ch-ch-changes

City unveils new steps designed to make path to tenure tougher

For more than 6,000 teachers, the path to tenure this year will be different and, the city hopes, tougher.

City education officials announced a new rubric today that will guide principals as they make tenure recommendations this year. The “effectiveness framework” places teachers in one of four categories: highly effective, effective, developing, and ineffective, based on students’ tests scores, classroom observations, parent feedback, and other factors. No single element is meant to be weighed more heavily than the others and principals still have the ability to pick and choose what goes into their final decision.

Principals will be encouraged to give tenure only to teachers they believe are effective or highly effective, city officials said today. Teachers who are “developing” will have their probation extended, giving them another year in which to improve. This extension can occur again and again until a principal makes a final decision or the teacher leaves the job.

In the past, granting tenure meant checking a series of boxes in an online form. Was the teacher dressed appropriately? Check. Did she have good classroom management? Check. Principals who wanted to deny tenure had to offer a brief justification, but granting it didn’t require a principal to give her rationale for doing so.

This year, school leaders will have to write a few paragraphs explaining their decisions. City officials said today that they expect the new rubric will lead to higher rates of tenure denial and probation extension, which have increased in the last several years, but have not set a goal to meet.

At a meeting with reporters at Tweed Courthouse today, Deputy Chancellor John White called the new rubric “a culture shift.”

“This is a culture shift away from guesswork and toward rigorous decisions based on evidence,” he said. “If we’re going to offer someone a lifetime job, we had better be sure that that teacher is going to be effective for a long time.”

Chief Schools Officer Eric Nadelstern said the city is hoping that the pressure on principals to boost their students’ performance will lead them to take the new rubric seriously.

Teachers union president Michael Mulgrew said that if the new rubric is a culture shift, it’s a long time coming.

“Every time the DOE needs a cheap headline, they make some pronouncement about teacher tenure, conveniently ignoring the fact that the process for granting tenure has always been within the DOE and the Chancellor’s control,” he said. “We’ll be reviewing this latest process with the hope that it can help solve the system’s real problem — the huge numbers of teachers who leave of their own accord before their probationary period ends.”

The city is also trying to make tenure harder to earn by giving principals hiring incentives if they deny it. Principals looking to fill a position vacated by a teacher who has been denied tenure will be freed from the city’s hiring freeze and will be able to hire teachers who are new to the city’s schools.

The memo that the city is sending to school support networks and principals explaining the changes is below, followed by the rubric that will guide tenure decisions.

Teacher Tenure Decision-Making 2010-11

We know that the most significant factor in a student’s performance is the quality of his or her teacher. Yet, currently, we have few ways to recognize outstanding teaching. Unlike professions where mastery is rewarded with accolades, growth opportunities, and additional compensation, teaching is still organized like a factory model – with teachers rewarded primarily for longevity, regardless of effectiveness.

Nowhere is this more evident than in the tenure decision-making process. For too long, we have granted the same tenure distinction to our most effective teachers as we have to our least effective. Along the way, we have forgotten that tenure is actually a high honor: a commitment for life, awarded to those who have demonstrated they can perform at a high level for the duration of a career. Our current approach demeans the teaching profession and does nothing to help our kids.

Last month, Mayor Bloomberg laid out a new vision for how tenure is granted to teachers. From now on, only teachers who demonstrate significant professional skill and meaningful, positive impact on student learning will receive lifetime employment. The City will transform the awarding of tenure from a right, granted practically by default, to an honor bestowed upon our outstanding teachers. We will reconceive how tenure decisions are made and introduce a set of tools intended to establish tenure as a distinction to be earned. Improvements include: (1) introduction of a 4-point effectiveness framework for use in decision-making; (2) expanded performance data for probationary teachers; (3) streamlined decision-making; and (4) a set of hiring policies aligned to our tenure objectives.

More broadly, this new approach is intended to help schools build a culture where teachers receive regular feedback and support for their professional growth; and to establish the tenure decision as a milestone in every teacher’s development. The DOE will ask that schools take this opportunity to implement what many successful principals already do as standard practice: meet personally with each tenure-eligible teacher to review his or her work well in advance of the tenure decision. These conversations provide needed support for teachers up for tenure and an opportunity to personally acknowledge strong performance.

This memorandum provides further information about the tools and policies that will apply to the teachers in your school who are up for tenure this year.

TENURE POLICY AND IMPLEMENTATION

1. 4-point Effectiveness Framework

For the first time, a 4-point effectiveness framework will be used to aid in making tenure decisions. The framework measures teacher practice along multiple dimensions – impact on student learning, instructional practice, and professional contributions – and requires multiple measures of each over more than two academic years in order to demonstrate effectiveness. Additionally, special consideration will be given to gains demonstrated with special populations, including Special Education students, English Language Learners, and students who are over-age and under-credited. A copy of the framework is attached to this document.

2. Expanded Data

The Tenure Notification System (TNS) will provide principals with centrally available data on their probationary teachers, including the following indicators:

§  previous U-rating

§  poor attendance

§  particularly strong or weak teacher data report indicators

§  ATR status

§  limited time teaching at their current school (less than 1 school year)

§  probation previously extended

To assist superintendents, additional data will be available to manage tenure decisions, including:

§  duration of principal tenure in building

§  school QR scores

§  school PR scores

3. Clear Steps for Tenure Decision-Making

In January, principals will be asked to enter an early (preliminary) recommendation using the 4-point framework for probationary teachers whose tenure decisions are due in May and June.

