargo
Education Financial Services
Ginger E. Jacobs received her J.D.
degree with cum laude honors from
Harvard Law School in 1998 and her
Bachelor of Arts degree with magna
cum laude honors from Duke
University in 1995. ...Ms. Jacobs
moved to New York City and worked
as a litigator at the New York firm of
Cahill Gordon & Reindel and the
international law firm of Covington &
Burling... corporate clients in state
and federal courts, as well as before
the Securities and Exchange
Commission and the New York State
Commission on Lobbying. In
2001...Ms. Jacobs decided to change
her focus from commercial litigation
and white-collar criminal defense to
immigration law. She moved to San
Diego, California, and practiced with a
well-regarded sole practitioner for two
years before co-founding the firm
(formerly known as Guerrero Jacobs
& Schlesinger LLP) with her former
law partner and renowned
immigration advocate, Andrea
Guerrero.
* Jacobs Schlesinger
Ople & Sheppard LLP
degree with cum laude honors from
Harvard Law School in 1998 and her
Bachelor of Arts degree with magna
cum laude honors from Duke
University in 1995. ...Ms. Jacobs
moved to New York City and worked
as a litigator at the New York firm of
Cahill Gordon & Reindel and the
international law firm of Covington &
Burling... corporate clients in state
and federal courts, as well as before
the Securities and Exchange
Commission and the New York State
Commission on Lobbying. In
2001...Ms. Jacobs decided to change
her focus from commercial litigation
and white-collar criminal defense to
immigration law. She moved to San
Diego, California, and practiced with a
well-regarded sole practitioner for two
years before co-founding the firm
(formerly known as Guerrero Jacobs
& Schlesinger LLP) with her former
law partner and renowned
immigration advocate, Andrea
Guerrero.
* Jacobs Schlesinger
Ople & Sheppard LLP
States get D-plus
on teacher
reviews
By LIBBY QUAID, AP
Jan 29, 2009
WASHINGTON – States are not
doing what it takes to keep good
teachers and remove bad ones,
a national study found.
Only Iowa and New Mexico
require any evidence that public
school teachers are effective
before granting them tenure,
according to the review released
Thursday by the National Council
on Teacher Quality.
"States can help districts do
much more to ensure that the
right teachers stay and the right
teachers leave," said Kate
Walsh, president of the
Washington-based nonpartisan
group.
Hiring and firing teachers is done
locally in more than 14,000
school districts nationwide. But
state law governs virtually every
aspect of teaching, including how
and when teachers obtain
tenure, which protects teachers
from being fired.
Tenure is not a job guarantee.
But it is a significant safeguard,
preventing teachers from being
fired without just cause or due
process.
Nearly every state lets public
school teachers earn tenure in
three years or less, the group
said. In all but Iowa and New
Mexico, tenure is virtually
automatic, the study said.
States were given letter grades in
the study, earning a D-plus on
average. The group gave its
highest overall mark, a B-minus,
to South Carolina, saying the
state does better than any other
at allowing ineffective teachers to
be fired.
South Carolina requires two
annual evaluations of new
teachers. Teachers there who
get bad reviews are placed on a
plan for improvement. Only those
teachers on probation — not
tenured teachers — can be
dismissed if they don't improve.
The rest of the states earned C's
or worse. Five — Maine,
Montana, New Hampshire,
Rhode Island and Vermont —
earned F's, as did the District of
Columbia.
In all, only 13 states say that
teachers who get multiple bad
reviews can be fired. Only about
half the states, 26 of them, put
teachers on an improvement
plan after one bad review.
The National Education
Association, the biggest teachers
union, said job protections
shouldn't be blamed for keeping
bad teachers on the job.
"No district-union contract in
America states that bad teachers
can never be fired from their
jobs," said Segun Eubanks,
NEA's director of teacher quality.
"Yet too often, district-teacher
union contracts are blamed for
inadequate, ineffective and
misused teacher evaluation
systems."
Eubanks said teacher firing
should be part of a broad
evaluation and support system
developed in cooperation with
teachers, either through unions
or teacher groups.
That argument jibes with the
study, which said that states are
sorely lacking when it comes to
evaluating teachers.
Only 23 say new teachers must
be evaluated more than once a
year. Nine states don't require
any evaluation of new teachers.
The study says states do little to
keep teachers on the job, even
raising barriers in some cases.
Also, 20 states insist that
teachers take additional classes
that don't specifically help them
improve. Five states make
teachers get advanced degrees
to be get professionally licensed,
despite research indicating
those degrees don't necessarily
help people teach better. Some
18 states require that teachers
with advanced degrees be paid
more.
The study also wades into a
growing controversy over whether
teachers should be held
accountable for their students'
progress.
It said just 15 states require a
look at whether kids are learning
when teachers are evaluated. In
addition, the study gave poor
ratings to 35 states that don't
explicitly connect bonuses or
raises to evidence of student
achievement.
The NEA and other unions and
teacher groups argue there
should be multiple measures of
teacher performance along with
student achievement.
The study also rated 17 states
poorly for not offering higher pay
or loan forgiveness to teachers
who work in high-needs schools
or in math and science, subjects
where there is a teaching
shortage.
on teacher
reviews
By LIBBY QUAID, AP
Jan 29, 2009
WASHINGTON – States are not
doing what it takes to keep good
teachers and remove bad ones,
a national study found.
Only Iowa and New Mexico
require any evidence that public
school teachers are effective
before granting them tenure,
according to the review released
Thursday by the National Council
on Teacher Quality.
"States can help districts do
much more to ensure that the
right teachers stay and the right
teachers leave," said Kate
Walsh, president of the
Washington-based nonpartisan
group.
Hiring and firing teachers is done
locally in more than 14,000
school districts nationwide. But
state law governs virtually every
aspect of teaching, including how
and when teachers obtain
tenure, which protects teachers
from being fired.
Tenure is not a job guarantee.
But it is a significant safeguard,
preventing teachers from being
fired without just cause or due
process.
Nearly every state lets public
school teachers earn tenure in
three years or less, the group
said. In all but Iowa and New
Mexico, tenure is virtually
automatic, the study said.
States were given letter grades in
the study, earning a D-plus on
average. The group gave its
highest overall mark, a B-minus,
to South Carolina, saying the
state does better than any other
at allowing ineffective teachers to
be fired.
South Carolina requires two
annual evaluations of new
teachers. Teachers there who
get bad reviews are placed on a
plan for improvement. Only those
teachers on probation — not
tenured teachers — can be
dismissed if they don't improve.
The rest of the states earned C's
or worse. Five — Maine,
Montana, New Hampshire,
Rhode Island and Vermont —
earned F's, as did the District of
Columbia.
In all, only 13 states say that
teachers who get multiple bad
reviews can be fired. Only about
half the states, 26 of them, put
teachers on an improvement
plan after one bad review.
The National Education
Association, the biggest teachers
union, said job protections
shouldn't be blamed for keeping
bad teachers on the job.
"No district-union contract in
America states that bad teachers
can never be fired from their
jobs," said Segun Eubanks,
NEA's director of teacher quality.
"Yet too often, district-teacher
union contracts are blamed for
inadequate, ineffective and
misused teacher evaluation
systems."
Eubanks said teacher firing
should be part of a broad
evaluation and support system
developed in cooperation with
teachers, either through unions
or teacher groups.
That argument jibes with the
study, which said that states are
sorely lacking when it comes to
evaluating teachers.
Only 23 say new teachers must
be evaluated more than once a
year. Nine states don't require
any evaluation of new teachers.
The study says states do little to
keep teachers on the job, even
raising barriers in some cases.
Also, 20 states insist that
teachers take additional classes
that don't specifically help them
improve. Five states make
teachers get advanced degrees
to be get professionally licensed,
despite research indicating
those degrees don't necessarily
help people teach better. Some
18 states require that teachers
with advanced degrees be paid
more.
The study also wades into a
growing controversy over whether
teachers should be held
accountable for their students'
progress.
It said just 15 states require a
look at whether kids are learning
when teachers are evaluated. In
addition, the study gave poor
ratings to 35 states that don't
explicitly connect bonuses or
raises to evidence of student
achievement.
The NEA and other unions and
teacher groups argue there
should be multiple measures of
teacher performance along with
student achievement.
The study also rated 17 states
poorly for not offering higher pay
or loan forgiveness to teachers
who work in high-needs schools
or in math and science, subjects
where there is a teaching
shortage.
Union-Tribune
Editorial
Protection racket
Bad teachers need
not fear in California
May 7, 2009
...It is encouraging, though, that a
trustee of the Los Angeles Unified
School District wants to replace the
state's years-long and ineffective
process for firing bad teachers who
have tenure.
During a meeting at which the Los
Angeles school board approved
laying off thousands of the newest
teachers, however capable they are,
trustee Marlene Canter proposed
allowing districts to terminate
tenured teachers, even those with the
most seniority, after two consecutive
bad performance reviews. This
audacious idea, so antithetical to
teacher unions' credo that years in
classrooms are the best measure of
teachers' competence, was
assigned to a task force for study.
Its members need only read the Los
Angeles Times article detailing how
state law achieves precisely what the
California Teachers Association
wanted: to give all but impenetrable
job protection even to its
worst-performing members. How
impenetrable? The CTA has more
than 300,000 members statewide.
Statewide, 31 teachers have been
fired in the past five years.
Current state law gives the final
decision on firings to review panels
composed of an administrative
judge, a teacher chosen by the
school district and a teacher chosen
by the teacher facing termination. The
panels seldom approve termination,
even if years of observation and
volumes of documentation establish
atrocious performance. Even a high
school teacher who kept
pornography, pot and cocaine at
school and an older teacher who
couldn't stop frequent fistfights
among her fourth-graders kept their
jobs.
This process exists not to rid schools
of incompetent or scofflaw teachers.
It exists to ensure that no teacher is
fired because a supervisor dislikes
her, or before the district spends
years trying to teach her to teach.
Neither the students in bad teachers'
classrooms nor the taxpayers who
must keep paying them factor into the
process. Teachers want it that way,
and legislators eager to keep their
seats have kept it that way. Short of
students' mass movement to charter
schools, where usual union rules
don't apply, or a revolt by parents and
others who value educated kids over
lousy teachers, it will stay that way.
Editorial
Protection racket
Bad teachers need
not fear in California
May 7, 2009
...It is encouraging, though, that a
trustee of the Los Angeles Unified
School District wants to replace the
state's years-long and ineffective
process for firing bad teachers who
have tenure.
During a meeting at which the Los
Angeles school board approved
laying off thousands of the newest
teachers, however capable they are,
trustee Marlene Canter proposed
allowing districts to terminate
tenured teachers, even those with the
most seniority, after two consecutive
bad performance reviews. This
audacious idea, so antithetical to
teacher unions' credo that years in
classrooms are the best measure of
teachers' competence, was
assigned to a task force for study.
Its members need only read the Los
Angeles Times article detailing how
state law achieves precisely what the
California Teachers Association
wanted: to give all but impenetrable
job protection even to its
worst-performing members. How
impenetrable? The CTA has more
than 300,000 members statewide.
Statewide, 31 teachers have been
fired in the past five years.
Current state law gives the final
decision on firings to review panels
composed of an administrative
judge, a teacher chosen by the
school district and a teacher chosen
by the teacher facing termination. The
panels seldom approve termination,
even if years of observation and
volumes of documentation establish
atrocious performance. Even a high
school teacher who kept
pornography, pot and cocaine at
school and an older teacher who
couldn't stop frequent fistfights
among her fourth-graders kept their
jobs.
This process exists not to rid schools
of incompetent or scofflaw teachers.
It exists to ensure that no teacher is
fired because a supervisor dislikes
her, or before the district spends
years trying to teach her to teach.
Neither the students in bad teachers'
classrooms nor the taxpayers who
must keep paying them factor into the
process. Teachers want it that way,
and legislators eager to keep their
seats have kept it that way. Short of
students' mass movement to charter
schools, where usual union rules
don't apply, or a revolt by parents and
others who value educated kids over
lousy teachers, it will stay that way.
What rigid teachers
do instead of
education
Rather than learning the
curriculum, some students are
relegated to "instead of"
education. They are kids who
can't get their acts together,
and are refused an education
on that basis. They are given
"lesson" after "lesson" to teach
them to behave a certain way.
Rigid teachers are great for
some kids, destructive to others.
Why not teach all kids the
curriculum rather than denying
problem kids an education?
Aren't we just creating bigger
problems by condemning
problem kids to failure?
do instead of
education
Rather than learning the
curriculum, some students are
relegated to "instead of"
education. They are kids who
can't get their acts together,
and are refused an education
on that basis. They are given
"lesson" after "lesson" to teach
them to behave a certain way.
Rigid teachers are great for
some kids, destructive to others.
Why not teach all kids the
curriculum rather than denying
problem kids an education?
Aren't we just creating bigger
problems by condemning
problem kids to failure?
Challenging Year
Begins for Many
Local Schools
By Maureen Cavanaugh, Hank Crook
KPBS Radio
These Days
September 8, 2009
...CAVANAUGH: Tell us a little bit
about that firewall that exists in
California because I know Governor
Schwarzenegger wants California to
get some of that money and he is
pushing reforms to allow us to
change the way we evaluate
teachers in order to get our hands on
that money. Tell us about that.
TINTOCALIS: Well, there – A lot of
states actually don't have this
firewall. California has this firewall.
Nevada and New York and I think
Wisconsin also have these type of
firewalls. And so what the governor is
saying is, look, you know, state
lawmakers, we have this law on the
books that doesn't allow us to
connect student test scores to
teacher performance. What we need
to do is remove that firewall through
legislative change so we can
become eligible to get some of this
money. And in doing so, we're kind of
reshaping education policy because
the governor truly feels like he's on
board with the Obama administration
on this. He believes that there should
not be any type of barrier when it
comes to figuring out whether a
teacher is performing poorly or if a
teacher is doing well. So he is, you
know, he's been around the state
kind of putting his message out
there, saying that we have to change
this law that's on the book, which is
kind of like a teacher protection law.
And he was actually in San Diego, in
Chula Vista actually, for a press
conference to push that message
forward and he was in Chula Vista
because the Chula Vista Elementary
School District, they use student data
to evaluate their teachers.
Now it varies from school to
school and I actually talked
to the superintendent here,
his name's Lowell Billings.
And I – Because I didn't
realize Chula Vista does this.
And I should explain that in
California, there's a firewall
but there's a loophole in the
law that allows certain
districts to move forward
with their own little ways of
doing it. So in Chula Vista,
they have their own way of
doing it, and it's not against the
law because there's this
loophole. And so the
superintendent, Lowell Billings,
says, you know, this is a huge
part of how we conduct
business down here. This is
one way we evaluate teachers.
He didn't say whether or not
they get paid extra or they get
dismissed based on it but he
says it's a big part of figuring
out whether a teacher is doing
a good job. And this is what he
had to say based on how
there's no standard formula.
