minahkaypoh

The chatter among the education cognescenti this week is about what is and what isn't in the bipartisan ESEA draft released by Senate education chair Tom Harkin (D-IA) and ranking member Mike Enzi (R-WY). Let me repeat my prior contention that, politically, ESEA reauthorization is an issue for 2013 -- not 2011 or 2012. The Republican-led U.S. House is not going to give President Obama any kind of a political victory, despite the solid compromise put forth by the Senate HELP Committee. For that reason, the work currently underway is in part about laying the groundwork for a future compromise, in part a genuine attempt to get something done (despite the House), and in part political cover. The bill itself represents a sensible step back from a pie-in-the-sky accountability goal of 100% proficiency in favor of annual state data transparency, continued data disaggregation among subgroups, and greater state flexibility over educational accountability. Personally, I am not an accountabi...

The challenges surrounding the U.S. Department of Education's (ED) plan to replace principals at underperforming schools across the nation ( New York Times : "U.S. Plan to Replace Principals Hits Snag: Who Will Step In?" ) reminds me of the unintended consequences of California's class size reduction policies during the 1990s. As the New York Times reported yesterday about the ED's $4 billion plan to radically transform the country’s worst schools by installing new principals to overhaul most of the failing schools, "[T]here simply were not enough qualified principals-in-waiting to take over." California experienced a similar human capital problem when it reduced class sizes statewide in grades k-3. An unintended consequence of its state policy was the hiring of more emergency-credentialed and unqualified educators as a result of the additional teaching positions needed to enable smaller class sizes. As this Center for the Future of Teaching and Lear...

Proposed education reforms that do not imagine that current and beginning teachers can become more effective while on the job should be considered null and void. This postulation, if accepted, would direct Michelle Rhee's new StudentsFirst agenda to the nearest paper shredder. To be blunt, it is just plain naive and short-sighted to think that we can maximize teacher effectiveness purely by firing more teachers and marginally changing the cadre of incoming teacher candidates. Is supporting and strengthening the teaching practice of our veteran educators not worthy of our focus and investment? StudentsFirst's "Elevate Teaching" policy objectives are limited to evaluating teachers and principals, reforming teacher certification laws, reforming teacher compensation, "exiting" teachers, and eliminating teacher tenure. Specifically, the objectives are: State law must require evaluation that is based substantially on student achievement. Evaluation tools sho...

It's probably no surprise to regular readers of this blog that I'm a Democrat. That said, in my professional life, I have worked for non-partisan and non-profit organizations committed to working with public officials of all political persuasions. And I think that both political parties -- as well as political independents -- are potential partners in improving pubic education. Nonetheless, I can't honestly say that November 2010 was an uplifting month from my (electoral) perspective. But this is the Education OPTIMISTS blog, right? I guess I'm a little self-aware in that I recognize that a majority of my posts grouse about something or other and too few are offered in a truly optimistic vein. So here is my attempt at weaving a silk purse from an elephant's(?) ear. Newly elected Republican governors and state legislators have opportunities to improve education in ways that some of their Democratic counterparts may not. They may be more politically willing and able t...

If you haven't been reading the excellent "Building A Better Teacher" news series in the Milwaukee Journal-Sentinel , you should be. It really doesn't matter whether you're from Wisconsin or not, or particularly interested in this state's policy context. The series is taking an expansive look at the various issues related to human capital development, teacher effectiveness and teaching quality. And it's not quoting the same overused Beltway prognosticators to drive its points home. The fourth installment in the eight-part series, funded by Hechinger, ran this past Sunday and was entitled "Trying to steer strong teachers to weak schools." My main quibble with this particular article was that it gave short shrift to one of the most effective answers to the question posed: How do we steer strong teachers to weak schools? The answer: Improve the teaching conditions at those schools. Here's the extent of what the article offered on this issue: So ...

On Friday, I wrote a blog item ( 'Misleading Manifesto' ) chiding a group of urban superintendents for misstating educational research in a 'manifesto' published in Sunday's Washington Post . Teacher quality *is* important -- but it does not matter MORE THAN family income and concentrated poverty. I am convinced that too many educational reformers are happy to 'spin' the truth for rhetorical purposes. I think this is exactly what we saw in this manifesto. While this may help to simplify messaging, target solutions at a more narrowly construed problem, and focus in on what education leaders have direct control over, it carries an inherent policy danger along with it. That danger is two-fold: (1) teacher policy reforms may be set up for failure by overstating their potential impact; and (2) more comprehensive strategies desperately needed to combat rising income inequality and growing poverty in our nation may be discounted and ignored. For me, this isn't...

Today the Joyce Foundation is releasing “Teacher Quality: What You Need to Know,” a first-of-its-kind guidebook that shows parents why we need to improve how we recruit, support, evaluate, and reward teachers in order to ensure all students get a great education. The short, easy-to-read guidebook tells the story of two teachers – one who gets the right support to help her kids succeed and the other who tries hard but doesn’t get the help she needs – and includes a pull-out “how to” guide with more information on policies, research, and a “Top 12” list of things parents can do to help. The guidebook is geared toward parents but can be used with many audiences. Visit www.joycefdn.org/teacherquality to download the report, access other resources, and learn more about how you can advocate for change.

