help wanted

Number of Colorado teaching graduates dips again, but pool getting more diverse

PHOTO: Nicholas Garcia
Freshmen at DSST Cole High School in Dexter Korto's morning advisory class look to the back of the class where English standards are posted.

From bad to worse.

That’s the top-level finding of a new report on the declining number of Coloradans completing traditional teacher preparation programs at the state’s colleges and universities.

For the sixth year in a row, fewer students are graduating with an education degree and heading into the classroom, according to a report issued jointly by the state departments of education and higher education.

Just 2,472 students graduated this spring with a degree in education. That’s down slightly from 2,529 the previous year. And unlike in years before where there were slight upticks in the number of students completing nontraditional teacher prep programs, that number was flat this year.

The decline in the number of Colorado college students leaving with a teaching certificate is not unique to Colorado. Across the nation, schools are grappling with teacher shortages, especially at the middle and high school level and with subjects such as math and science.

Rural schools here and across the nation are at an even greater disadvantage, according to multiple reports.

There is one glimmer of hope in the report for those advocating for greater diversity in front of the classroom. The makeup of individuals enrolled last year in traditional teacher prep programs was the most diverse since 2011. In total, 2,088 students of color were enrolled at a traditional teacher prep program last year. That’s about 21 percent of all students in such programs.

In an effort to increase the number of available teachers, colleges and school districts alike are creating new programs to attract incoming freshman and non-traditional candidates.

Beginning in 2017, freshmen entering the University of Colorado Boulder will have two new degree options — a bachelor’s degree in elementary education and a bachelor’s degree in leadership and community engagement. The latter was designed to attract students who believe teaching can make an impact in and out of the classroom, officials said.

The University of Northern Colorado, which continues to graduate the largest number of students with teaching degrees, is developing a new program to recruit and train students and current educators to teach in the state’s rural schools.

Denver Public Schools is also expanding a program that takes current teacher aides and puts them in front of the classroom after they’ve completed courses from Western Governors University, a nonprofit online university.

Fewer new teachers is just one of two major factors contributing to the teacher shortage. The other is the number of current teachers retiring or leaving the field. Some of the state’s most high-profile superintendents recently discussed that matter at an annual forum.

They said the public, lawmakers and their peers must restore respect to the profession, among other strategies, to keep current teachers in the field.

lingering debate

Drop TNReady scores from teacher evaluations, urge Shelby County leaders

PHOTO: The Commercial Appeal
From left: Commissioners Reginald Milton, Van Turner and David Reaves listen during a meeting in Memphis of the Shelby County Board of Commissioners. The governing board this week urged state lawmakers to strip TNReady scores from teacher evaluations.

Just as students have begun taking Tennessee’s new standardized test, Shelby County officials are calling on state leaders to back off of using those scores to evaluate teachers.

The Shelby County Board of Commissioners, the local funding body for Memphis schools, voted unanimously on Monday to urge  the state to use TNReady results as only a “diagnostic” tool. Currently, the board says, state scores are being used as a punitive evaluation of both teachers and students.

The board’s call gets to the heart of a debate that has lingered since a 2010 state law tied standardized test results to teacher evaluations. That was several years before TNReady was introduced last year as a new measuring stick for determining how Tennessee students — and their teachers — are doing.

TNReady testing, which began this week and continues through May 5, has intensified that debate. The new test is aligned to more rigorous academic standards that Tennessee is counting on to improve the state’s national ranking.

But Shelby County’s board is questioning whether reforms initiated under Tennessee’s 2010 First to the Top plan are working.

“While giving off the appearance of a better education, this type of teaching to the test behavior actually limits the amount of quality content in deference to test taking strategies,” the board’s resolution reads.

The board also cites “unintended consequences” to the teaching profession as nearly half of Tennessee’s 65,000 teachers are expected to leave or retire in the next decade.

“Record numbers of quality teachers are leaving the teaching profession and school districts are struggling to recruit and retain quality teachers due to the TN standards imposed in regards to standardized testing,” the resolution reads.

It’s true that school districts statewide struggle to recruit and retain effective teachers in some subject areas. But there’s little evidence to support that incorporating test scores in evaluations is the primary reason teachers are leaving the profession.

It’s also unlikely that Tennessee will back off of its teacher evaluation model, even as some states have recently abandoned the practice. The model is baked into reforms that the state initiated through two gubernatorial administrations to improve both teacher and student performance.


Want education equity? Make sure your teachers feel valued, say lawmakers


PHOTO: Yalonda M. James/The Commercial Appeal
Commissioner David Reaves

Shelby County’s resolution was introduced by Commissioner David Reaves, a former Memphis school board member who says he hears a “continual outcry” from teachers and parents over high-stakes testing.

“Allow the local (school district) to assess and classify teachers and use the test results as a tool, not as a stick,” Reaves told Chalkbeat.