LOWELL BILLINGS
(Superintendent, Chula Vista
Elementary School District): It
varies from school to school
and teacher to teacher. And the
point being is that data's there
to inform instruction. And, you
know, with some teachers it's
more direct, with others it's
more influential in terms of just
shaping practice so, you know,
there isn't one set way but the
fact that it's there and it's a
prominent part, teachers look at
their outcomes. We print
reports that show, gee, in your
class, did students grow or did
they lose ground?...
Begins for Many
Local Schools
By Maureen Cavanaugh, Hank Crook
KPBS Radio
These Days
September 8, 2009
...CAVANAUGH: Tell us a little bit
about that firewall that exists in
California because I know Governor
Schwarzenegger wants California to
get some of that money and he is
pushing reforms to allow us to
change the way we evaluate
teachers in order to get our hands on
that money. Tell us about that.
TINTOCALIS: Well, there – A lot of
states actually don't have this
firewall. California has this firewall.
Nevada and New York and I think
Wisconsin also have these type of
firewalls. And so what the governor is
saying is, look, you know, state
lawmakers, we have this law on the
books that doesn't allow us to
connect student test scores to
teacher performance. What we need
to do is remove that firewall through
legislative change so we can
become eligible to get some of this
money. And in doing so, we're kind of
reshaping education policy because
the governor truly feels like he's on
board with the Obama administration
on this. He believes that there should
not be any type of barrier when it
comes to figuring out whether a
teacher is performing poorly or if a
teacher is doing well. So he is, you
know, he's been around the state
kind of putting his message out
there, saying that we have to change
this law that's on the book, which is
kind of like a teacher protection law.
And he was actually in San Diego, in
Chula Vista actually, for a press
conference to push that message
forward and he was in Chula Vista
because the Chula Vista Elementary
School District, they use student data
to evaluate their teachers.
Now it varies from school to
school and I actually talked
to the superintendent here,
his name's Lowell Billings.
And I – Because I didn't
realize Chula Vista does this.
And I should explain that in
California, there's a firewall
but there's a loophole in the
law that allows certain
districts to move forward
with their own little ways of
doing it. So in Chula Vista,
they have their own way of
doing it, and it's not against the
law because there's this
loophole. And so the
superintendent, Lowell Billings,
says, you know, this is a huge
part of how we conduct
business down here. This is
one way we evaluate teachers.
He didn't say whether or not
they get paid extra or they get
dismissed based on it but he
says it's a big part of figuring
out whether a teacher is doing
a good job. And this is what he
had to say based on how
there's no standard formula.
LOWELL BILLINGS
(Superintendent, Chula Vista
Elementary School District): It
varies from school to school
and teacher to teacher. And the
point being is that data's there
to inform instruction. And, you
know, with some teachers it's
more direct, with others it's
more influential in terms of just
shaping practice so, you know,
there isn't one set way but the
fact that it's there and it's a
prominent part, teachers look at
their outcomes. We print
reports that show, gee, in your
class, did students grow or did
they lose ground?...
Human Capital Key Worry for
Reformers
Edweek
By Lesli A. Maxwell
Corporations have been striving
to perfect the “people side” of
their operations for decades.
Most hunt aggressively for the
right talent, train workers to
produce at high levels, and
reward top performers with
promotions and higher pay.
In public education, though,
school districts have been more
passive in managing this vital
asset. Most rely on colleges and
universities to supply workers,
and pay and promote people for
experience and education levels
rather than for their success in
raising student achievement.
But as the pressure to improve
schools continues to mount—and
reform efforts fall short—a
growing number of school district
leaders, funders, education
thinkers, and policymakers are
zeroing in on developing “human
capital” as the key strategy to
improve student learning...
Reformers
Edweek
By Lesli A. Maxwell
Corporations have been striving
to perfect the “people side” of
their operations for decades.
Most hunt aggressively for the
right talent, train workers to
produce at high levels, and
reward top performers with
promotions and higher pay.
In public education, though,
school districts have been more
passive in managing this vital
asset. Most rely on colleges and
universities to supply workers,
and pay and promote people for
experience and education levels
rather than for their success in
raising student achievement.
But as the pressure to improve
schools continues to mount—and
reform efforts fall short—a
growing number of school district
leaders, funders, education
thinkers, and policymakers are
zeroing in on developing “human
capital” as the key strategy to
improve student learning...
The Male Professor as
Open Book?
By eduwonkette
March 21, 2008
...check out Daniel Hamermesh's
paper, Beauty in the Classroom,
which finds that attractive
professors receive better course
evaluations. Hot male profs
receive higher returns to their
attractiveness than do hot female
profs (which also means that
unattractive male profs get
penalized more than unattractive
female profs). The authors argue
that the positive relationship
between beauty and evaluations
represents a productivity effect, not
just a discrimination effect. In other
words, are attractive faculty really
better teachers, perhaps because
students pay more attention?
Could the same apply in high
school? If Alexander Russo's TFA
crushes tell us anything, the
answer may be yes.
Open Book?
By eduwonkette
March 21, 2008
...check out Daniel Hamermesh's
paper, Beauty in the Classroom,
which finds that attractive
professors receive better course
evaluations. Hot male profs
receive higher returns to their
attractiveness than do hot female
profs (which also means that
unattractive male profs get
penalized more than unattractive
female profs). The authors argue
that the positive relationship
between beauty and evaluations
represents a productivity effect, not
just a discrimination effect. In other
words, are attractive faculty really
better teachers, perhaps because
students pay more attention?
Could the same apply in high
school? If Alexander Russo's TFA
crushes tell us anything, the
answer may be yes.
BEAUTY IN THE
CLASSROOM:
INSTRUCTORS’
PULCHRITUDE AND
PUTATIVE PEDAGOGICAL
PRODUCTIVITY
Daniel S. Hamermesh and
Amy M. Parker
CLASSROOM:
INSTRUCTORS’
PULCHRITUDE AND
PUTATIVE PEDAGOGICAL
PRODUCTIVITY
Daniel S. Hamermesh and
Amy M. Parker
It's not enough
(and it's not even
necessary) to get rid of
the worst
teachers...unless
teachers are being laid
off...
Only if layoffs are required by
budget cuts is it necessary to
get rid of the worst teachers.
Laying off excellent new
teachers while keeping
incompetent tenured
teachers is a shameful
practice. Seniority should not
be used to determine which
teachers lose their jobs. (See
story about ACLU lawsuit.)
What jobs should be
given to the worst
teachers?
1) Let them work in an
assistant capacity.
2) Make sure the good
teachers get lots more
money in order to attract
the best and brightest.
3) What about the mediocre
teachers?
The mediocre teachers are
probably the most serious
problem, but one that can
be fixed. Mediocre teachers
should not be left
entirely to their own
devices.
They should have master
teachers filling in the gaps and
overruling their worst
decisions. One master teacher
would be assigned to three or
four regular teachers, and
would have ultimate
responsibility for the success of
the students (and be paid much
better than the regular
teachers).
(and it's not even
necessary) to get rid of
the worst
teachers...unless
teachers are being laid
off...
Only if layoffs are required by
budget cuts is it necessary to
get rid of the worst teachers.
Laying off excellent new
teachers while keeping
incompetent tenured
teachers is a shameful
practice. Seniority should not
be used to determine which
teachers lose their jobs. (See
story about ACLU lawsuit.)
What jobs should be
given to the worst
teachers?
1) Let them work in an
assistant capacity.
2) Make sure the good
teachers get lots more
money in order to attract
the best and brightest.
3) What about the mediocre
teachers?
The mediocre teachers are
probably the most serious
problem, but one that can
be fixed. Mediocre teachers
should not be left
entirely to their own
devices.
They should have master
teachers filling in the gaps and
overruling their worst
decisions. One master teacher
would be assigned to three or
four regular teachers, and
would have ultimate
responsibility for the success of
the students (and be paid much
better than the regular
teachers).
Evaluate
teachers--but
don't fire them
teachers--but
don't fire them
Teachers should be
evaluated through
observations by experienced
teachers from other school
districts (to limit the role of
politics). The evaluators
shouldn't even know beforehand
whom they're going to evaluate.
New teachers could
accompany and assist the
evaluators; observing and
assessing is a great way to learn.
There could be a standard list
of traits to look for.
Every teacher would be
given a classification--highly
qualified, qualified, not fully
qualified (apprentice) based
on 4 criteria:
evaluated through
observations by experienced
teachers from other school
districts (to limit the role of
politics). The evaluators
shouldn't even know beforehand
whom they're going to evaluate.
New teachers could
accompany and assist the
evaluators; observing and
assessing is a great way to learn.
There could be a standard list
of traits to look for.
Every teacher would be
given a classification--highly
qualified, qualified, not fully
qualified (apprentice) based
on 4 criteria:
Blog posts about this topic:
Pay teachers double or triple
Evaluating teachers
Pay teachers double or triple
Evaluating teachers
Failure gets a pass:
Examining California public school districts'
effectiveness in removing teachers and other
educators who harm or poorly serve their students.
L.A. Unified pays teachers not to teach
By Jason Song
About 160 instructors and others get salaries for doing nothing while their job fitness is reviewed.
They collect roughly $10 million a year, even as layoffs are considered because of a budget gap.
Firing tenured teachers a tough and costly task
By Jason Song
A Times investigation finds the process so arduous that many principals don't even try, except in
the very worst cases.
Joseph Walker, former principal of Grant High School in Van Nuys, says that because of the uphill
battles that administrators face in terminating teachers: “You’re not going to fire someone who’s
not doing their job. And if you have someone who’s done something really egregious, there’s only
a 50-50 chance that you can fire them.”
A Times investigation finds the process so arduous that many principals don't even try, except in
the very worst cases. Jettisoning a teacher solely because he or she can't teach is rare.
Path to dismissal
* Failure gets a pass: a Times investigation
To fire or not to fire? [Only 20 out of 159 dismissals were related to poor teaching.]
A look at differing outcomes in the firing process
May 3, 2009
Terrance Britt
Position: School counselor, Henry Clay Middle School, L.A. Unified School District
Allegations: At after-work gathering in 2006, got in argument in which he grabbed a female co-
worker. Her 57-year-old boyfriend later confronted Britt, 36, and Britt beat him severely. Britt
pleaded no contest to assault.
Defense: He paid restitution, attended AA, anger management classes. Told commission he was
not "totally innocent" but believed others played a significant part in the incident. His lawyer said
Britt acted in self-defense.
Decision: Firing overturned in 2007. L.A. Unified "failed to establish that [Britt's] misconduct or his
conviction has adversely affected students or other district employees." He's now a counselor at
Bret Harte Preparatory Middle School in South L.A.
Matef Harmachis
Position: Economics and government teacher, Santa Barbara School District
Allegations: Put student in headlock; made offensive remarks such as: "Just because you're good
in bed doesn't mean you can eat in class." Hugged, kissed a girl, told her to "rub her body all over
his."
Defense: He denied some of the statements, said others were not intended as sexual. Said
prominent parents pressured district to dismiss him and he did not get proper notice of the
allegations.
Decision: Firing overturned in 2006. His comments show an unfitness to teach in some respects
but he "did not have improper sexual motivations for his conduct. Rather he sought to achieve
class goals or to counsel students about life choices." Appellate court upheld earlier decisions
reinstating his job.
Michael Klinkert
Position: Special education teacher, Grossmont Union High School District
Allegations: Delayed or denied meals to misbehaving students, sometimes for a full afternoon.
Allowed staff to use foul language, tell inappropriate jokes in front of children.
Defense: Former recipient of Distinguished Service Award, reputation as dedicated and skillful.
When confronted by an aide about withholding meals, he immediately stopped.
Decision: Firing overturned in 2006. Appellate court upheld earlier decisions reinstating his job.
Paul J. Ewell
Position: Math teacher at Aliso Viejo Middle School, Capistrano Unified School District
Allegations: Had an improper relationship with a 14-year-old. Although sexual relations weren't
alleged, the two shared intimate communications despite complaints from the child's mother that
it was "abnormal."
Defense: The former Teacher of the Year said he was "passionate about teaching." Contended
that the inquiry violated his civil rights and that the district was mainly at fault because it failed to
provide teachers with concrete examples of sexual harassment.
Decision: Fired in 2008. Commissioners found his conduct "weird, stupid, creepy, sick,
unjustifiable, extremely disturbing, completely inappropriate and beyond the bounds of
professionalism."
Ron Bhare
Position: Science teacher, Mira Costa High School, Manhattan Beach Joint Unified School District
Allegations: Threatened to abuse students who didn't do well on test, saying they would have to
"bend over and grab their ankles"; threw objects at students; put some in headlocks. Advocated
inflicting violence against illegal immigrants; sprayed butane at a student who was toying with a
lighted Bunsen burner, threatening to set his clothes on fire.
Defense: Bhare admitted mistakes and sought "clinical treatment." Many students said he was
one of the best teachers they had ever had.
Decision: Fired in 2003. Commission majority said retaining this "otherwise excellent teacher"
would expose the district to liability.
Iris Mayers
Position: Third-grade teacher, Longfellow Elementary School, Compton Unified School District
Allegations: Physically abused students on six occasions in 1994-95. Slapped one girl who had
brought a note from a family member asking Mayers to stop mistreating her. After an investigation,
was returned to the classroom in 1995-96 and physically abused students on eight more
occasions.
Defense: Mayers said she did nothing wrong and "accepts no responsibility for her conduct,"
according to documents filed with the state.
Decision: Fired in 1998.
A sampling of cases decided in the last 15 years by Commissions on Professional Competence,
the final administrative arbiters of whether teachers or other credentialed employees should be
fired.
Examining California public school districts'
effectiveness in removing teachers and other
educators who harm or poorly serve their students.
L.A. Unified pays teachers not to teach
By Jason Song
About 160 instructors and others get salaries for doing nothing while their job fitness is reviewed.
They collect roughly $10 million a year, even as layoffs are considered because of a budget gap.
Firing tenured teachers a tough and costly task
By Jason Song
A Times investigation finds the process so arduous that many principals don't even try, except in
the very worst cases.
Joseph Walker, former principal of Grant High School in Van Nuys, says that because of the uphill
battles that administrators face in terminating teachers: “You’re not going to fire someone who’s
not doing their job. And if you have someone who’s done something really egregious, there’s only
a 50-50 chance that you can fire them.”
A Times investigation finds the process so arduous that many principals don't even try, except in
the very worst cases. Jettisoning a teacher solely because he or she can't teach is rare.
Path to dismissal
* Failure gets a pass: a Times investigation
To fire or not to fire? [Only 20 out of 159 dismissals were related to poor teaching.]
A look at differing outcomes in the firing process
May 3, 2009
Terrance Britt
Position: School counselor, Henry Clay Middle School, L.A. Unified School District
Allegations: At after-work gathering in 2006, got in argument in which he grabbed a female co-
worker. Her 57-year-old boyfriend later confronted Britt, 36, and Britt beat him severely. Britt
pleaded no contest to assault.
