the scarlet letter

Number of teachers rated unsatisfactory rose again last year

u-ratings-super-for-real-this-timeMore teachers than ever received unsatisfactory ratings last year, suggesting that the city’s push to rid the school system of more struggling teachers is working.

Principals gave unsatisfactory ratings to 1,813 teachers, 17 percent more than in 2009, according to data the city released today. They also denied tenure to 234 teachers this year, 80 percent more than last year. And principals nearly doubled the number of teachers given an extra year before their final tenure decision is made.

In total, 11 percent of the 6,386 teachers up for tenure this year were denied or delayed, compared to 6.6 percent last year. It’s an even more dramatic jump from 2006, when tenure was denied or delayed less than 1 percent of the time.

By far, the leading cause principals cited for giving a U-rating was quality of instruction and student care. Attendance problems were the second-leading cause of low ratings, followed closely by the nebulous “personal and professional qualities.”

Still, the vast majority of teachers were rated satisfactory and received tenure after three years in the classroom. Just 3.66 percent of teachers up for tenure did not receive it, and about 2.2 percent of tenured teachers received a “U-rating,” which can put teachers on the path to dismissal.

“What we see in the numbers today is that principals are making proactive decisions to retain teachers as well as to evaluate and deny some of them tenure,” said Deputy Chancellor John White. “Principals are basing these decisions on years’ worth of information.”

Most of the teachers who received U-ratings had received one in the past, White said, showing that principals are not assigning the damaging rating capriciously.

The new numbers come after nearly three years of a sustained push to usher more weak teachers out of the system. Principals are encouraged to give weak teachers low ratings before they earn tenure, and a team of lawyers helps principals assemble the evidence needed to enable the city to fire low-performing tenured teachers, although their efforts have netted only a handful of dismissals.

This past year, the city also started using student test scores to advise principals about how to make certain tenure decisions. Of the 6,386 teachers up for tenure this year, about 700 taught for two years in subjects where students take state tests. The city ranked those teachers according to how much their students advanced, then advised principals to give tenure to top teachers and to deny tenure to those on the bottom. In the end, only one of the 96 teachers in the top tier was denied tenure, compared to 14 of the 81 teachers in the bottom tier. Half of teachers in the bottom tier had their probation extended.

Using state test scores to drive teacher evaluations is a problem, considering that state officials now say the scores have been hugely inflated, said Michael Mendel, a teachers union vice president.

“The DOE should immediately review and reconsider the cases of those teachers denied tenure on the basis of the now-discredited state test results,” he said.

White said test scores were only one factor principals considered when making tenure decisions. Still, he said, the city remains committed to using test scores in teacher evaluations, especially because state law now requires it.

As the state’s and city’s data collection becomes more sophisticated, principals will have even more information about how successfully teachers are helping students learn.

“I think we will see more thoughtful decision-making because there will be greater evidence of growth,” White said. “If that level of rigor results in fewer teachers granted tenure, then good. But it will also result in better teachers retained and better quality of instruction in our classrooms.”

Of the 200 principals eligible for tenure last year, seven did not receive it. Nearly a quarter more had their probation extended.

Nearly a third of probationary teachers in the Absent Teacher Reserve, the pool of teachers who have been working as substitutes after their permanent positions were eliminated, were denied tenure. The city has said teachers should be fired after four months in the ATR pool.

magnetic fields

Three Indianapolis schools recognized for diversity, but local efforts to integrate are still underway

PHOTO: Alan Petersime
School 27

Three Indianapolis public schools can claim a new title: 2017 National Magnet School of Distinction.

The prize, given annually by a national group promoting the themed schools, recognizes schools that boost student achievement, promote diversity, and have strong community ties. Among this year’s 244 winners nationally are Center for Inquiry Schools 2, 27, and 84, all part of the Indianapolis Public Schools district.

