February - Tennessee Education Association

Speaking out with you
Gera Summerford, President
Evaluation Not Suitable in Current Form
One of the stated goals in the development of the new
evaluation system was that it would provide timely feedback to
teachers and help them improve instructional practice. I wish I
could believe that is really happening in the majority of Tennessee
schools. Instead, the burdensome nature of the new system is
too often interfering with educators’ ability to do what they
know is best for their students. How can we
re-focus the the original intent, consider what
we’ve learned from educators in our schools,
and modify the evaluation system so that it
can effectively help teachers improve student
achievement?
In many cases the observation instrument
is simply not suitable. Teachers tell me they
spend hours of precious time preparing to
teach the “perfect” lesson with no assurance
that their students will be positively impacted. It’s not reasonable
to expect that every teacher demonstrates every performance
indicator every day in every lesson taught. We know that the
number and kind of teaching methods we use must be appropriate
to the students’ development, the grade and subject being
taught, and the learning objectives for the day. TEA is proposing
evaluation changes to assure that expectations are aligned with
how students learn and how teachers teach.
We also know that student growth and achievement data
used in evaluations must be reliable and relevant. Teachers have
reported numerous student data errors in the past and so far a
process for correcting erroneous data has not been provided. And
certainly it is not appropriate to base 35 percent of a teacher’s
evaluation on the test scores of many students she doesn’t teach
and in subjects she doesn’t teach. TEA is proposing the use of
additional measures for student performance.
Administrators report the many challenges they face
with complex scheduling of observations and finding time
for constructive feedback to teachers. They also struggle to
balance evaluations with the multiple other duties of managing
a school. TEA is proposing ways to lower the number of required
observations for accomplished teachers to reduce this burden on
principals.
Educators in Tennessee welcome the opportunity to improve
instructional practice and we seek the support of our employers
in achieving that goal. When TEA supported the Race to the Top
Application, the promise to teachers was that rigorous annual
evaluations would be accompanied by streamlined, transparent
and fair procedures. To date, that promise has not been kept.
Since implementation of the new evaluation system began
last fall, TEA has gathered feedback from educators through our
Board of Directors, regional meetings throughout the state and
carefully designed surveys. TEA members have expressed their
concerns, and we know that now is the time to make necessary
improvements to the system.
For a full review of TEA’s proposed changes, please visit our
website, www.teateachers.org.
Al Mance, Executive Director
Governor’s Class Size, Salary Proposals Hurt
Two weeks ago Governor Haslam announced a two-pronged
education proposal. It removes the current average class size limits
while leaving maximums in place, proposing to “give local school
systems flexibility” in the structuring of class loads.
The ultimate impact: a K-3 school with an enrollment of 500
students—which would have 25 classroom teachers under current
law—will have only 20 teachers if the district
decides to structure classes using the mandated
maximums of 25 students. This change will have
a very real effect on teaching and learning for
every teacher and student in the larger classes.
The most important things that happen
in schools occur between students and their
teachers. The more teacher time and attention
each student gets, the more he or she is likely
to learn. Research tells us that the results are
particularly good when 17 or less students are
assigned to a teacher.
A well-educated, dedicated teacher in a classroom with a
manageable number of students is the best guarantee good things
will happen. This arrangement provides the greatest probability
that students who are intellectual, artistic or scientific have the
opportunity to develop to their full potential.
The governor’s plan also repeals the minimum state salary
schedule, requiring districts to submit salary plans—which may
include bonuses or incentives to teach special subject areas or in
certain schools—to the state each year. Increases in salaries will be
funded by money saved from increasing class size or from local funds.
The governor projects that the money saved by raising class size
will result in enough money to raise the state’s contribution for each
BEP teacher from $38,677.49 to $42,250. No additional money is being
added to the classroom component of the BEP. It is just being shuffled
from one pocket to another.
All this is proposed after the state adopted the national Common
Core Standards, raised state standards and launched new teacher and
principal evaluation systems. Nothing in this proposal supports higher
student performance.
Rather, this is another step backward into administrative practices
of the past. If the governor’s proposal becomes law, we’ll see more
opportunities for biased treatment than in a generation. Class
sizes will increase the workload of good teachers while the mental
development of students will suffer.