Defense: He paid restitution, attended AA, anger management classes. Told commission he was
not "totally innocent" but believed others played a significant part in the incident. His lawyer said
Britt acted in self-defense.
Decision: Firing overturned in 2007. L.A. Unified "failed to establish that [Britt's] misconduct or his
conviction has adversely affected students or other district employees." He's now a counselor at
Bret Harte Preparatory Middle School in South L.A.
Matef Harmachis
Position: Economics and government teacher, Santa Barbara School District
Allegations: Put student in headlock; made offensive remarks such as: "Just because you're good
in bed doesn't mean you can eat in class." Hugged, kissed a girl, told her to "rub her body all over
his."
Defense: He denied some of the statements, said others were not intended as sexual. Said
prominent parents pressured district to dismiss him and he did not get proper notice of the
allegations.
Decision: Firing overturned in 2006. His comments show an unfitness to teach in some respects
but he "did not have improper sexual motivations for his conduct. Rather he sought to achieve
class goals or to counsel students about life choices." Appellate court upheld earlier decisions
reinstating his job.
Michael Klinkert
Position: Special education teacher, Grossmont Union High School District
Allegations: Delayed or denied meals to misbehaving students, sometimes for a full afternoon.
Allowed staff to use foul language, tell inappropriate jokes in front of children.
Defense: Former recipient of Distinguished Service Award, reputation as dedicated and skillful.
When confronted by an aide about withholding meals, he immediately stopped.
Decision: Firing overturned in 2006. Appellate court upheld earlier decisions reinstating his job.
Paul J. Ewell
Position: Math teacher at Aliso Viejo Middle School, Capistrano Unified School District
Allegations: Had an improper relationship with a 14-year-old. Although sexual relations weren't
alleged, the two shared intimate communications despite complaints from the child's mother that
it was "abnormal."
Defense: The former Teacher of the Year said he was "passionate about teaching." Contended
that the inquiry violated his civil rights and that the district was mainly at fault because it failed to
provide teachers with concrete examples of sexual harassment.
Decision: Fired in 2008. Commissioners found his conduct "weird, stupid, creepy, sick,
unjustifiable, extremely disturbing, completely inappropriate and beyond the bounds of
professionalism."
Ron Bhare
Position: Science teacher, Mira Costa High School, Manhattan Beach Joint Unified School District
Allegations: Threatened to abuse students who didn't do well on test, saying they would have to
"bend over and grab their ankles"; threw objects at students; put some in headlocks. Advocated
inflicting violence against illegal immigrants; sprayed butane at a student who was toying with a
lighted Bunsen burner, threatening to set his clothes on fire.
Defense: Bhare admitted mistakes and sought "clinical treatment." Many students said he was
one of the best teachers they had ever had.
Decision: Fired in 2003. Commission majority said retaining this "otherwise excellent teacher"
would expose the district to liability.
Iris Mayers
Position: Third-grade teacher, Longfellow Elementary School, Compton Unified School District
Allegations: Physically abused students on six occasions in 1994-95. Slapped one girl who had
brought a note from a family member asking Mayers to stop mistreating her. After an investigation,
was returned to the classroom in 1995-96 and physically abused students on eight more
occasions.
Defense: Mayers said she did nothing wrong and "accepts no responsibility for her conduct,"
according to documents filed with the state.
Decision: Fired in 1998.
A sampling of cases decided in the last 15 years by Commissions on Professional Competence,
the final administrative arbiters of whether teachers or other credentialed employees should be
fired.
We need evaluations of teachers
conducted by professionals who have
no personal or political connections
with the school or district of the
teacher being evaluated. The ratings
should be used to decide who will be
a regular teacher, and who will be a
master teacher with more
responsibility.
conducted by professionals who have
no personal or political connections
with the school or district of the
teacher being evaluated. The ratings
should be used to decide who will be
a regular teacher, and who will be a
master teacher with more
responsibility.
The teacher evaluation process
needs to involve more than
test scores and a subjective
evaluation by a principal.
Principals, like students who
sabotage tests, are sometimes
prone to playing politics. Why
not have a standardized
process that includes student
test scores, teacher test
scores, and observations of the
teacher by professional
evaluators? Why not rate
teachers like the bar
association rates lawyers who
are candidates for judicial
office: highly qualified,
qualified, or not fully qualified.
Those who are not qualified for
full classroom responsibility
wouldn't have to be fired; they
could be given jobs with less
responsibility, and be
supervised by highly qualified
teachers.
needs to involve more than
test scores and a subjective
evaluation by a principal.
Principals, like students who
sabotage tests, are sometimes
prone to playing politics. Why
not have a standardized
process that includes student
test scores, teacher test
scores, and observations of the
teacher by professional
evaluators? Why not rate
teachers like the bar
association rates lawyers who
are candidates for judicial
office: highly qualified,
qualified, or not fully qualified.
Those who are not qualified for
full classroom responsibility
wouldn't have to be fired; they
could be given jobs with less
responsibility, and be
supervised by highly qualified
teachers.
Tear Down that (Fire)Wall!
Eduflack
Improving Education Through Effective Communications
2009/08/17
In recent weeks, there has been a great deal of
attention with regard to firewalls and the linkages
between the evaluation of teachers and the
achievement of students. The current draft criteria for Race to the Top proclaims
that states must be able to use student performance data from their respective state assessments,
crosswalking it back to the classroom to determine which teachers have been effective (and which
have not). In a new era of teacher incentives and merit pay, the trickledown of federal law will soon
demand that good teachers "show" their effectiveness, and that there is no stronger measure for it
than how well their students achieve.
As soon as those draft criteria were written, we started hearing of the legal obstacles policymakers in
California, New York, Nevada, and Wisconsin would need to overcome (as all four states currently
prohibit linking individual teachers to student achievement data). California claims that while it is
prohibited at the state level, exemplar school districts like Long Beach Unified are already pursuing
such policies. New Yorkers immediately go on the defensive, and claim that the federal interpretation
of laws in the Empire State is incorrect. Wisconsin's soon-to-be former governor is quickly working
with the state legislature to reverse their firewall issue. And what happens in Vegas is clearly staying
there, as we've heard nary a peep from Nevada on their plans to address a potential stumbling block
to RttT funds.
At the heart of the firewall issue is one incredibly important philosophy. If we are to improve the
quality of K-12 education in the United States, we need to ensure effective, high-quality teaching is
happening in classrooms throughout the nation. To ensure that, we need hard, strong, irrefutable
quantitative measures for determining effective teaching. And the surest path to determining effective
teaching is by measuring the outputs. Good teaching results in effective learning. Effective learning
shows itself on student assessments. Strong student assessments mean quality teaching in the
classroom. Rinse and repeat.
Is it as simple as that? In an era where most of our student assessments are focused on measuring
reading and math proficiency in grades three through eight, do we really have a full quantitative
picture to separate the good teachers from the bad? Do we really have the data to determine effective
teaching from that which is getting in the way of achievement? And do we know enough about
student performance data that we are able to make very clear cause/effect determinations of teacher
quality based on student test scores, without needing to factor in the other variables, factors, and
resources that ultimately impact a student's ability to learn?
Don't get me wrong, Eduflack is all for focusing on teacher quality. We have schools of education
who are turning out teachers that lack the pedagogy or content knowledge to succeed (with most of
them ending up in the schools and communities that need teachers the best). In fact, Harvard
University Dean Merseth recently said that only 100 education schools are doing "a competent job,"
while the other 1,200 could be shut down tomorrow.
At the same time, prevalent thinking has grown more and more in line with the belief that pedagogy
and clinical training simply do not matter. New teachers can get by on four weeks of classroom prep,
not four years. Low-quality teacher training programs and questionable alternative certification
pathways are all about throwing teachers into the deep end, without ensuring that they are able to
swim first. And we've built a system where the classrooms and communities in the most need are
rarely serving as home to our strongest and most capable teachers. Struggling schools are made to
feel lucky they have a teacher at all, and are more than happy to just settle for a "warm body."
The convergence of these beliefs and these realities paint a dangerous picture when it comes to
rewarding teacher quality and measuring it by student performance on state assessments. Why?
Teaching is more than just reading and math. Yes, those two subjects represent the very
foundations of learning. Without reading and math skills, students will struggle performing in other
subjects. But if state assessments are our rubric, are we saying that some subject matter teachers
are less equal than others? We all know that science will soon be brought on line, but what about
other academic subjects. Social studies and history. Art and music. Foreign languages. Even ELL
and special education. Do those teachers not fit into our bell curve of effective teaching if we do not
have state assessments for the subjects they teach? Are they not effective teachers because we are
not measuring student achievement in their chosen academic fields?
What about the notion of the teacher team? If I am a middle school student, my performance on the
state reading exam is impacted by more than just what is happening in my ELA class. Hopefully, my
social studies teacher is introducing new vocabulary words and forcing me to apply critical thinking
and comprehension skills to what I am reading. My first or second year of a foreign language is
getting me to reflect more closely on sentence structure and the roots and meanings of key words or
word parts. Even my math and science classes are contributing to my overall literacy skills. So if I
gain on the state reading exam, is that just a win for my reading teacher (as the current proposals
would call for) or is that a win for the entire faculty? Should teacher success be based on the
success of the school, with a rising instructional tide lifting all boats, or can it really be winnowed
down to a one-to-one formula, where a boost in an individual student's reading score is solely
credited to the teacher who happened to have them in the ELA class for 45 minutes a day?
What about longitudinal gains? In Washington, DC, this year we witnessed how targeted test skill
development can influence performance on the state exam. So are we asking teachers to do test
prep or to teach? Are they to facilitate or to educate? Seems that the ultimate measure of a teacher is
not just the short term gain on the state assessment, but also how well the student retains that
knowledge and applies it in future grades and in future studies. But how, exactly, do we capture that
in a quick and dirty way? In an era where we still look for the immediate payoff, no one wants to wait
and see the longitudinal academic gains of students, ensuring that there are no drop-offs from fourth
grade until eighth grade?
Are all gains equal? If I am a math teacher in an upper class suburban public school, and my
students post five point gains on the state assessment, taking them from 92 percent to 97 percent, is
that equal to a math teacher in a failing urban middle school who boosts student math performance
from 45 percent to 50 percent? Is a gain a gain, or are some gains more equal than others? Do
teachers get extra points for impacting the achievement gap? Is there a weighted system for
demonstrating gains in dropout factories or historically low-performing schools? Is demonstrating
real movement in the bottom quintile worth more than moving a few points in the uppermost quintile?
And then we have all of the intangibles that should be factored into the mix. Class size. Native
languages. Pre-service education. In-service professional development. Quality and quantity of
instructional materials. Accessibility to mentor teachers. Parental involvement. Principal and
administrator support. All play a role in driving student achievement and ultimately closing the
achievement gap. How do all get factored into the formula that student achievement plus teacher
incentives equals effective educators?
We should be doing everything we can to strengthen the teaching profession and ensure that
classrooms in need are getting the most effective teachers possible. We should acknowledge that
not everyone is cut out for teaching, and that getting that first teaching job and a union card should not
be the only tools required to assure lifetime employment. And we should look to quantifiably
measure teacher effectiveness, recognizing that the ultimate ROI for education is whether students
are learning or not (and that they are able to retain it). We should be incentivizing superstar teachers,
particularly those who teach hard-to-staff subjects or in hard-to-staff schools.
But before we tear down the remaining firewalls and decide that teacher evaluations are based solely
on a student's singular performance on a bubble sheet exam, we need to make sure we aren't
moving a bad solution forward without truly diagnosing the problem. Virtually all states are struggling
to implement good data systems that track students longitudinally. Before such data tracking is in
place, can we really use the numbers to evaluate teacher performance? Current standards are a
hodgepodge of the good, bad, and ugly when it comes to what we are teaching students and what we
expect them to learn. Can we evaluate teachers on student performance when we have no national
agreement on what student proficiency in fourth or eighth grade truly looks like, regardless of zip code
or state lines? And can we truly use assessments to evaluate teachers when the vast majority of
educators teach subjects or grades that simply aren't assessed in the first place?
Seems we need to focus on the development and implementation of our standards, our
assessments, and our data collection before we can move to step 106 and begin applying that data
to determine the salaries, longevity, and very existence of the teachers we are linking it to. In our zeal
to fix the problem, we could be creating a slew of additional ones. And at the end of the day, none of
them get at the heart of the matter — improving the quality of instruction while boosting student
learning and closing the gaps between the haves and have nots.
Eduflack
Improving Education Through Effective Communications
2009/08/17
In recent weeks, there has been a great deal of
attention with regard to firewalls and the linkages
between the evaluation of teachers and the
achievement of students. The current draft criteria for Race to the Top proclaims
that states must be able to use student performance data from their respective state assessments,
crosswalking it back to the classroom to determine which teachers have been effective (and which
have not). In a new era of teacher incentives and merit pay, the trickledown of federal law will soon
demand that good teachers "show" their effectiveness, and that there is no stronger measure for it
than how well their students achieve.
As soon as those draft criteria were written, we started hearing of the legal obstacles policymakers in
California, New York, Nevada, and Wisconsin would need to overcome (as all four states currently
prohibit linking individual teachers to student achievement data). California claims that while it is
prohibited at the state level, exemplar school districts like Long Beach Unified are already pursuing
such policies. New Yorkers immediately go on the defensive, and claim that the federal interpretation
of laws in the Empire State is incorrect. Wisconsin's soon-to-be former governor is quickly working
with the state legislature to reverse their firewall issue. And what happens in Vegas is clearly staying
there, as we've heard nary a peep from Nevada on their plans to address a potential stumbling block
to RttT funds.
At the heart of the firewall issue is one incredibly important philosophy. If we are to improve the
quality of K-12 education in the United States, we need to ensure effective, high-quality teaching is
happening in classrooms throughout the nation. To ensure that, we need hard, strong, irrefutable
quantitative measures for determining effective teaching. And the surest path to determining effective
teaching is by measuring the outputs. Good teaching results in effective learning. Effective learning
shows itself on student assessments. Strong student assessments mean quality teaching in the
classroom. Rinse and repeat.
Is it as simple as that? In an era where most of our student assessments are focused on measuring
reading and math proficiency in grades three through eight, do we really have a full quantitative
picture to separate the good teachers from the bad? Do we really have the data to determine effective
teaching from that which is getting in the way of achievement? And do we know enough about
student performance data that we are able to make very clear cause/effect determinations of teacher
quality based on student test scores, without needing to factor in the other variables, factors, and
resources that ultimately impact a student's ability to learn?
Don't get me wrong, Eduflack is all for focusing on teacher quality. We have schools of education
who are turning out teachers that lack the pedagogy or content knowledge to succeed (with most of
them ending up in the schools and communities that need teachers the best). In fact, Harvard
University Dean Merseth recently said that only 100 education schools are doing "a competent job,"
while the other 1,200 could be shut down tomorrow.