I'm catching up on education news and blogging after some well-spent time with our family in New York and Vermont last week.... Both successful Phase One Race to the Top (RttT) states -- Delaware and Tennessee -- plan to conduct a statewide teacher working conditions survey. Was this the secret to each state's victory? Well, not exactly, as the states of Colorado, Kentucky, Massachusetts, North Carolina and Ohio also built such a survey into their applications. Of course, each of those states were among the 16 Phase One semifinalists. So, maybe there is something there. Independent of RttT, however, such efforts are in line with President Obama’s recent Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act , which would require states and districts to collect and report teacher survey data on available professional support and working conditions in schools biennially. Research has demonstrated a connection between positive teaching and learn...

Per this recent Education Optimists post about teacher firings in Central Falls, Rhode Island, word comes that a Georgia high school is also firing its entire staff. A failing Savannah high school is firing its entire staff in an effort to avoid further sanctions from the state and to make the school eligible for up to $6 million in federal money, officials said Thursday. The 200 employees at Beach High School — including the principal — will work there through the end of the year but will not be rehired for that school, said Karla Redditte, spokeswoman for the Savannah-Chatham County school district.

As a follow up to my post last September ( "Teacher Residency Requirements" ), there appears to be legislative movement in both Illinois and Wisconsin to eliminate such requirements in Chicago and Milwaukee, respectively. Both cities require teachers to be residents in order to be employed in the public schools. From District 299: The Chicago Schools Blog (Alexander Russo), 3/8/2010: It's an age-old question for Chicago, which is one of few big cities to require teachers to live inside the city limits. Teachers complain about it. Once in a while they get caught living outside the city and have to move or leave their jobs. The recession in making jobs scarcer and the city more expensive. And now State Sen. Steans has introduced language [Residency Bill SB 3522 (Amendment 1)] that, with the support of the CTU, would remove that requirement. From Wisconsin State Journal editorial , 3/10/2010: Republicans in the Wisconsin Legislature and the state's big teachers ...

The Central Falls (Rhode Island) Teachers' Union, an AFT affiliate, has approached district superintendent Frances Gallo and signaled a willingness to compromise over several reform issues that last month led Gallo and the school board to recommend the firing of the entire staff at Central Falls High School. It appears that this story is still being written. Sometimes dramatic steps are what is needed to achieve compromise. For more, check out today's Washington Post ... "I am pleased to reassure the union their place in the planning process," Central Falls Superintendent Frances Gallo said in a statement. She said she welcomes union input in developing "a dynamic plan to dramatically improve student achievement" at Central Falls High School. Gallo's statement followed an overture Tuesday from the Central Falls Teachers' Union, an affiliate of the American Federation of Teachers. The instructors have offered support for a longer school day, as well...

Today's Providence Journal story reports that Central Falls , Rhode Island's " tiniest, poorest city has become the center of a national battle over dramatic school reform." Even the New York Times and the Washington Post have taken notice. While firing the entire teacher corps at Central Falls High School is a dramatic step, the school board's and superintendent's decision was largely based on the district's track record of very poor student outcomes, the teachers' rejection of a reform plan ultimatum from state Education Commissioner Deborah Gist targeting the state's lowest-performing high schools, and accountability pressures from the federal Education Department. The decision is supported by U.S. Education Secretary Arne Duncan, who recently weighed in on the controversy, applauding them for “showing courage and doing the right thing for kids.” Nonetheless, the impact on individual teachers is great and undoubtedly places their li...

Maryland Governor Martin O'Malley and state school Superintendent Nancy Grasmick can finally agree on one thing: O'Malley's proposal to make the state competitive for Race to the Top round two. Score one for Grasmick? Before Maryland decided not to apply in the first round of the Race to the Top competition -- making it one of only 10 states not to -- O'Malley said that no legislative changes were needed, while Grasmick insisted that they were if Maryland was to submit an application that had a snowball's chance in hell of being successful. It looks like the Governor has come around. The Baltimore Sun reports that the Governor "wants to add a year to the time it takes public school teachers to achieve tenure and to tie their performance evaluations to data on how well their students are doing" and that Grasmick is "very happy." A draft of the governor's Education Reform Act of 2010 shows that it includes: •Lengthening the teacher tenure t...

I'm sure glad that Kate Walsh and company weren't my professors in college. Damn! They are tough graders! With the exception of eight southern states (Alabama, Arkansas, Florida, Georgia, Louisiana, South Carolina, Tennessee, Texas) that received a 'C' and three northern states (Maine, Montana, Vermont) that received a 'F', every U.S. state received some version of a 'D' in the latest edition of the National Council on Teacher Quality's State Teacher Policy Yearbook . In grading the states, the authors look at five broad teacher quality areas (and numerous metrics within them): teacher preparation, expanding the pool of teachers, identifying effective teachers, retaining effective teachers, and exiting ineffective teachers. While it is easy to poke holes at some of the National Council on Teacher Quality's seemingly ideologically-driven work (such as, I believe, its excessive focus on teacher pensions), much of its state policy analysis has a st...

Apart from being marginally good local politics to require city employees (including teachers) to live within city boundaries, why would an urban district create barriers that make it more difficult to attract the highly effective teachers that it needs? Ask Chicago and Milwaukee . (Boston, too, has a residency requirement for city employees, but it excludes teachers.) Any others out there we should be aware of? From the Chicago Tribune (9/11/2009): The city, for its part, maintains that teachers should be contributing to the tax base that funds their schools, among other reasons. From the Milwaukee Journal-Sentinel (1/24/2008): The residency rule has been controversial for years. Some say it is unfair and MPS needs good teachers too much to restrict the pool of possible teachers. Others say it doesn't actually have much effect on who teaches overall and it's good for the city to have employees live within the city line. Efforts in the state Legislature to repeal the residen...