In Tennessee, test scores in some form count for 35 to 50 percent of teachers’ evaluation scores. TNReady scores currently count 10 percent but, as the state settles into its new test, that will gradually increase to 25 percent by 2018-19.

Classroom observations and evaluations did play a factor in retention rates for effective teachers in a 2014 study by the Tennessee Department of Education before the transition to TNReady. Where teachers reported consistent and objective classroom observations, effective teachers were more likely to stay.

State and local teacher surveys also differ on the quality of Tennessee’s teacher evaluation system known as TEAM, which mostly relies on classroom observations.

In Shelby County Schools, exit surveys show issues like levels and stability of teacher pay — not test scores in their evaluations — are cited most often by teachers leaving the district.

Superintendent Dorsey Hopson told the school board last month that most Shelby County teachers find the state’s evaluation system unfair, but the same majority think their own score is fair.

Another survey by the Tennessee Department of Education suggests that satisfaction with the state’s evaluation system is on the rise as teacher feedback continues to be incorporated.

The Shelby County board, which oversees funding for Tennessee’s largest district, is sending its resolution to Gov. Bill Haslam, Education Commissioner Candice McQueen, and the Tennessee General Assembly. Below is the full text:

Building Better Teachers

How this teacher lost it in homeroom and still managed to win her student’s trust

PHOTO: Dylan Peers McCoy
KIPP Indianapolis teacher Katie Johnson, left, with her former student Ronasiea Holland, a freshman at IUPUI.

Educators from around Indianapolis gathered to tell heartbreaking and inspiring stories from the classroom earlier this month at an event hosted by Ash & Elm Cider Co. and Teachers Lounge Indy, a new group that organizes social events for educators.

In the coming weeks, Chalkbeat will share a few of our favorites, condensed and lightly edited for clarity. We start with a story shared by Katie Johnson, a teacher at KIPP Indianapolis.

It was my second year of teaching. I have a student who one day I was very impatient (with). I was asking my class, “Be quiet.” I got an eye roll. “Please stop talking.” I got a lip smack. And that’s when lip gloss was popular — when everybody was real bright and glossy.

That day, I just wasn’t feeling it. I wasn’t feeling like being patient. I said, “Get out of my room!”

And Miss Holland, if you know her, had to do a lip pop. She had to do an eye roll. She had to talk to her friend. That was Miss Holland.

It was the end of the day, afternoon homeroom. And I’m sitting in the middle of the classroom. I have the afternoon announcements in my hand, and I had to make sure all our students got those documents. So when Miss Holland was walking out, I said, “Come back here and get these papers!”

I was not very mature at this time. At this point, I’m like 23 years old.

She comes back in, and she takes these papers, and when she does, she snatches them, and all the papers fly.

Our students wear these really nice uniforms, bright blue shirts, nice ironed collars. Before I realized it, my hands were around the collar of this nice, beautiful polo.

And I was like, “No! Katie, don’t lose your job, Katie Johnson. Don’t lose your job.” I said this out loud in a room of eighth-graders.

She proceeds to walk out. I proceed to like, get my life together. I know I have made a mistake.

It was the end of the day, she was a walker, and her mom usually came to pick her up. I knew, either I was going to lose my job that day, or I had to talk to her parent.

I walk downstairs, and I saw her mom. I walk up to her mom, and I say, “I jacked your baby up.” At this point, we had a relationship, but not enough for me to ever put my hands on anybody’s baby, ever. Her mom said, “Ms. Johnson, you should have beat her ass.” And I knew I had my job after that!

Her mother knew that I cared for her. And the reason why I was really tough on her was because she was extremely intelligent — very smart. And when she had good days, they were amazing. She could lead a class. She could quiet the class. She was great. When she wasn’t having a good day, she could also be a culture-killer and tear my class apart.

I had to get her on my side. And that relationship began to build. Outside of school, I’d take her places. We’d have one-on-one conversations in the cafeteria. Miss Holland was an amazing young lady.

As an eighth-grade (teacher), I got a chance to work with our kids during promotion, and I looked at her and I said, “You know what Miss Holland, not if — but when — you graduate high school and go to college, no matter where you go, I am taking you dorm room shopping. And on my teacher budget, that’s a lot of money.”

For four years, I’ve been engaged with this woman. She’s met my family. And this August, I got a chance to keep my word because she kept hers. She graduated from high school, such a mature and beautiful young lady.

And she called me saying, “Miss Johnson, I’m ready. When are we going shopping? What’s my budget?”

But it was my honor to take her. This is the reward that I get to have for all these years of being an immature teacher. She took it, and she learned, and she grew.

She is now a freshman at Indianapolis University-Purdue University Indianapolis.

She tells me that she wants to be a teacher, and I tell her, “Lord, I cannot wait until you get a Ronasiea Holland in your class.”

Watch the full story:

For more stories about Indianapolis educators, see our “What’s Your Education Story?” occasional series.