At the same time, prevalent thinking has grown more and more in line with the belief that pedagogy
and clinical training simply do not matter. New teachers can get by on four weeks of classroom prep,
not four years. Low-quality teacher training programs and questionable alternative certification
pathways are all about throwing teachers into the deep end, without ensuring that they are able to
swim first. And we've built a system where the classrooms and communities in the most need are
rarely serving as home to our strongest and most capable teachers. Struggling schools are made to
feel lucky they have a teacher at all, and are more than happy to just settle for a "warm body."
The convergence of these beliefs and these realities paint a dangerous picture when it comes to
rewarding teacher quality and measuring it by student performance on state assessments. Why?
Teaching is more than just reading and math. Yes, those two subjects represent the very
foundations of learning. Without reading and math skills, students will struggle performing in other
subjects. But if state assessments are our rubric, are we saying that some subject matter teachers
are less equal than others? We all know that science will soon be brought on line, but what about
other academic subjects. Social studies and history. Art and music. Foreign languages. Even ELL
and special education. Do those teachers not fit into our bell curve of effective teaching if we do not
have state assessments for the subjects they teach? Are they not effective teachers because we are
not measuring student achievement in their chosen academic fields?
What about the notion of the teacher team? If I am a middle school student, my performance on the
state reading exam is impacted by more than just what is happening in my ELA class. Hopefully, my
social studies teacher is introducing new vocabulary words and forcing me to apply critical thinking
and comprehension skills to what I am reading. My first or second year of a foreign language is
getting me to reflect more closely on sentence structure and the roots and meanings of key words or
word parts. Even my math and science classes are contributing to my overall literacy skills. So if I
gain on the state reading exam, is that just a win for my reading teacher (as the current proposals
would call for) or is that a win for the entire faculty? Should teacher success be based on the
success of the school, with a rising instructional tide lifting all boats, or can it really be winnowed
down to a one-to-one formula, where a boost in an individual student's reading score is solely
credited to the teacher who happened to have them in the ELA class for 45 minutes a day?
What about longitudinal gains? In Washington, DC, this year we witnessed how targeted test skill
development can influence performance on the state exam. So are we asking teachers to do test
prep or to teach? Are they to facilitate or to educate? Seems that the ultimate measure of a teacher is
not just the short term gain on the state assessment, but also how well the student retains that
knowledge and applies it in future grades and in future studies. But how, exactly, do we capture that
in a quick and dirty way? In an era where we still look for the immediate payoff, no one wants to wait
and see the longitudinal academic gains of students, ensuring that there are no drop-offs from fourth
grade until eighth grade?
Are all gains equal? If I am a math teacher in an upper class suburban public school, and my
students post five point gains on the state assessment, taking them from 92 percent to 97 percent, is
that equal to a math teacher in a failing urban middle school who boosts student math performance
from 45 percent to 50 percent? Is a gain a gain, or are some gains more equal than others? Do
teachers get extra points for impacting the achievement gap? Is there a weighted system for
demonstrating gains in dropout factories or historically low-performing schools? Is demonstrating
real movement in the bottom quintile worth more than moving a few points in the uppermost quintile?
And then we have all of the intangibles that should be factored into the mix. Class size. Native
languages. Pre-service education. In-service professional development. Quality and quantity of
instructional materials. Accessibility to mentor teachers. Parental involvement. Principal and
administrator support. All play a role in driving student achievement and ultimately closing the
achievement gap. How do all get factored into the formula that student achievement plus teacher
incentives equals effective educators?
We should be doing everything we can to strengthen the teaching profession and ensure that
classrooms in need are getting the most effective teachers possible. We should acknowledge that
not everyone is cut out for teaching, and that getting that first teaching job and a union card should not
be the only tools required to assure lifetime employment. And we should look to quantifiably
measure teacher effectiveness, recognizing that the ultimate ROI for education is whether students
are learning or not (and that they are able to retain it). We should be incentivizing superstar teachers,
particularly those who teach hard-to-staff subjects or in hard-to-staff schools.
But before we tear down the remaining firewalls and decide that teacher evaluations are based solely
on a student's singular performance on a bubble sheet exam, we need to make sure we aren't
moving a bad solution forward without truly diagnosing the problem. Virtually all states are struggling
to implement good data systems that track students longitudinally. Before such data tracking is in
place, can we really use the numbers to evaluate teacher performance? Current standards are a
hodgepodge of the good, bad, and ugly when it comes to what we are teaching students and what we
expect them to learn. Can we evaluate teachers on student performance when we have no national
agreement on what student proficiency in fourth or eighth grade truly looks like, regardless of zip code
or state lines? And can we truly use assessments to evaluate teachers when the vast majority of
educators teach subjects or grades that simply aren't assessed in the first place?
Seems we need to focus on the development and implementation of our standards, our
assessments, and our data collection before we can move to step 106 and begin applying that data
to determine the salaries, longevity, and very existence of the teachers we are linking it to. In our zeal
to fix the problem, we could be creating a slew of additional ones. And at the end of the day, none of
them get at the heart of the matter — improving the quality of instruction while boosting student
learning and closing the gaps between the haves and have nots.
Observations
are the key to
teacher
evaluations
Teachers enjoy the same kind of
grade inflation that students enjoy:
good
evaluations for little effort. Schools
are rather clubby institutions, with
the teachers' lounge and the
principal's office acting as the
clubhouse and golf links. Most
principals spend very little time in
the classroom, but they spend plenty
of time talking to the aggressively
political teachers who visit their
offices. Sometimes principals even
tell teachers to write their own
evaluations. Some schools are
fortunate to have very professional
staffs, but most staffs are a mixture
of political players and those who
simply try to stay out of their way.
The focus on personal politics
results in lots of subjective decision
making. I agree that observation is
the key to evaluation, but
principals need visiting
professionals who aren't in
the club to do the serious
evaluating and decision
making.
Measuring Teaching
Voice of San Diego
RICK BEACH
September 28, 2009
...For all these reasons,
simplistic measures of student
learning are ineffective for
teachers. Test scores simply
have too many problems to rely
upon for comparisons about
teaching.
What does work? Professional
standards of teaching and
observation of teaching
behaviors consistent with those
standards will work.
Things like asking good
questions of students, inspiring
curiosity and motivating inquiry
about the subject. Things like
differentiating the material
based on what the child
already knows, or doesn't
know. Those were the qualities
of teachers that made a
difference in my life. And I'm a
Ph.D. who got 16 percent on
my first algebra test!
Not as easy as scanning test
answer sheets for 500,000
students, but a better way to
recognize good teaching is
when your child experiences it.
are the key to
teacher
evaluations
Teachers enjoy the same kind of
grade inflation that students enjoy:
good
evaluations for little effort. Schools
are rather clubby institutions, with
the teachers' lounge and the
principal's office acting as the
clubhouse and golf links. Most
principals spend very little time in
the classroom, but they spend plenty
of time talking to the aggressively
political teachers who visit their
offices. Sometimes principals even
tell teachers to write their own
evaluations. Some schools are
fortunate to have very professional
staffs, but most staffs are a mixture
of political players and those who
simply try to stay out of their way.
The focus on personal politics
results in lots of subjective decision
making. I agree that observation is
the key to evaluation, but
principals need visiting
professionals who aren't in
the club to do the serious
evaluating and decision
making.
Measuring Teaching
Voice of San Diego
RICK BEACH
September 28, 2009
...For all these reasons,
simplistic measures of student
learning are ineffective for
teachers. Test scores simply
have too many problems to rely
upon for comparisons about
teaching.
What does work? Professional
standards of teaching and
observation of teaching
behaviors consistent with those
standards will work.
Things like asking good
questions of students, inspiring
curiosity and motivating inquiry
about the subject. Things like
differentiating the material
based on what the child
already knows, or doesn't
know. Those were the qualities
of teachers that made a
difference in my life. And I'm a
Ph.D. who got 16 percent on
my first algebra test!
Not as easy as scanning test
answer sheets for 500,000
students, but a better way to
recognize good teaching is
when your child experiences it.
Firing tenured teachers can be a costly
and tortuous task
Liz O. Baylen
Los Angeles Times
By Jason Song
May 3, 2009
The eighth-grade boy held out his wrists for teacher Carlos Polanco to see.
He had just explained to Polanco and his history classmates at Virgil Middle School in Koreatown
why he had been absent: He had been in the hospital after an attempt at suicide.
Polanco looked at the cuts and said they "were weak," according to witness accounts in
documents filed with the state. "Carve deeper next time," he was said to have told the boy.
"Look," Polanco allegedly said, "you can't even kill yourself."
The boy's classmates joined in, with one advising how to cut a main artery, according to the
witnesses.
"See," Polanco was quoted as saying, "even he knows how to commit suicide better than you."
The Los Angeles school board, citing Polanco's poor judgment, voted to fire him.
But Polanco, who contended that he had been misunderstood, kept his job. A little-known review
commission overruled the board, saying that although the teacher had made the statements, he
had meant no harm.
It's remarkably difficult to fire a tenured public school teacher in California, a Times investigation
has found. The path can be laborious and labyrinthine, in some cases involving years of
investigation, union grievances, administrative appeals, court challenges and re-hearings.
Not only is the process arduous, but some districts are particularly unsuccessful in navigating its
complexities. The Los Angeles Unified School District sees the majority of its appealed
dismissals overturned, and its administrators are far less likely even to try firing a tenured teacher
than those in other districts.
The Times reviewed every case on record in the last 15 years in which a tenured employee was
fired by a California school district and formally contested the decision before a review
commission: 159 in all (not including about two dozen in which the records were destroyed). The
newspaper also examined court and school district records and interviewed scores of people,
including principals, teachers, union officials, district administrators, parents and students.
Among the findings:
* Building a case for dismissal is so time-consuming, costly and draining for principals and
administrators that many say they don't make the effort except in the most egregious cases. The
vast majority of firings stem from blatant misconduct, including sexual abuse, other immoral or
illegal behavior, insubordination or repeated violation of rules such as showing up on time.
* Although districts generally press ahead with only the strongest cases, even these get knocked
down more than a third of the time by the specially convened review panels, which have the
discretion to restore teachers' jobs even when grounds for dismissal are proved.
* Jettisoning a teacher solely because he or she can't teach is rare. In 80% of the dismissals that
were upheld, classroom performance was not even a factor.
When teaching is at issue, years of effort -- and thousands of dollars -- sometimes go into
rehabilitating the teacher as students suffer. Over the three years before he was fired, one
struggling math teacher in Stockton was observed 13 times by school officials, failed three
year-end evaluations, was offered a more desirable assignment and joined a mentoring program
as most of his ninth-grade students flunked his courses.
As a case winds its way through the system, legal costs can soar into the six figures.
Meanwhile, said Kendra Wallace, principal of Daniel Webster Middle School on Los Angeles'
Westside, an ineffective teacher can instruct 125 to 260 students a year -- up to 1,300 in the five
years she says it often takes to remove a tenured employee.
"The hardest conversation to have is when a student comes in and looks at you and says, 'Can you
please come teach our class?' " she said.
When coaching and other improvement efforts don't work, she said, "You're in the position of
having to look at 125 kids and just say, 'I'm sorry,' because the process of removal is really difficult.
. . . You're looking at these kids and knowing they are going to high school and they're not ready. It
is absolutely devastating." ...
and tortuous task
Liz O. Baylen
Los Angeles Times
By Jason Song
May 3, 2009
The eighth-grade boy held out his wrists for teacher Carlos Polanco to see.
He had just explained to Polanco and his history classmates at Virgil Middle School in Koreatown
why he had been absent: He had been in the hospital after an attempt at suicide.
Polanco looked at the cuts and said they "were weak," according to witness accounts in
documents filed with the state. "Carve deeper next time," he was said to have told the boy.
"Look," Polanco allegedly said, "you can't even kill yourself."
The boy's classmates joined in, with one advising how to cut a main artery, according to the
witnesses.
"See," Polanco was quoted as saying, "even he knows how to commit suicide better than you."
The Los Angeles school board, citing Polanco's poor judgment, voted to fire him.
But Polanco, who contended that he had been misunderstood, kept his job. A little-known review
commission overruled the board, saying that although the teacher had made the statements, he
had meant no harm.
It's remarkably difficult to fire a tenured public school teacher in California, a Times investigation
has found. The path can be laborious and labyrinthine, in some cases involving years of
investigation, union grievances, administrative appeals, court challenges and re-hearings.
Not only is the process arduous, but some districts are particularly unsuccessful in navigating its
complexities. The Los Angeles Unified School District sees the majority of its appealed
dismissals overturned, and its administrators are far less likely even to try firing a tenured teacher
than those in other districts.
The Times reviewed every case on record in the last 15 years in which a tenured employee was
fired by a California school district and formally contested the decision before a review
commission: 159 in all (not including about two dozen in which the records were destroyed). The
newspaper also examined court and school district records and interviewed scores of people,
including principals, teachers, union officials, district administrators, parents and students.
Among the findings:
* Building a case for dismissal is so time-consuming, costly and draining for principals and
administrators that many say they don't make the effort except in the most egregious cases. The
vast majority of firings stem from blatant misconduct, including sexual abuse, other immoral or
illegal behavior, insubordination or repeated violation of rules such as showing up on time.
* Although districts generally press ahead with only the strongest cases, even these get knocked
down more than a third of the time by the specially convened review panels, which have the
discretion to restore teachers' jobs even when grounds for dismissal are proved.
* Jettisoning a teacher solely because he or she can't teach is rare. In 80% of the dismissals that
were upheld, classroom performance was not even a factor.
When teaching is at issue, years of effort -- and thousands of dollars -- sometimes go into
rehabilitating the teacher as students suffer. Over the three years before he was fired, one
struggling math teacher in Stockton was observed 13 times by school officials, failed three
year-end evaluations, was offered a more desirable assignment and joined a mentoring program
as most of his ninth-grade students flunked his courses.
As a case winds its way through the system, legal costs can soar into the six figures.
Meanwhile, said Kendra Wallace, principal of Daniel Webster Middle School on Los Angeles'
Westside, an ineffective teacher can instruct 125 to 260 students a year -- up to 1,300 in the five
years she says it often takes to remove a tenured employee.
"The hardest conversation to have is when a student comes in and looks at you and says, 'Can you
please come teach our class?' " she said.
When coaching and other improvement efforts don't work, she said, "You're in the position of
having to look at 125 kids and just say, 'I'm sorry,' because the process of removal is really difficult.
. . . You're looking at these kids and knowing they are going to high school and they're not ready. It
is absolutely devastating." ...
The most obvious problem that
would arise in this situation is
that the regular teachers would
not want to take direction from
the master teachers. Teachers
are notoriously stubborn about
doing things their own way, and
have been known to form groups
to launch political and personal
attacks on any teacher or
principal that wants to do things
differently. My suggestion is to
set up a system of bonuses that
are awarded jointly to the regular
teacher and his/her master
teacher. However, the master
teacher would have the major
responsibility to see that
students are successful.