John Kenneth Galbraith considered educational and scientific
disciplines to be “enlightenment,” which he saw as among the “larger
goals of life.” Such goals are much less measurable than “that which
associates all progress with… increases in Gross National Product
or levels of unemployment.” He said the goals of the industrial
system are so narrow that they lend themselves to precise statistical
assessment. But life is meant to be complex.
We have seen a metamorphosis of thought in American society
since A Nation at Risk made headlines in 1983. Industrial interests
have taken control of our political and education systems and are
using them to transform American society into a society to serve
their goals. We now have statistical approaches to measuring student
progress, teacher effectiveness and the success or failure of public
schools.
TEA will be working hard to get these proposals changed to be
responsive to the needs of students, teachers and schools. Join us.
You count.
teach (USPS 742-450, ISSN 15382907) is published
monthly (except for June, July and December) by the
Tennessee Education Association, 801 Second Avenue
North, Nashville TN 37201-1099. Periodical postage
paid at Nashville, TN. The subscription price of $3.65 is
allocated from annual membership dues of $254.00 for
active members; $127.00 for associate, education
support and staff members; $16.00 for retired members;
and $10.00 for student members. Member of
State Education Editors Conference (SEE).
Postmaster: Send address changes to teach,
801 Second Avenue North,
Nashville, TN 37201-1099.
MANAGING EDITOR: Alexei Smirnov
asmirnov@tea.nea.org
PUBLISHER: Alphonso C. Mance
MANAGER OF COMMUNICATIONS: A.L. Hayes
Tennessee Education Association
801 Second Avenue North
Nashville, TN 37201-1099
Telephone: (615)242-8392,
Toll Free: (800)342-8367, (800)342-8262
Fax: (615)259-4581
Website: www.teateachers.org
BOARD OF DIRECTORS
PRESIDENT: Gera Summerford* (800)342-8367
VICE PRESIDENT: Barbara Gray* (901)353-8590
SECRETARY-TREASURER: Alphonso C. Mance (615)242-8392
DISTRICT 1 Leisa Lusk (423)928-6819
DISTRICT 2 Melinda Reese (423)587-2120
DISTRICT 3 Karen Starr (423)628-2701
DISTRICT 4 Tanya Coats (865)637-7494
DISTRICT 5 Sandy Smith (423)991-8856
DISTRICT 6 Beth Brown* (931)779-8016
DISTRICT 7 Bonnie T. Dixon (931)967-9949
DISTRICT 8 Kawanda Braxton (615)554-6286
DISTRICT 9 Erick Huth (615)973-5851
DISTRICT 10 Guy Stanley (615)384-2983
DISTRICT 11 Melanie Buchanan* (615)305-2214
DISTRICT 12 Debbie D’Angelo (731)247-3152
DISTRICT 13 Ernestine King (901)590-8188
DISTRICT 14 Sarah Kennedy-Harper (901)416-4582
DISTRICT 15 Stephanie Fitzgerald (901)872-4878
ADMINISTRATOR EAST Johnny Henry (865)509-4829
ADMINISTRATOR MIDDLE Margaret Thompson
(615)643-7823
ADMINISTRATOR WEST Charles Green (901)624-6186
HIGHER EDUCATION Derek Frisby (615)898-5881
BLACK CLASSROOM TEACHER EAST Paula Hancock
(865)694-1691
BLACK CLASSROOM TEACHER MIDDLE Alzenia Walls
(615)230-8144
BLACK CLASSROOM TEACHER WEST LaVerne Dickerson*
(901)416-7122
STATE SPECIAL SCHOOLS Vacancy
ESP Christine Denton (931)647-8962
TN NEA DIRECTOR Stephen Henry* (615)519-5691
TN NEA DIRECTOR Diccie Smith (901)482-0627
TN NEA DIRECTOR Diane Lillard (423)478-8827
STEA MEMBER Caryce Gilmore (865)640-6590
TN RETIRED Gerald Lillard (423)478-8827
NEW TEACHER Candra Clariette (615)506-3493
* Executive Committee
Shortly after the new teacher and principal
3. Provide that teachers who achieve an evaluation that rating forms be provided to teachers after each
evaluation was rolled out in Tennessee, TEA members rating of “Meets Expectations” (a three on the five- observation.
and staff began evaluating its implementation,
point rating scale) shall be eligible for tenure.