“Being recognized as a Magnet School of Distinction provides just one affirmation to the collective CFI School family that their philosophy, tireless work ethic, community support, and relentless journey to provide students with the absolute best inquiry based education is paying dividends to their students, to IPS, and to the larger community,” said Greg Newlin, the district’s academic improvement officer, in a statement.

The three schools use the International Baccalaureate curriculum. And their students are more likely to be white and more affluent than at the average district school. The schools’ demographics vary widely: School 27 is well integrated, with about 39 percent white students and 41 percent black students. In contrast, School 84 is nearly 83 percent white this year in a district where students of color make up 80 percent of enrollment.

That could soon change. After a series on segregation from Chalkbeat and the Indianapolis Star exposed how rules about magnet school admission gave the most privileged families in the district an edge at sought-after schools, the school board last year voted to adopt policies designed help more low-income students win admission to magnet schools. The new policies could reshape who enters the schools this fall.

“Magnet schools were born out of the civil rights movement and were intended to help school districts to reintegrate,” IPS board member Gayle Cosby said at the time. “We want to make sure that magnet schools are not actually serving a different purpose in our district.”

The award to the Indianapolis schools is the second tier that Magnet Schools of America hands out. Schools that have especially strong academic performance can earn a different title: schools of excellence.

What's your education story?

This educator sees ‘the power in being bilingual’ — and she wants her students to see it, too

PHOTO: Shaina Cavazos
Liset Gonzalez-Acosta is a the director of dual language at Global Prep Academy.

education_story_graphic

Chalkbeat journalists ask the people we come across in our work to tell us about their education stories and how learning shaped who they are today. Learn more about this series, and read other installments, here.

Liset Gonzalez-Acosta is a the director of dual language at Global Prep Academy, an innovation school housed at IPS Riverside School 44. She is part of the first round of local fellows selected to participate in a principal training program run by Relay Graduate School of Education.

I’ve been an educator now for 20 years. I was born in Cuba, and that’s where I got my bachelor’s degree. After that, I moved to Africa. My mom is a doctor, she’s a psychiatrist, and she was sent there for two years. I saw the opportunity to teach in a different place. I met my husband there, and we were married in Cape Verde, and I taught there for six years.

In a poor country like Cape Verde it was really hard for me to continue my studies because there wasn’t a university. So I started looking outside the country, and I was really fortunate to find a university in Vermont where part of their goal is to find international students who wanted to study there and were able to bring that cultural awareness to the rest of of the school.

It was an incredible experience because it was so diverse and you were able to work with people from all over the world. After that, I started looking for a (job). A school in Oregon was looking forof bilingual teachers … and that’s how I got involved in dual language, and it’s been my passion forever.

I see the power in being bilingual, and I want students to recognize you are very powerful when you can speak, write and read correctly in two languages — it’s an advantage for you.

That led me to find Mariama (Carson) by accident. We went to a conference, and I met her. She talked about this project (Global Prep Academy), and it was very interesting. Well, you know how it happens at a conference, you meet people, you say goodbye to people.

I went back to Oregon and forgot about it, and it was kind of … meant to be. I came back to a second conference, and the first person I saw was her. The last day of the conference, I called her, we sat down and talked.

So I came with my family (to Indianapolis). I really loved that the project was in the beginning because it was an opportunity to start something from the beginning. I never saw a new (dual language program) from the ground up.

One of the things that really caught my attention is how different urban education is. The real challenge started when I met the kids. They are so smart, all of them, but they come with so much baggage. It requires a lot of patience, a lot of commitment — believing that they can do it.

I would like to be more in an administrator role, with more administrator responsibilities in that sense because I see the need we have in the school. We have great teachers, but we have teachers who need to be switching their minds around to meet the needs of the kids.

I see education as the greatest equalizer for any student. It doesn’t matter where you are coming from, but if you have an education, you can achieve.

I don’t have all the answers. I have a lot of experience, but I still need to continue learning and growing as an educator. I see myself in 20 years continuing in this career path, but with more experience so that the people that I work with can reach whatever they want to reach — not just the students, but also the educators.