3. The master teachers should
be paid two to three times
what the regular teachers are
paid in order to attract highly
gifted individuals away from
careers as doctors,
accountants, and CEOs.
would arise in this situation is
that the regular teachers would
not want to take direction from
the master teachers. Teachers
are notoriously stubborn about
doing things their own way, and
have been known to form groups
to launch political and personal
attacks on any teacher or
principal that wants to do things
differently. My suggestion is to
set up a system of bonuses that
are awarded jointly to the regular
teacher and his/her master
teacher. However, the master
teacher would have the major
responsibility to see that
students are successful.
3. The master teachers should
be paid two to three times
what the regular teachers are
paid in order to attract highly
gifted individuals away from
careers as doctors,
accountants, and CEOs.
I. Frequent direct
observations by
unbiased observers
[Teachers in the same school
could observe, too, but the
purpose would be less for
evaluation and more for
professional development for
both observer and observed];
observations by
unbiased observers
[Teachers in the same school
could observe, too, but the
purpose would be less for
evaluation and more for
professional development for
both observer and observed];
Does that sound crazy?
Here's why its not:
Here's why its not:
Why CTA
loves
seniority
It helps them maintain
the fiction that all
teachers are equally
good at their jobs
loves
seniority
It helps them maintain
the fiction that all
teachers are equally
good at their jobs
"School leaders hand
out the pink slips loyal
to the seniority rules --
a result of state law.
Even reformers
concede state law
restricts the district to
this automated
application of the
practice.
"That doesn't mean the
local teachers union
doesn't like the rules.
"The teachers union is
willing to howl about
the pain inflicted by
these cuts on single
schools like Jackson
Elementary, but not
willing to shoulder any
of the blame for the
make up of the rules
that cause it to happen.
out the pink slips loyal
to the seniority rules --
a result of state law.
Even reformers
concede state law
restricts the district to
this automated
application of the
practice.
"That doesn't mean the
local teachers union
doesn't like the rules.
"The teachers union is
willing to howl about
the pain inflicted by
these cuts on single
schools like Jackson
Elementary, but not
willing to shoulder any
of the blame for the
make up of the rules
that cause it to happen.
When the new grandiose
Lincoln High opened to
students this year, it attracted
too many students. It also
attracted a young teacher from
Chula Vista, Guillermo Gomez.
I met Gomez at the teacher's
lounge during lunch at Lincoln
High recently. Gomez and his
colleagues were planning
marches and various ways to
get their students to express
their displeasure with
proposed school budget cuts
around the state -- cuts that, if
fully implemented as proposed,
would mean 913 school
teachers would be laid off
districtwide.
Gomez would be one of them. A
year and a half ago, dressed in
black formal wear and smiling,
the young teacher accepted
one of the four awards given
each year to the "teachers of
the year" in the county. He had
been a teacher for 10 years at
Vista Square Elementary
School in Chula Vista.
Despite his success, the
opportunity to teach at Lincoln
High School's new School of
Social Justice intrigued him,
and Gomez moved not only into
a classroom with older kids but
into a new school district -- San
Diego Unified. He says he took
a $10,000 pay cut for the
chance to teach at Lincoln.
No doubt, Lincoln is an
attractive place. There are
tennis courts on top of the
parking garage and each
classroom has a state-of-the-
art multimedia system. The
executive principal, Mel Collins,
strides around the campus
barking instructions at security
personnel and haranguing
loiterers unsure, or unwilling to
say, where they're supposed to
be.
At the old Lincoln, Collins said,
a group of three young men,
chatting and looking out over
the baseball field during class
time would have been
overlooked, if seen at all. Not
anymore, he says. In 15
minutes, I saw the principal
dress down three security
guards -- one for sitting down...
It feels like good things are
happening at Lincoln. Gomez
clearly likes it. Not too long ago,
though, his new employers
repaid this enthusiasm with a
pink slip.
Now, talk to most anyone in the
education world and they'll
assure you that Gomez and
912 of his colleagues who have
gotten the pink slips probably
won't lose their jobs. They'll say
the governor and Legislature
will come to a compromise and
the eventual cuts will probably
be small enough that they can
be "absorbed." You have to love
that term in discussions about
government budgets. It usually
means that the infection of
troubled times is handled not
with a shocking amputation of
services or fat but with
something more like an
injection of some kind of
calming but lethal poison into
the system. The symptoms of
the budget's troubles are
delayed, but the system's
bones rot.
"Everybody knows there's not
going to be a 10 percent hit to
education," said Camille
Zombro, the president of the
local teachers union, the San
Diego Education Association.
She added: "One or two percent
can be absorbed."
...Gomez is one of 18 certified
teachers at Lincoln who got the
letter. It's not because the
district and school don't value
him and the others. They might
like them very much. The
problem is that Gomez is
considered a new teacher in
the city of San Diego. His years
in Chula Vista mean nothing to
the blind bureaucracy of school
contracts.
And since Lincoln is a new
school that recruited a lot of
new teachers and transfers
from other districts and charter
schools, the disruption of
layoffs -- if they aren't fictional --
will be exaggerated. If the
district must cut, Lincoln will
lose 18 teachers. This is
compared to seven at
Clairemont High School, eight
at Mira Mesa, 10 at Morse High
and nine at Point Loma High
School.
The same thing is happening --
though worse -- at Jackson
Elementary School, just south
of San Diego State in east San
Diego, where 24 of the school's
26 teachers received notices
that they will be laid off if the
budget cuts are as severe as
they possibly can be.
Sure, they will be replaced. But
the people who come in will
have gotten bumped down from
schools where they wanted to
be. They may have done all they
could, in fact, to get away from
places like Jackson and
Lincoln...
The old Lincoln was troubled.
The new Lincoln is just getting
started. If you rotate out a fifth of
its teachers after the first year,
you're not giving it much of a
chance at the beginning. Why
would anyone choose to
hammer Jackson and Lincoln
and leave other schools in
more prosperous
neighborhoods much less
affected?
...In the teachers lounge that
day were some of Gomez'
colleagues, many of whom had
also received notices that their
employment was tenuous.
There was Edward Moller, an
art teacher, who's been a
teacher for nine years -- in the
San Diego Unified School
District. But because his first
job was at O'Farrell Community
School, a charter school, he's
denied seniority under rules
devised by the teachers union
and district. Moller was let go
after cuts from O'Farrell last
year. But his colleague, an
English teacher named Chris
Dier, left O'Farrell just because
he wanted to be part of the new
Lincoln High.
Dier's enthusiasm was also
welcomed with a pink slip...
But a guy like Moller has to act
on his pink slip. He can't rest
his financial future on the blind
hope that the teachers union
president is correct when she
scoffs that the governor can't
possibly be serious about
cutting the budget.
Moller is currently applying for
other jobs, hoping that the
charter school High Tech High,
where he once had an
opportunity, might be willing to
hire when the rest of the district
fires. In times of trouble, charter
schools have latitude to make
budgeting changes that protect
teacher jobs...
♦♦♦
School leaders hand out the
pink slips loyal to the seniority
rules -- a result of state law.
Even reformers concede state
law restricts the district to
this automated application of
the practice.
That doesn't mean the local
teachers union doesn't like
the rules.
The teachers union is willing
to howl about the pain inflicted
by these cuts on single
schools like Jackson
Elementary, but not willing to
shoulder any of the blame for
the make up of the rules that
cause it to happen.
Ask union officials about the
disproportionate effect the
layoffs would have on a place
like Lincoln and they will say
something like what Zombro
told me.
"The school board should
have known it was going to
have this effect when they
decided to do this," she said.
To do what? The layoffs were
coming, we were told, from
the governor's recommended
cut of the education budget
that would result in $80 million
in cuts for San Diego Unified.
So what could San Diego
Unified have done to avoid it?
"They could have decided not
to lay off teachers," Zombro
said.
It's sort of like arguing that the
Chargers could have avoided
losing last year's AFC
Championship Game by
deciding to score more points
than the Patriots.
Yes, they could have. But how?
Zombro claims the district is
top-heavy, and she rattled off
some stats. Across the state,
the average ratio is one
student for every 394
administrators. In San Diego,
she said, it is one student for
every 282 administrators.
It's a good point -- ironically
reminiscent, actually, of
conservative gripes about the
education system. OK, so say
they cut administrators at San
Diego Unified. There's a bit of
a problem: remember what
happens to them when you cut
their jobs? They don't line up
for unemployment, they
bounce someone else out of a
lower position. And the
cascade of doom slides down
to the guy at Lincoln.
So give me something else.
Well, it's simple, the unions
contend, the state shouldn't
cut education.
The district won't have to lay
off teachers if the state
doesn't cut its budget...
♦♦♦
There are other ironies.
Jackson Elementary, the one
facing a brutal turnover in the
event of the layoffs becoming
reality, was just Wednesday
listed as one of the "California
Distinguished Schools."
According to a piece put
together recently by the
California Department of
Education, the school has
narrowed the much-fretted-
about achievement gap and
improved its situation
dramatically.
Now, again, 24 of the school's
26 teachers could be replaced
this year.
No manager of a major
organization would institute
layoffs like this. Even
government agencies, like the
city of Chula Vista, give their
departments a chance to hit
budget targets....
Without a change in state law,
the teachers could never be
evaluated by merit when
discussing layoffs...
A report from the U.S. Census
bureau last week put all the
numbers out on the table.
California ranked right in the
middle when you compare
how much the state spends
per student on education. No.
25 out of 50.
The average state in the country
spends $9,138 per year per
student. California spends just
below that -- $8,486...
Reader feedback
...
11. Lee wrote on April 10, 2008
2:29 PM:
"I taught for 35 years and knew
several 'Teachers of the Year',
and, although many were good
teachers, many were also
chosen because of their
popularity or their ability to
promote themselves. The very
best teachers I knew were
never the most popular, just the
most effective.
...
14. Ochoa wrote on April 10,
2008
"RE: ZOLLNER.... I also teach
at Lincoln, two rooms down
from Mr. Gomez. This is a great
piece and it's an honor to work
w/ an extraordinary educator
who helps his students in and
out of the classroom. In
regards to the 10,000 pay-cut
and the comments made by
"ZOLLNER", districts always
make exceptions to their "6
Year" rule and honor all years
of service. The SDUSD did this
for Guillermo and the reason
why he had to take a pay-cut is
due to the fact that the SDUSD
ranks at the very bottom in
salaries for teachers compared
to other school districts. A
teacher in Chula Vista w/ the
exact same number of years
makes about 10,000 more than
one in the San Diego Unified
School district. The move was
obviously about contributing to
his community, not his own
pocket."
Lincoln High opened to
students this year, it attracted
too many students. It also
attracted a young teacher from
Chula Vista, Guillermo Gomez.
I met Gomez at the teacher's
lounge during lunch at Lincoln
High recently. Gomez and his
colleagues were planning
marches and various ways to
get their students to express
their displeasure with
proposed school budget cuts
around the state -- cuts that, if
fully implemented as proposed,
would mean 913 school
teachers would be laid off
districtwide.
Gomez would be one of them. A
year and a half ago, dressed in
black formal wear and smiling,
the young teacher accepted
one of the four awards given
each year to the "teachers of
the year" in the county. He had
been a teacher for 10 years at
Vista Square Elementary
School in Chula Vista.
Despite his success, the
opportunity to teach at Lincoln
High School's new School of
Social Justice intrigued him,
and Gomez moved not only into
a classroom with older kids but
into a new school district -- San
Diego Unified. He says he took
a $10,000 pay cut for the
chance to teach at Lincoln.
No doubt, Lincoln is an
attractive place. There are
tennis courts on top of the
parking garage and each
classroom has a state-of-the-
art multimedia system. The
executive principal, Mel Collins,
strides around the campus
barking instructions at security
personnel and haranguing
loiterers unsure, or unwilling to
say, where they're supposed to
be.
At the old Lincoln, Collins said,
a group of three young men,
chatting and looking out over
the baseball field during class
time would have been
overlooked, if seen at all. Not
anymore, he says. In 15
minutes, I saw the principal
dress down three security
guards -- one for sitting down...
It feels like good things are
happening at Lincoln. Gomez
clearly likes it. Not too long ago,
though, his new employers
repaid this enthusiasm with a
pink slip.
Now, talk to most anyone in the
education world and they'll
assure you that Gomez and
912 of his colleagues who have
gotten the pink slips probably
won't lose their jobs. They'll say
the governor and Legislature
will come to a compromise and
the eventual cuts will probably
be small enough that they can
be "absorbed." You have to love
that term in discussions about
government budgets. It usually
means that the infection of
troubled times is handled not
with a shocking amputation of
services or fat but with
something more like an
injection of some kind of
calming but lethal poison into
the system. The symptoms of
the budget's troubles are
delayed, but the system's
bones rot.
"Everybody knows there's not
going to be a 10 percent hit to
education," said Camille
Zombro, the president of the
local teachers union, the San
Diego Education Association.
She added: "One or two percent
can be absorbed."
...Gomez is one of 18 certified
teachers at Lincoln who got the
letter. It's not because the
district and school don't value
him and the others. They might
like them very much. The
problem is that Gomez is
considered a new teacher in
the city of San Diego. His years
in Chula Vista mean nothing to
the blind bureaucracy of school
contracts.
And since Lincoln is a new
school that recruited a lot of
new teachers and transfers
from other districts and charter
schools, the disruption of
layoffs -- if they aren't fictional --
will be exaggerated. If the
district must cut, Lincoln will
lose 18 teachers. This is
compared to seven at
Clairemont High School, eight
at Mira Mesa, 10 at Morse High
and nine at Point Loma High
School.
The same thing is happening --
though worse -- at Jackson
Elementary School, just south
of San Diego State in east San
Diego, where 24 of the school's
26 teachers received notices
that they will be laid off if the
budget cuts are as severe as
they possibly can be.
Sure, they will be replaced. But
the people who come in will
have gotten bumped down from
schools where they wanted to
be. They may have done all they
could, in fact, to get away from
places like Jackson and
Lincoln...
The old Lincoln was troubled.
The new Lincoln is just getting
started. If you rotate out a fifth of
its teachers after the first year,
you're not giving it much of a
chance at the beginning. Why
would anyone choose to
hammer Jackson and Lincoln
and leave other schools in
more prosperous
neighborhoods much less
affected?
...In the teachers lounge that
day were some of Gomez'
colleagues, many of whom had
also received notices that their
employment was tenuous.
There was Edward Moller, an
art teacher, who's been a
teacher for nine years -- in the
San Diego Unified School
District. But because his first
job was at O'Farrell Community
School, a charter school, he's
denied seniority under rules
devised by the teachers union
and district. Moller was let go
after cuts from O'Farrell last
year. But his colleague, an
English teacher named Chris
Dier, left O'Farrell just because
he wanted to be part of the new
Lincoln High.
Dier's enthusiasm was also
welcomed with a pink slip...
But a guy like Moller has to act
on his pink slip. He can't rest
his financial future on the blind
hope that the teachers union
president is correct when she
scoffs that the governor can't
possibly be serious about
cutting the budget.