5. Expand the 15 percent options and allow
documenting areas of concern that adversely
4. Streamline and strengthen the observation teacher choice as contemplated in the law.
affect teaching and learning. TEA released its
process:
6. Ensure accuracy of all data used in evaluations
recommendations to correct the state’s flawed system * Reduce the number of required observations for by providing a process for correcting erroneous data.
at a news conference in mid-January.
accomplished teachers. For example, professionally
7. Deliver teachers’ final evaluation ratings
“Tennessee’s teacher evaluation system and
licensed teachers with a rating of three or better (on a no later than the last work day of the school year.
supporting data system are so flawed that they diminish five-point scale) would receive one observation each Ensure that evaluation ratings are accompanied by
the education program for Tennessee students,” said year and a full evaluation cycle comprising multiple recommendations for improvement and indications of
Gera Summerford, Sevier County high school math observations every five years.
Pleaseshare
the support to be provided to help teachers orpost improve.
teacher and TEA president (pictured on the cover). “As
a result, students suffer as teachers and administrators
* Utilize observation instruments which
appropriately reflect how students learn and teachers
Pleaseshare
orpost
are distracted from focusing on student learning in teach across the range of teaching assignments.
order to meet the demands of the evaluation system.” * Simplify and streamline the observation
TEA’s list of recommendations includes:
instrument so criteria to be observed in a single lesson
1. Designate the 2011-2012 initial implementation are realistic in both number and scope.
year as a pilot/practice year for the new evaluation
system so that no educator will be negatively affected
* Provide constructive feedback to teachers
from one observation before the next one occurs.
EducationalSupportPersonnel
TEA Building
by this year’s evaluation rating.
* Base evaluation ratings on actual observations
Saturday, April 21, 2012
EducationalSupportPersonnel
9:00 a.m. – 4:00 p.m.
UniServ Staff contact information
can be found on page 12.
2 February 2012
2. Prohibit the use of school-wide data as a
substitute for individual growth data for non-TVAAS
teachers. Rather, where TVAAS data does not exist,
student growth shall be determined by appropriate
criterion-referenced pre- and post-tests or comparable
assessments.
of teaching practice; prohibit manipulation of such
ratings to fit a bell curve or expected student growth
data.
* Provide administrators and teachers with
access to a scripting system so teachers can review
and respond to observation data immediately. Require
_____
TEA Building
Saturday, All ESPs April Invited 21, 2012
9:00 TEA a.m. Building
$15 Refundable – Registration 4:00 p.m. Fee
_____
Continental Breakfast and Lunch
Saturday, All ESPs April Invited 21, 2012
$15 Refundable CONFERENCESESSIONS:
Registration Fee
9:00 Continental a.m. Breakfast – and 4:00 Lunchp.m.
NEWLAWS:SUMMARY&EXPLANATION&WHATCANTEADOFORME
YOURRIGHTS:STATE&FEDERALLAW
AConferenceForEducationalSupportProfessionals
CONFERENCESESSIONS:
MANAGINGMONEY&CREDIT All ESPs Invited
NEWLAWS:SUMMARY&EXPLANATION&WHATCANTEADOFORME
RETIREMENT
YOURRIGHTS:STATE&FEDERALLAW
SOCIALNETWORKINGDO’S&DON’TS
$15 Refundable Registration Fee
AConferenceForEducationalSupportProfessionals
MANAGINGMONEY&CREDIT
Continental Breakfast and Lunch
RETIREMENT AConferenceForEducational SupportProfessionals
SOCIALNETWORKINGDO’S&DON’TS www.teateachers.org
3
TEA HEADQUARTERS STAFF
EXECUTIVE DIRECTOR: Alphonso C. Mance; ASST. EXECUTIVE
DIRECTOR, AFFILIATE SERVICES: Mitchell Johnson; ASST.
EXECUTIVE DIRECTOR, PROGRAM SERVICES: Carol K.