Moller is currently applying for
other jobs, hoping that the
charter school High Tech High,
where he once had an
opportunity, might be willing to
hire when the rest of the district
fires. In times of trouble, charter
schools have latitude to make
budgeting changes that protect
teacher jobs...
♦♦♦
School leaders hand out the
pink slips loyal to the seniority
rules -- a result of state law.
Even reformers concede state
law restricts the district to
this automated application of
the practice.
That doesn't mean the local
teachers union doesn't like
the rules.
The teachers union is willing
to howl about the pain inflicted
by these cuts on single
schools like Jackson
Elementary, but not willing to
shoulder any of the blame for
the make up of the rules that
cause it to happen.
Ask union officials about the
disproportionate effect the
layoffs would have on a place
like Lincoln and they will say
something like what Zombro
told me.
"The school board should
have known it was going to
have this effect when they
decided to do this," she said.
To do what? The layoffs were
coming, we were told, from
the governor's recommended
cut of the education budget
that would result in $80 million
in cuts for San Diego Unified.
So what could San Diego
Unified have done to avoid it?
"They could have decided not
to lay off teachers," Zombro
said.
It's sort of like arguing that the
Chargers could have avoided
losing last year's AFC
Championship Game by
deciding to score more points
than the Patriots.
Yes, they could have. But how?
Zombro claims the district is
top-heavy, and she rattled off
some stats. Across the state,
the average ratio is one
student for every 394
administrators. In San Diego,
she said, it is one student for
every 282 administrators.
It's a good point -- ironically
reminiscent, actually, of
conservative gripes about the
education system. OK, so say
they cut administrators at San
Diego Unified. There's a bit of
a problem: remember what
happens to them when you cut
their jobs? They don't line up
for unemployment, they
bounce someone else out of a
lower position. And the
cascade of doom slides down
to the guy at Lincoln.
So give me something else.
Well, it's simple, the unions
contend, the state shouldn't
cut education.
The district won't have to lay
off teachers if the state
doesn't cut its budget...
♦♦♦
There are other ironies.
Jackson Elementary, the one
facing a brutal turnover in the
event of the layoffs becoming
reality, was just Wednesday
listed as one of the "California
Distinguished Schools."
According to a piece put
together recently by the
California Department of
Education, the school has
narrowed the much-fretted-
about achievement gap and
improved its situation
dramatically.
Now, again, 24 of the school's
26 teachers could be replaced
this year.
No manager of a major
organization would institute
layoffs like this. Even
government agencies, like the
city of Chula Vista, give their
departments a chance to hit
budget targets....
Without a change in state law,
the teachers could never be
evaluated by merit when
discussing layoffs...
A report from the U.S. Census
bureau last week put all the
numbers out on the table.
California ranked right in the
middle when you compare
how much the state spends
per student on education. No.
25 out of 50.
The average state in the country
spends $9,138 per year per
student. California spends just
below that -- $8,486...
Reader feedback
...
11. Lee wrote on April 10, 2008
2:29 PM:
"I taught for 35 years and knew
several 'Teachers of the Year',
and, although many were good
teachers, many were also
chosen because of their
popularity or their ability to
promote themselves. The very
best teachers I knew were
never the most popular, just the
most effective.
...
14. Ochoa wrote on April 10,
2008
"RE: ZOLLNER.... I also teach
at Lincoln, two rooms down
from Mr. Gomez. This is a great
piece and it's an honor to work
w/ an extraordinary educator
who helps his students in and
out of the classroom. In
regards to the 10,000 pay-cut
and the comments made by
"ZOLLNER", districts always
make exceptions to their "6
Year" rule and honor all years
of service. The SDUSD did this
for Guillermo and the reason
why he had to take a pay-cut is
due to the fact that the SDUSD
ranks at the very bottom in
salaries for teachers compared
to other school districts. A
teacher in Chula Vista w/ the
exact same number of years
makes about 10,000 more than
one in the San Diego Unified
School district. The move was
obviously about contributing to
his community, not his own
pocket."
Union, School
Leaders Split
on How to
Measure
Teachers
By EMILY ALPERT
Voice of San Diego
Wednesday, Jan. 21,
2009
San Diego Unified has
used the same process to
evaluate its teachers for
decades. It rarely pegs
teachers with negative
ratings, gives them years
to improve, and seldom
forces their dismissal. No
tenured teachers were
fired for poor
performance last year.
The school district wants
to change that process.
The teachers union does
not. It is a delicate issue
that looms in the halting
contract negotiations
between the union and
the district: How to
improve decent teachers
and boot bad ones
without unfairly
persecuting teachers
who simply differ with
principals or work with
students who are harder
to reach...
Though San Diego
Unified staffers and
school board members
are tightlipped as union
bargaining continues
behind closed doors, their
proposal and internal
reports reveal general
dissatisfaction with the
existing way that teachers
are evaluated, particularly
the lack of hard data used
to judge their work. The
union counters that the
process works and has
proposed less frequent
evaluations for veteran
teachers with good
records to save time.
Leaders Split
on How to
Measure
Teachers
By EMILY ALPERT
Voice of San Diego
Wednesday, Jan. 21,
2009
San Diego Unified has
used the same process to
evaluate its teachers for
decades. It rarely pegs
teachers with negative
ratings, gives them years
to improve, and seldom
forces their dismissal. No
tenured teachers were
fired for poor
performance last year.
The school district wants
to change that process.
The teachers union does
not. It is a delicate issue
that looms in the halting
contract negotiations
between the union and
the district: How to
improve decent teachers
and boot bad ones
without unfairly
persecuting teachers
who simply differ with
principals or work with
students who are harder
to reach...
Though San Diego
Unified staffers and
school board members
are tightlipped as union
bargaining continues
behind closed doors, their
proposal and internal
reports reveal general
dissatisfaction with the
existing way that teachers
are evaluated, particularly
the lack of hard data used
to judge their work. The
union counters that the
process works and has
proposed less frequent
evaluations for veteran
teachers with good
records to save time.
Coaching and mentoring are
supposed to be part and
parcel of teacher evaluation...
Some principals give up or
never bother. Others try to
counsel bad teachers out of
the profession, advising them
of other career options that
suit their skills...
Very few tenured San Diego
Unified teachers get negative
evaluations and even fewer
are removed out of more
than 6,500 tenured teachers
now working in the school
district. Twenty-three
teachers are now under
scrutiny after a negative
evaluation, said Tim
Asfazadour, director of
certificated staffing in San
Diego Unified. Two teachers
resigned last year to avoid
being officially fired. And
none were terminated for
poor performance...
"Knowing that you can call a
special evaluation at any time"
if a teacher is struggling,
Zombro said, "why not allow
the flexibility for teachers and
principals to agree to a longer
cycle?"
The arguable shortcomings of
teacher evaluation have
gained more and more
attention among education
reformers in recent years as
schools nationwide weigh the
idea of paying some teachers
more than others to reward
good work. They tout
connecting evaluations more
closely to student
achievement and instruction
and setting clearer standards
for the people evaluating
teachers.
"Most teacher evaluation is
superficial -- nothing more
than a principal walking into a
classroom once or twice a
year for a few minutes, toting
a checklist of behaviors that
often don't even relate to
student achievement," said
Thomas Toch, co-director of
the nonpartisan think tank
Education Sector.
One possible change is
allowing other people to
evaluate teachers, relieving
the burden on busy
principals. School board
member Richard Barrera
wants to bring other
teachers into the process so
that teachers can get more
frequent and detailed
feedback and deemphasize
the threat of firing in favor of
encouraging teachers to
improve. Toch likewise
praised Connecticut and
Ohio programs that bring in
several trained evaluators to
do lengthy visits and link
teacher training to their
specific weaknesses.
Unions have historically
fought those ideas, leery of
outsiders and letting
teachers supervise other
teachers.
Pouring more time into
evaluation also has a price:
Toch estimated that his
favorite programs cost $1,000
to $5,000 per teacher. Such a
system would cost at least $8
million in San Diego Unified...
Federal money for teacher
improvement is available but
is often used elsewhere, as in
San Diego Unified, where
roughly half of that money not
to improve teachers but to hire
more of them and keep
classes small.
supposed to be part and
parcel of teacher evaluation...
Some principals give up or
never bother. Others try to
counsel bad teachers out of
the profession, advising them
of other career options that
suit their skills...
Very few tenured San Diego
Unified teachers get negative
evaluations and even fewer
are removed out of more
than 6,500 tenured teachers
now working in the school
district. Twenty-three
teachers are now under
scrutiny after a negative
evaluation, said Tim
Asfazadour, director of
certificated staffing in San
Diego Unified. Two teachers
resigned last year to avoid
being officially fired. And
none were terminated for
poor performance...
"Knowing that you can call a
special evaluation at any time"
if a teacher is struggling,
Zombro said, "why not allow
the flexibility for teachers and
principals to agree to a longer
cycle?"
The arguable shortcomings of
teacher evaluation have
gained more and more
attention among education
reformers in recent years as
schools nationwide weigh the
idea of paying some teachers
more than others to reward
good work. They tout
connecting evaluations more
closely to student
achievement and instruction
and setting clearer standards
for the people evaluating
teachers.
"Most teacher evaluation is
superficial -- nothing more
than a principal walking into a
classroom once or twice a
year for a few minutes, toting
a checklist of behaviors that
often don't even relate to
student achievement," said
Thomas Toch, co-director of
the nonpartisan think tank
Education Sector.
One possible change is
allowing other people to
evaluate teachers, relieving
the burden on busy
principals. School board
member Richard Barrera
wants to bring other
teachers into the process so
that teachers can get more
frequent and detailed
feedback and deemphasize
the threat of firing in favor of
encouraging teachers to
improve. Toch likewise
praised Connecticut and
Ohio programs that bring in
several trained evaluators to
do lengthy visits and link
teacher training to their
specific weaknesses.
Unions have historically
fought those ideas, leery of
outsiders and letting
teachers supervise other
teachers.
Pouring more time into
evaluation also has a price:
Toch estimated that his
favorite programs cost $1,000
to $5,000 per teacher. Such a
system would cost at least $8
million in San Diego Unified...
Federal money for teacher
improvement is available but
is often used elsewhere, as in
San Diego Unified, where
roughly half of that money not
to improve teachers but to hire
more of them and keep
classes small.
Rush to
Judgment:
Teacher
Evaluation in
Public Education
Using standardized test
scores to judge teachers is
forbidden by their union
contract and by California
law...
The current system "does
nothing to improve teacher
performance," [SDUSD Chief
Human Resources Officer
Sam] Wong said, adding,
"Teachers need to know,
'What is it that I am striving
for?' If you don't have an
endpoint then anything will
do."
Judgment:
Teacher
Evaluation in
Public Education
Using standardized test
scores to judge teachers is
forbidden by their union
contract and by California
law...
The current system "does
nothing to improve teacher
performance," [SDUSD Chief
Human Resources Officer
Sam] Wong said, adding,
"Teachers need to know,
'What is it that I am striving
for?' If you don't have an
endpoint then anything will
do."
How to Layoff a
Teacher of the
Year
VOICE OF SAN DIEGO
By Scott Lewis
April 10, 2008
Teacher of the
Year
VOICE OF SAN DIEGO
By Scott Lewis
April 10, 2008
A METHOD FOR
EVALUATING
TEACHERS
EVALUATING
TEACHERS
In a perfect world, teachers who
are not good at their jobs would
be steered to different careers.
In this world, there are two
powerful forces preventing this.
One is the teacher's union. But
another, more powerful reason
is that we don't have enough
gifted teachers who are willing
to fill our classrooms. If we
valued giftedness in teachers,
and paid for it as we do for
superior ability among doctors
and lawyers and accountants,
then we could afford to follow
the advice of Evan Thomas and
Pat Wingert in this article.
are not good at their jobs would
be steered to different careers.
In this world, there are two
powerful forces preventing this.
One is the teacher's union. But
another, more powerful reason
is that we don't have enough
gifted teachers who are willing
to fill our classrooms. If we
valued giftedness in teachers,
and paid for it as we do for
superior ability among doctors
and lawyers and accountants,
then we could afford to follow
the advice of Evan Thomas and
Pat Wingert in this article.
Schools need to start evaluating
teachers effectively whether or not
any teacher is ever laid off. Teachers
are leaving schools all the time, and
it's often the best teachers who are
pushed out or who choose to leave.
(Guillermo Gomez and I both left
Chula Vista Elementary School
District.)
teachers effectively whether or not
any teacher is ever laid off. Teachers
are leaving schools all the time, and
it's often the best teachers who are
pushed out or who choose to leave.
(Guillermo Gomez and I both left
Chula Vista Elementary School
District.)
The tests given to teachers
would be used to determine
(a) which teachers need training;
(b) which teachers can do the
training. They would also be
used to determine who is given
master teacher status.
would be used to determine
(a) which teachers need training;
(b) which teachers can do the
training. They would also be
used to determine who is given
master teacher status.
Los Angeles Unified School District
GRADING THE TEACHERS
Who's teaching L.A.'s kids?
A Times analysis, using data largely ignored by LAUSD, looks at
which educators help students learn, and which hold them back.
By Jason Felch, Jason Song and Doug Smith, Los Angeles Times
August 14, 2010
The fifth-graders at Broadous Elementary School come from the same
world — the poorest corner of the San Fernando Valley, a Pacoima
neighborhood framed by two freeways where some have lost friends
to the stray bullets of rival gangs.
Many are the sons and daughters of Latino immigrants who never
finished high school, hard-working parents who keep a respectful
distance and trust educators to do what's best.
The students study the same lessons. They are often on the same
chapter of the same book.
Get breaking news alerts delivered to your mobile phone. Text
BREAKING to 52669.
Yet year after year, one fifth-grade class learns far more than the
other down the hall. The difference has almost nothing to do with the
size of the class, the students or their parents.
It's their teachers.
With Miguel Aguilar, students consistently have made striking gains
on state standardized tests, many of them vaulting from the bottom
third of students in Los Angeles schools to well above average,
according to a Times analysis. John Smith's pupils next door have
started out slightly ahead of Aguilar's but by the end of the year have
been far behind.
In Los Angeles and across the country, education officials have long
known of the often huge disparities among teachers. They've seen
the indelible effects, for good and ill, on children. But rather than
analyze and address these disparities, they have opted mostly to
ignore them.
Most districts act as though one teacher is about as good as another.
As a result, the most effective teachers often go unrecognized, the
keys to their success rarely studied. Ineffective teachers often face no
consequences and get no extra help.
Which teacher a child gets is usually an accident of fate, in which the
progress of some students is hindered while others just steps away
thrive.
Though the government spends billions of dollars every year on
education, relatively little of the money has gone to figuring out which
teachers are effective and why.
Seeking to shed light on the problem, The Times obtained seven
years of math and English test scores from the Los Angeles Unified
School District and used the information to estimate the effectiveness
of L.A. teachers — something the district could do but has not.
The Times used a statistical approach known as value-added
analysis, which rates teachers based on their students' progress on
standardized tests from year to year. Each student's performance is
compared with his or her own in past years, which largely controls for
outside influences often blamed for academic failure: poverty, prior
learning and other factors.
Though controversial among teachers and others, the method has
been increasingly embraced by education leaders and policymakers
across the country, including the Obama administration.
In coming months, The Times will publish a series of articles and a
database analyzing individual teachers' effectiveness in the nation's
second-largest school district — the first time, experts say, such
information has been made public anywhere in the country.
This article examines the performance of more than 6,000 third-
through fifth-grade teachers for whom reliable data were available.
GRADING THE TEACHERS
Who's teaching L.A.'s kids?
A Times analysis, using data largely ignored by LAUSD, looks at
which educators help students learn, and which hold them back.
By Jason Felch, Jason Song and Doug Smith, Los Angeles Times
August 14, 2010
The fifth-graders at Broadous Elementary School come from the same
world — the poorest corner of the San Fernando Valley, a Pacoima
neighborhood framed by two freeways where some have lost friends
to the stray bullets of rival gangs.
Many are the sons and daughters of Latino immigrants who never
finished high school, hard-working parents who keep a respectful
distance and trust educators to do what's best.
The students study the same lessons. They are often on the same
chapter of the same book.
Get breaking news alerts delivered to your mobile phone. Text
BREAKING to 52669.
Yet year after year, one fifth-grade class learns far more than the
other down the hall. The difference has almost nothing to do with the
size of the class, the students or their parents.
It's their teachers.
With Miguel Aguilar, students consistently have made striking gains
on state standardized tests, many of them vaulting from the bottom
third of students in Los Angeles schools to well above average,
according to a Times analysis. John Smith's pupils next door have
started out slightly ahead of Aguilar's but by the end of the year have
been far behind.
In Los Angeles and across the country, education officials have long
known of the often huge disparities among teachers. They've seen
the indelible effects, for good and ill, on children. But rather than
analyze and address these disparities, they have opted mostly to
ignore them.
Most districts act as though one teacher is about as good as another.
As a result, the most effective teachers often go unrecognized, the
keys to their success rarely studied. Ineffective teachers often face no
consequences and get no extra help.
Which teacher a child gets is usually an accident of fate, in which the
progress of some students is hindered while others just steps away
thrive.
Though the government spends billions of dollars every year on
education, relatively little of the money has gone to figuring out which
teachers are effective and why.
Seeking to shed light on the problem, The Times obtained seven
years of math and English test scores from the Los Angeles Unified
School District and used the information to estimate the effectiveness
of L.A. teachers — something the district could do but has not.
The Times used a statistical approach known as value-added
analysis, which rates teachers based on their students' progress on
standardized tests from year to year. Each student's performance is
compared with his or her own in past years, which largely controls for
outside influences often blamed for academic failure: poverty, prior
learning and other factors.
Though controversial among teachers and others, the method has
been increasingly embraced by education leaders and policymakers
across the country, including the Obama administration.
In coming months, The Times will publish a series of articles and a
database analyzing individual teachers' effectiveness in the nation's
second-largest school district — the first time, experts say, such
information has been made public anywhere in the country.
This article examines the performance of more than 6,000 third-
through fifth-grade teachers for whom reliable data were available.
I think schools need to protect
students, and also to protect
good teachers from false
allegations. So why not have
a desk job alternative
available for teachers
accused of molestation, and
for verbally abusive teachers.
These teachers could correct
papers, design worksheets
(perhaps schools could make
a profit by selling these
worksheets), copy,
Teachers who are
incompetent but nice could be
given jobs as assistants to
master teachers.
students, and also to protect
good teachers from false
allegations. So why not have
a desk job alternative
available for teachers
accused of molestation, and
for verbally abusive teachers.
These teachers could correct
papers, design worksheets
(perhaps schools could make
a profit by selling these
worksheets), copy,
Teachers who are
incompetent but nice could be
given jobs as assistants to
master teachers.
A more effective evaluation system will ameliorate the current
situation, in which teachers are almost always fired for political, not
professional, reasons:
"...There is an INTENTIONAL disposing of quality teachers hidden by a pretense
that they need to dispose of bad teachers, which is undermining the core of our
educational system, and thus our democracy...
"This may be difficult to fathom, but so were the priests abusing boys and
pretending this is not happening only seals our fate as a nation."
--Comment by teacherkh July 29, 2010 re the following:
Reactions to Rhee
By Anthony Rebora
Teacher Magazine
July 26, 2010
Valerie Strauss, in the Washington Post's Answer Sheet blog, argues that D.C.
Schools Chancellor Michelle Rhee's decision to fire 165 teachers for poor
performance last week was driven by a dubious teacher-evaluation system. Called
IMPACT, the system is designed to gauge teacher effectiveness based on a
combination of test score data and classroom observations. But in practice,
according to Strauss, neither measure can be considered terribly reliable:
The overall impact of IMPACT is not only unfair but not likely to do the job it is
supposed to do: Root out bad teachers. Some great teachers are likely to be
tossed out, and others, who know how to play along when the observers come in
but don't do much when they aren't, could get a pass.
On the other hand, a Newsweek political blog--after suggesting that Rhee's bold
action is validation for the magazine's infamous cover story on the need to fire bad
teachers--states confidently that IMPACT "was designed by Rhee's staff with input
from 500 district teachers, and could become a national model." (Emphasis
added.) ...
situation, in which teachers are almost always fired for political, not
professional, reasons:
"...There is an INTENTIONAL disposing of quality teachers hidden by a pretense
that they need to dispose of bad teachers, which is undermining the core of our
educational system, and thus our democracy...
"This may be difficult to fathom, but so were the priests abusing boys and
pretending this is not happening only seals our fate as a nation."
--Comment by teacherkh July 29, 2010 re the following:
Reactions to Rhee
By Anthony Rebora
Teacher Magazine
July 26, 2010
Valerie Strauss, in the Washington Post's Answer Sheet blog, argues that D.C.
Schools Chancellor Michelle Rhee's decision to fire 165 teachers for poor
performance last week was driven by a dubious teacher-evaluation system. Called
IMPACT, the system is designed to gauge teacher effectiveness based on a
combination of test score data and classroom observations. But in practice,
according to Strauss, neither measure can be considered terribly reliable:
The overall impact of IMPACT is not only unfair but not likely to do the job it is
supposed to do: Root out bad teachers. Some great teachers are likely to be
tossed out, and others, who know how to play along when the observers come in
but don't do much when they aren't, could get a pass.
On the other hand, a Newsweek political blog--after suggesting that Rhee's bold
action is validation for the magazine's infamous cover story on the need to fire bad
teachers--states confidently that IMPACT "was designed by Rhee's staff with input
from 500 district teachers, and could become a national model." (Emphasis
added.) ...
"If we had a
fair and
collegial
system for
evaluating a
teacher's
classroom
effectiveness,
that would
become the
key to
retention --
regardless of a teacher's
age or wage. But the
School District has
entirely bought the union
dictate of seniority over
any other consideration
and washed its hands of
responsibility for
balancing school
faculties by teacher
experience which would
benefit all students
across the city."
Frances O'Neill
Zimmerman
fair and
collegial
system for
evaluating a
teacher's
classroom
effectiveness,
that would
become the
key to
retention --
regardless of a teacher's
age or wage. But the
School District has
entirely bought the union
dictate of seniority over
any other consideration
and washed its hands of
responsibility for
balancing school
faculties by teacher
experience which would
benefit all students
across the city."
Frances O'Neill
Zimmerman
Ridding schools of
bad teachers
San Diego Union Tribune
Letters to the Editor
May 12, 2009
Regarding “Protection
racket/Bad teachers need not
fear in California” (Editorial, May
7):
I was in full agreement with your
article until one of the last
statements: “Neither the students
in bad teachers' classrooms nor
the taxpayers who must keep
paying them factor into the
process. Teachers want it that
way. . . . ” I know of a number of
teachers from kindergarten to
high school, myself included, who
fully support a redesign of the
process to rid schools of
incompetent teachers. And, yes,
all of us have tenure.
But we also recognize the
lack of meaning in the current
system that often credits
teachers with a “Meets
Expectations” evaluation for
a teacher who was never
observed by an administrator,
or who often shows up late,
rarely coordinates with their
peers or who lacks the ability
to help students. But gosh,
their college prep students had
good test scores, and they have
tenure, so they must be great
teachers. Hopefully, voting
parents will become aware and
will care enough about their
children getting the best
education possible that they will
make a big fuss about it. Then
things might start to change.
ANITRA ROONEY
La Mesa
bad teachers
San Diego Union Tribune
Letters to the Editor
May 12, 2009
Regarding “Protection
racket/Bad teachers need not
fear in California” (Editorial, May
7):
I was in full agreement with your
article until one of the last
statements: “Neither the students
in bad teachers' classrooms nor
the taxpayers who must keep
paying them factor into the
process. Teachers want it that
way. . . . ” I know of a number of
teachers from kindergarten to
high school, myself included, who
fully support a redesign of the
process to rid schools of
incompetent teachers. And, yes,
all of us have tenure.
But we also recognize the
lack of meaning in the current
system that often credits
teachers with a “Meets
Expectations” evaluation for
a teacher who was never
observed by an administrator,
or who often shows up late,
rarely coordinates with their
peers or who lacks the ability
to help students. But gosh,
their college prep students had
good test scores, and they have
tenure, so they must be great
teachers. Hopefully, voting
parents will become aware and
will care enough about their
children getting the best
education possible that they will
make a big fuss about it. Then
things might start to change.
ANITRA ROONEY
La Mesa
An unhealthy teacher culture that
fears change and protects mediocre
and poor performers causes many
good teachers to leave, including
some who are simply too disgusted
to stay. We can't fire weak teachers
because we don't have anyone to
replace them, but professional
observers should evaluate all
teachers, and poor performers
should be supported and supervised
by good teachers.
fears change and protects mediocre
and poor performers causes many
good teachers to leave, including
some who are simply too disgusted
to stay. We can't fire weak teachers
because we don't have anyone to
replace them, but professional
observers should evaluate all
teachers, and poor performers
should be supported and supervised
by good teachers.
How teacher development could revolutionize our schools
By Bill Gates
February 28, 2011
...In K-12, we know more about what works.
We know that of all the variables under a school's control, the single most decisive
factor in student achievement is excellent teaching. It is astonishing what great teachers
can do for their students.
Yet compared with the countries that outperform us in education, we do very little to
measure, develop and reward excellent teaching. We have been expecting teachers to
be effective without giving them feedback and training.
To flip the curve, we have to identify great teachers, find out what makes them so
effective and transfer those skills to others so more students can enjoy top teachers
and high achievement.
To this end, our foundation is working with nearly 3,000 teachers in seven urban school
districts to develop fair and reliable measures of teacher effectiveness that are tied to
gains in student achievement. Research teams are analyzing videos of more than
13,000 lessons - focusing on classes that showed big student gains so it can be
understood how the teachers did it. At the same time, teachers are watching their own
videos to see what they need to do to improve their practice.
Our goal is a new approach to development and evaluation that teachers endorse and
that helps all teachers improve.
The value of measuring effectiveness is clear when you compare teachers to members
of other professions - farmers, engineers, computer programmers, even athletes.
These professionals are more advanced than their predecessors - because they have
clear indicators of excellence, their success depends on performance and they eagerly
learn from the best.
The same advances haven't been made in teaching because we haven't built a system
to measure and promote excellence. Instead, we have poured money into proxies,
things we hoped would have an impact on student achievement. The United States
spends $50 billion a year on automatic salary increases based on teacher seniority. It's
reasonable to suppose that teachers who have served longer are more effective, but
the evidence says that's not true. After the first few years, seniority seems to have no
effect on student achievement.
Another standard feature of school budgets is a bump in pay for advanced degrees.
Such raises have almost no impact on achievement, but every year they cost $15 billion
that would help students more if spent in other ways.
Perhaps the most expensive assumption embedded in school budgets - and one of the
most unchallenged - is the view that reducing class size is the best way to improve
student achievement. This belief has driven school budget increases for more than 50
years. U.S. schools have almost twice as many teachers per student as they did in
1960, yet achievement is roughly the same.
What should policymakers do? One approach is to get more students in front of top
teachers by identifying the top 25 percent of teachers and asking them to take on four
or five more students. Part of the savings could then be used to give the top teachers a
raise. (In a 2008 survey funded by the Gates Foundation, 83 percent of teachers said
they would be happy to teach more students for more pay.) The rest of the savings
could go toward improving teacher support and evaluation systems, to help more
teachers become great.
Compared with other countries, America has spent more and achieved less. If there's
any good news in that, it's that we've had a chance to see what works and what doesn't.
That sets the stage for a big change that everyone knows we need: building
exceptional teacher personnel systems that identify great teaching, reward it and help
every teacher get better.
It's the thing we've been missing, and it can turn our schools around.
By Bill Gates
February 28, 2011
...In K-12, we know more about what works.
We know that of all the variables under a school's control, the single most decisive
factor in student achievement is excellent teaching. It is astonishing what great teachers
can do for their students.
Yet compared with the countries that outperform us in education, we do very little to
measure, develop and reward excellent teaching. We have been expecting teachers to
be effective without giving them feedback and training.
To flip the curve, we have to identify great teachers, find out what makes them so
effective and transfer those skills to others so more students can enjoy top teachers
and high achievement.
To this end, our foundation is working with nearly 3,000 teachers in seven urban school
districts to develop fair and reliable measures of teacher effectiveness that are tied to
gains in student achievement. Research teams are analyzing videos of more than
13,000 lessons - focusing on classes that showed big student gains so it can be
understood how the teachers did it. At the same time, teachers are watching their own
videos to see what they need to do to improve their practice.
Our goal is a new approach to development and evaluation that teachers endorse and
that helps all teachers improve.
The value of measuring effectiveness is clear when you compare teachers to members
of other professions - farmers, engineers, computer programmers, even athletes.
These professionals are more advanced than their predecessors - because they have
clear indicators of excellence, their success depends on performance and they eagerly
learn from the best.
The same advances haven't been made in teaching because we haven't built a system
to measure and promote excellence. Instead, we have poured money into proxies,
things we hoped would have an impact on student achievement. The United States
spends $50 billion a year on automatic salary increases based on teacher seniority. It's
reasonable to suppose that teachers who have served longer are more effective, but
the evidence says that's not true. After the first few years, seniority seems to have no
effect on student achievement.
Another standard feature of school budgets is a bump in pay for advanced degrees.
Such raises have almost no impact on achievement, but every year they cost $15 billion
that would help students more if spent in other ways.
Perhaps the most expensive assumption embedded in school budgets - and one of the
most unchallenged - is the view that reducing class size is the best way to improve
student achievement. This belief has driven school budget increases for more than 50
years. U.S. schools have almost twice as many teachers per student as they did in
1960, yet achievement is roughly the same.