Schmoock; TEA GENERAL COUNSEL; Vacancy; MAN-
AGER OF BUSINESS AFFAIRS: Stephanie Faulkner; IN-
FORMATION TECHNOLOGY & SYSTEMS MANAGER, Galen
Riggs; MANAGER OF UNISERV & BARGAINING CO-
ORDINATOR: Donna Cotner; STAFF ATTORNEYS:
Tina Rose Camba, Katherine Curlee, Virginia A.
McCoy; MANAGER OF GOVERNMENT RELATIONS: Jerry Winters;
GOVERNMENT RELATIONS ASSISTANT: Antoinette Lee; MANAGER
OF COMMUNICATIONS & GRAPHICS: A.L. Hayes; WEB MASTER &
COMMUNICATIONS ASSISTANT: Amanda Chaney; MANAGING EDI-
TOR & COMMUNICATIONS ASSISTANT: Alexei Smirnov; MANAGER
OF RESEARCH & INFORMATION: Melissa Brown; RESEARCH & IN-
FORMATION ASSISTANTS: Susan Ogg; MANAGER FOR INSTRUCTION
& PROFESSIONAL DEVELOPMENT: Terrance Gibson; INSTRUCTION
& PROFESSIONAL DEVELOPMENT COORDINATORS: Susan Dalton,
Nicki Fields; COORDINATOR OF MEMBERSHIP & AFFILIATE RELA-
TIONS: Duran Williams.
Governor’s Bill Puts Thousands of Jobs at Risk
Larger classes threaten student learning
Tennessee’s teachers see Governor Bill Haslam’s proposal to raise the
average class size and repeal the minimum state salary schedule as adding
insult to injury during an increasingly stressful school year.
As TEA President Gera Summerford fielded calls from members concerned
with the governor’s proposal, she pointed out that there will be no new money
dedicated to teacher salaries—just a shifting of funds that could harm students
and their teachers across the state.
“After all the changes in the law that affected Tennessee curriculum
standards and the
evaluation of teachers
and principals, the idea
that the governor would
increase class size and
freeze teacher salaries is
the last straw,” Summerford
said. “Our concern is not
with increasing class size
in some schools by one or
two students, but with the
possibility of every class
CurrentClassSizeLimits(TCA491104)
GradeAverageMaximum
levelperschoolperclass
K32025
462530
7123035
Vocational2025
being maxed out at the state maximum level. We know that in school systems
and county commissions which have experienced funding challenges, it is very
likely that class sizes would be increased significantly under this proposal.”
Contrary to decades-long research highlighting the positive impact of
lower class size on student learning, the Haslam administration is pushing
a bill in the state legislature that could increase class sizes in Tennessee by
five students on average, making 25-30 students in elementary grades and 35
students in high school the new norm.
The state’s average class size grew by roughly five students per class since
2000, according to state data.
Filed in the State Senate as bill 2210 and bill 2348 in the House, the
legislation suggests that the funds “saved” by increasing class size would then
be shifted to the salary component of the Basic Education Program (BEP), the
funding formula through which state education dollars are generated and
distributed to Tennessee schools.
While increasing the salary factor in the BEP from $37,000 to $42,250 would
normally be a good thing, the governor proposes to eliminate the state salary
schedule – the only assurance that teacher pay will increase based on years
of service and advanced degrees, according to TEA research. Increasing the
salaries of just a few teachers would put thousands of education jobs at risk.
As a veteran high school math teacher, Summerford quickly saw the fallacy
in the way the new bill is presented. “One of the arguments supporting this
proposal is the way things are now, if all the classes meet the state average,
with the enrollment of just one additional student the school would have to
hire another teacher,” she said. “The fact is, no matter what the maximum is,
no matter what standard is set for class size, at some point in every scenario
you’ll reach the tipping point where you would have to hire someone, which
invalidates the argument about changing the maximum class size number.”
Armed with data from its research division, TEA strongly opposes the
governor’s legislation. “Increasing class size will undoubtedly have a negative
impact on student achievement,” said TEA Executive Director Al Mance, whose
column on the opposite page also addresses the controversial proposal.
“Eliminating the state minimum salary schedule writes a blank check to local
school boards as to how state salary funds would be distributed.”
TEA Unveils Seven-Point Plan to Fix Evaluation