What should policymakers do? One approach is to get more students in front of top
teachers by identifying the top 25 percent of teachers and asking them to take on four
or five more students. Part of the savings could then be used to give the top teachers a
raise. (In a 2008 survey funded by the Gates Foundation, 83 percent of teachers said
they would be happy to teach more students for more pay.) The rest of the savings
could go toward improving teacher support and evaluation systems, to help more
teachers become great.
Compared with other countries, America has spent more and achieved less. If there's
any good news in that, it's that we've had a chance to see what works and what doesn't.
That sets the stage for a big change that everyone knows we need: building
exceptional teacher personnel systems that identify great teaching, reward it and help
every teacher get better.
It's the thing we've been missing, and it can turn our schools around.
II. interview of
teacher (also see below
"Interviewing to keep your job";
this would give teachers a
chance to give more
information to evaluators);
III. standardized tests
taken by the teachers;
IV. students' test
scores.
teacher (also see below
"Interviewing to keep your job";
this would give teachers a
chance to give more
information to evaluators);
III. standardized tests
taken by the teachers;
IV. students' test
scores.
How should the
least-competent
teachers be utilized?
1. Every classroom would have
one standard teacher and one
master teacher.
A standard teacher would have
responsibility for one classroom,
while the master teacher would
have responsibility for several
classrooms, teaching part time in
each, taking responsibility for
guiding and educating both the
students and the standard
teachers. The master teacher
would give the most basic tasks
to the poorest teachers, and
might even deputize the highest
performing standard teachers to
act as master teacher.
2. Average-to-poor teachers
would be placed in a standard
teaching job, but they would
have the possibility of
improving their scores and
rising to master teacher level.
least-competent
teachers be utilized?
1. Every classroom would have
one standard teacher and one
master teacher.
A standard teacher would have
responsibility for one classroom,
while the master teacher would
have responsibility for several
classrooms, teaching part time in
each, taking responsibility for
guiding and educating both the
students and the standard
teachers. The master teacher
would give the most basic tasks
to the poorest teachers, and
might even deputize the highest
performing standard teachers to
act as master teacher.
2. Average-to-poor teachers
would be placed in a standard
teaching job, but they would
have the possibility of
improving their scores and
rising to master teacher level.
"In my 24 years
of education, I
have never seen
a teacher
released due to
their
ineffectiveness...
To lose some of
the people who
work the most or
are effective,
that's just not
right."
--Montgomery
High School
Principal Lee
Romero
of education, I
have never seen
a teacher
released due to
their
ineffectiveness...
To lose some of
the people who
work the most or
are effective,
that's just not
right."
--Montgomery
High School
Principal Lee
Romero
The truth is that few
administrators have a clue as
to which teachers have their
acts together, and which
ones are struggling to
survive another year.
And other teachers don't
know, either, although some
of them think they do.
administrators have a clue as
to which teachers have their
acts together, and which
ones are struggling to
survive another year.
And other teachers don't
know, either, although some
of them think they do.
Why? Because principals
and teachers seldom do
classroom observations.
But they should. Teachers
could help with evaluations,
and they could learn a lot in
the process.
and teachers seldom do
classroom observations.
But they should. Teachers
could help with evaluations,
and they could learn a lot in
the process.
Perhaps another part
of the problem with
schools is that
education
administrators have the
lowest GRE scores
compared to other
occupations.
of the problem with
schools is that
education
administrators have the
lowest GRE scores
compared to other
occupations.
University of San Diego (USD) law professor Shaun Martin represented Maura
Larkins in the Court of Appeal. He is the author of the blog California Appellate
Report. Stutz attorney Daniel Shinoff is the favorite attorney of San Diego County
Office of Education.
Larkins in the Court of Appeal. He is the author of the blog California Appellate
Report. Stutz attorney Daniel Shinoff is the favorite attorney of San Diego County
Office of Education.
NEWS---August 5, 2011
California Court of Appeal overturns Stutz Artiano
Shinoff & Holtz injunction against this website
Shinoff & Holtz injunction against this website
Kaiser Permanente
Goes After Teachers
Rick Jacobs
Courage Campaign
After profiting more than $1.5
billion for just the first half of this
year, and after actively opposing
health care reform in the state
legislature, Kaiser Permanente
has the nerve to raise their rates.
And who are they targeting?
Teachers.
Even with the thousands of
teachers being laid off, Kaiser
proposed double digit rate
increases on school districts in
California. And on non-profits
and small businesses. And, they
want to reduce benefits on their
own workers! Raising rates on
teachers, patients and cutting
benefits for their own employees
is just plain wrong.
This is just another example of
Kaiser's corporate greed. Kaiser
trumpets its billions in profits, and
it keeps on giving to their
executives. The CEO George
Halvorson made $8 million in
compensation in 2009. Top
executives at Kaiser have as
many as eight different pension
accounts. Enough is enough!...
Kaiser is doing everything it can
to maintain the status quo.
Lobbyists in Sacramento have
been fighting AB 52, modest
legislation that would give our
state more oversight over rate
hikes exactly like those Kaiser is
proposing for teachers and
non-profits. We have to tell
Kaiser enough is enough!
See also:
Goes After Teachers
Rick Jacobs
Courage Campaign
After profiting more than $1.5
billion for just the first half of this
year, and after actively opposing
health care reform in the state
legislature, Kaiser Permanente
has the nerve to raise their rates.
And who are they targeting?
Teachers.
Even with the thousands of
teachers being laid off, Kaiser
proposed double digit rate
increases on school districts in
California. And on non-profits
and small businesses. And, they
want to reduce benefits on their
own workers! Raising rates on
teachers, patients and cutting
benefits for their own employees
is just plain wrong.
This is just another example of
Kaiser's corporate greed. Kaiser
trumpets its billions in profits, and
it keeps on giving to their
executives. The CEO George
Halvorson made $8 million in
compensation in 2009. Top
executives at Kaiser have as
many as eight different pension
accounts. Enough is enough!...
Kaiser is doing everything it can
to maintain the status quo.
Lobbyists in Sacramento have
been fighting AB 52, modest
legislation that would give our
state more oversight over rate
hikes exactly like those Kaiser is
proposing for teachers and
non-profits. We have to tell
Kaiser enough is enough!
See also:
Kaiser Permanente: X-rays
saved on thermal paper at new
Garfield Specialty Center
Dr. Paul Bernstein--Kaiser
administrator
saved on thermal paper at new
Garfield Specialty Center
Dr. Paul Bernstein--Kaiser
administrator
San Diego
Education Report
Education Report
Arne Duncan outlines vision for teacher reform
Education Secretary Arne Duncan launched a $5 billion proposal Wednesday aimed at
improving the teaching profession at every level.
By Amanda Paulson
Christian Science Monitor
February 15, 2012
The Obama administration is focused on teaching again – but this time it’s hoping to
reform the entire profession itself.
“Our goal is to support teachers in rebuilding their profession – and to elevate the teacher voice in
shaping federal, state, and local education policy,” Secretary Duncan told the teachers, according to
prepared remarks. “Our larger goal is to make teaching not only America’s most important
profession – [but also] America’s most respected profession.”
The program, dubbed the RESPECT Project (Recognizing Educational Success, Professional
Excellence and Collaborative Teaching), would be structured like another version of Race to the Top:
a competitive grant program that would ask states to submit proposals.
The details would be hammered out in discussions with Congress, but Duncan has
promised that it would look comprehensively at the teaching profession, touching on a
few main areas:
• Reforming teacher colleges and making them more selective.
• Reforming compensation – including tying earnings to performance, paying
teachers more for working in tough environments, and making teacher salaries
more competitive with other professions.
• Creating new career ladders for teachers (in which they could develop some
leadership and administrative skills but still be in the classroom).
• Reforming tenure.
• Improving professional development, giving teachers more time for collaboration, and
giving some teachers more autonomy.
• Building teacher evaluation systems based on multiple measures.
...But, despite the uncertain nature of the proposal, it’s jump-starting a conversation on
what the teaching profession needs – and is getting buy-in from diverse corners, in
part because it includes tough new accountability standards for the profession
as well as increased pay, support, training, and respect for teachers.
“They’re focusing on both higher standards and better rewards for teachers,”
says Timothy Daly, president of the New Teacher Project, which recruits and trains
teachers for high-needs schools. “You can’t do one but not the other.”
Mr. Daly also lauds the structure of the proposal, saying that a competitive grant
program will give incentives to states to “do the difficult stuff.”
...“This proposal represents a critical first-step in ensuring that all students have
access to a range of high-quality resources, including qualified and licensed teachers
who are empowered to innovate and inspired to take on ever-growing challenges,” said
Dennis Van Roekel, president of the National Education Association, in a statement...
Some of what the administration is proposing – including better teacher evaluations,
more accountability in exchange for tenure, and a compensation system more closely
tied to student performance – has been on its agenda for a while and has been part of
Race to the Top or other federal programs.
But this is the first time the administration has taken such a comprehensive look at the
overall teaching profession – including the teacher-training programs that feed into it.
“Many of our schools of education are mediocre at best,” Duncan said
Wednesday. “Many teachers are poorly trained and isolated in their classrooms.”
...Arthur Levine, president of the Woodrow Wilson National Fellowship Foundation and
former president of Columbia University’s Teachers College, says that in a study he did
a few years ago, he identified a few strong teacher-training programs in most parts of
the country. “But most of the programs I saw were mediocre to poor,” Mr. Levine
says...
Some of the problems with existing programs: low admissions and graduation
standards, academic and in-classroom components that are disconnected from each
other, not enough time spent in schools, and curricula that are dated and theoretical...
One possibility that could make a big impact: simply collecting and publishing data
on how graduates of various teacher-training programs do.
“We’ve built this system, and ... it isn’t focused on outcomes,” says Timothy Knowles,
director of the Urban Education Institute at the University of Chicago. More than
anything, Mr. Knowles wants to see education schools held accountable for
the performance of their graduates – though he believes they will protest – and he
hopes that Duncan’s proposal could help launch such an effort.
Without those kinds of data, Knowles says, “the teacher-training industry is really
like a cartel – not accountable for what it delivers, has a total corner on the
market, and the places that actually hire teachers can exert no control over
the supply.”
Despite Duncan's harsh words for some of the current teaching colleges, the
Education secretary had nothing but praise for teachers in his meeting. And he's
framed this proposal as a way to improve not only the quality of teaching, but also the
attractiveness and stature of the profession.
“We need to change society’s views of teaching – from the factory model of yesterday
to the professional model of tomorrow, where teachers are revered as thinkers,
leaders, and nation-builders,” Duncan told teachers. “No other profession carries a
greater burden for securing our economic future. No other profession holds out
more promise of opportunity to children and young people from disadvantaged
backgrounds. And no other profession deserves more respect.”...
Education Secretary Arne Duncan launched a $5 billion proposal Wednesday aimed at
improving the teaching profession at every level.
By Amanda Paulson
Christian Science Monitor
February 15, 2012
The Obama administration is focused on teaching again – but this time it’s hoping to
reform the entire profession itself.
“Our goal is to support teachers in rebuilding their profession – and to elevate the teacher voice in
shaping federal, state, and local education policy,” Secretary Duncan told the teachers, according to
prepared remarks. “Our larger goal is to make teaching not only America’s most important
profession – [but also] America’s most respected profession.”
The program, dubbed the RESPECT Project (Recognizing Educational Success, Professional
Excellence and Collaborative Teaching), would be structured like another version of Race to the Top:
a competitive grant program that would ask states to submit proposals.
The details would be hammered out in discussions with Congress, but Duncan has
promised that it would look comprehensively at the teaching profession, touching on a
few main areas:
• Reforming teacher colleges and making them more selective.
• Reforming compensation – including tying earnings to performance, paying
teachers more for working in tough environments, and making teacher salaries
more competitive with other professions.
• Creating new career ladders for teachers (in which they could develop some
leadership and administrative skills but still be in the classroom).
• Reforming tenure.
• Improving professional development, giving teachers more time for collaboration, and
giving some teachers more autonomy.
• Building teacher evaluation systems based on multiple measures.
...But, despite the uncertain nature of the proposal, it’s jump-starting a conversation on
what the teaching profession needs – and is getting buy-in from diverse corners, in
part because it includes tough new accountability standards for the profession
as well as increased pay, support, training, and respect for teachers.
“They’re focusing on both higher standards and better rewards for teachers,”
says Timothy Daly, president of the New Teacher Project, which recruits and trains
teachers for high-needs schools. “You can’t do one but not the other.”
Mr. Daly also lauds the structure of the proposal, saying that a competitive grant
program will give incentives to states to “do the difficult stuff.”
...“This proposal represents a critical first-step in ensuring that all students have
access to a range of high-quality resources, including qualified and licensed teachers
who are empowered to innovate and inspired to take on ever-growing challenges,” said
Dennis Van Roekel, president of the National Education Association, in a statement...
Some of what the administration is proposing – including better teacher evaluations,
more accountability in exchange for tenure, and a compensation system more closely
tied to student performance – has been on its agenda for a while and has been part of
Race to the Top or other federal programs.
But this is the first time the administration has taken such a comprehensive look at the
overall teaching profession – including the teacher-training programs that feed into it.
“Many of our schools of education are mediocre at best,” Duncan said
Wednesday. “Many teachers are poorly trained and isolated in their classrooms.”
...Arthur Levine, president of the Woodrow Wilson National Fellowship Foundation and
former president of Columbia University’s Teachers College, says that in a study he did
a few years ago, he identified a few strong teacher-training programs in most parts of
the country. “But most of the programs I saw were mediocre to poor,” Mr. Levine
says...
Some of the problems with existing programs: low admissions and graduation
standards, academic and in-classroom components that are disconnected from each
other, not enough time spent in schools, and curricula that are dated and theoretical...
One possibility that could make a big impact: simply collecting and publishing data
on how graduates of various teacher-training programs do.
“We’ve built this system, and ... it isn’t focused on outcomes,” says Timothy Knowles,
director of the Urban Education Institute at the University of Chicago. More than
anything, Mr. Knowles wants to see education schools held accountable for
the performance of their graduates – though he believes they will protest – and he
hopes that Duncan’s proposal could help launch such an effort.
Without those kinds of data, Knowles says, “the teacher-training industry is really
like a cartel – not accountable for what it delivers, has a total corner on the
market, and the places that actually hire teachers can exert no control over
the supply.”
Despite Duncan's harsh words for some of the current teaching colleges, the
Education secretary had nothing but praise for teachers in his meeting. And he's
framed this proposal as a way to improve not only the quality of teaching, but also the
attractiveness and stature of the profession.
“We need to change society’s views of teaching – from the factory model of yesterday
to the professional model of tomorrow, where teachers are revered as thinkers,
leaders, and nation-builders,” Duncan told teachers. “No other profession carries a
greater burden for securing our economic future. No other profession holds out
more promise of opportunity to children and young people from disadvantaged
backgrounds. And no other profession deserves more respect.”...