When principals enter final recommendations in TNS, they will (1) provide feedback using the 4-point framework and (2) using a new Tenure Recommendation Form, they will be required to provide a rationale for their tenure recommendation, explaining the evidence they’ve collected which led to the recommendation of granting or denying tenure, or offering an extension of probation. As in the past, principals will enter their final recommendations in the Tenure Notification System (TNS), and Superintendents will review principal recommendations and issue final decisions.

4. Improve Hiring Policies

In an effort to ensure that tenure recommendations are made based on a teachers’ ability to positively impact their students’ educational outcomes and their contributions to the school, the following incentives have been put in place:

§  In the past, principals may have resisted denying or extending tenure because of a fear of creating a vacancy that could not be filled with a newly hired teacher of their choice. This year, principals who deny tenure (or discontinue prior to denial) can backfill the position with a teacher new to the system, provided that (1) the school has the FY 2011 budget to afford a teacher in the position and (2) there is not a layoff condition making implementation impossible under legal and contractual rules.*

§  If schools are compelled to excess teachers for whom they have recently granted tenure, networks and then clusters are responsible for identifying an appropriate placement for that teacher.

NEXT STEPS:

  • Principals can access a current list of probationary teachers with upcoming tenure decisions via TNS and will be able to produce one-touch data reports for those teachers through TNS starting in January
  • As outlined above, principals will be asked to make preliminary recommendations of effectiveness using the attached 4-point framework (for teachers whose tenure decisions are due in May and June starting in January.)
  • Schools should work directly with their CFN to implement the policies described in this memo.
  • Training materials will be available beginning in mid-December.

*This applies only to vacancies in the same grade and subject as the one held by the denied employee.

the end

A 60-year-old group that places volunteers in New York City schools is shutting down

PHOTO: August Young

Citing a lack of support from the city education department, a 60-year-old nonprofit that places volunteers in New York City schools is closing its doors next month.

Learning Leaders will cease operations on March 15, its executive director, Jane Heaphy, announced in a letter to volunteers and parents last week.

In the message, she said the group had slashed its budget by more than a third, started charging “partnership fees” to participating schools, and explored merging with another nonprofit. But the city pitched in with less and less every year, with no guarantee of consistency, she said.

“This funding volatility has created insurmountable challenges to the long-term viability of our organization,” Heaphy wrote. “We regret the vacuum that will be created by our closure.”

The group — which began as part of the city school system but became its own nonprofit in the 1970s — says its volunteers work with more than 100,000 students in more than 300 schools every year, many of them faithfully. When then-84-year-old Carolyn Breidenbach became the group’s 2013 volunteer of the year, she had been helping at P.S. 198 on the Upper East Side daily for 12 years.

Heaphy’s full message to volunteers is below:

Dear [volunteer],

It is with a heavy heart that I write to inform you Learning Leaders will cease operations on March 15 of this year. This organization has worked diligently over the last few years to sustain our work of engaging families as Learning Leaders, but the funding landscape has become too challenging to keep our programs going. While we have been able to increase our revenues from a generous community of funders, we have ultimately come to the conclusion that without a consistent and significant base of funding from the NYC Department of Education, we cannot leverage foundation grants, individual donors, or school fees sufficiently to cover program costs.

In the face of growing financial challenges, Learning Leaders reduced its costs as thoughtfully as possible — and in ways that did not affect our program quality. Rather, we sought to deepen and continually improve our service to schools and families while eliminating all but the most necessary costs. These efforts reduced our budget by more than 35 percent.

At the same time, we sought greater public support for our work with schools and families across the city. We are grateful to the foundations and individual donors that have believed in our work and provided financial support to keep it going. We were gratified when schools stepped up to support our efforts through partnership fees. While these fees only covered a portion of our costs, the willingness of principals to find these funds within their extremely tight school budgets was a testament to the value of our work.

Throughout an extended period of financial restructuring Learning Leaders advocated strongly with the Mayor’s Office and the DOE [Department of Education] for a return to historical levels of NYC DOE support for parent volunteer training and capacity building workshops. While we received some NYC DOE funding this year, it was less than what we needed and was not part of an ongoing budget initiative that would allow us to count on regular funding in the coming years. Several efforts to negotiate a merger with another nonprofit stalled due to the lack of firm financial commitment from the DOE. Over time, this funding volatility has created insurmountable challenges to the long-term viability of our organization.

We regret the vacuum that will be created by our closure. If you have questions or concerns about opportunities and support for family engagement and parent volunteer training, you can contact the NYC DOE’s Division of Family and Community Engagement at (212) 374-4118 or [email protected].

On behalf of the board of directors and all of us at Learning Leaders, I offer heartfelt thanks for your partnership. We are deeply grateful for your work to support public school students’ success. It is only with your dedication and commitment that we accomplished all that we did over the last 60 years. We take some solace in knowing that we’ve helped improve the chances of success for more than 100,000 students every year. The Learning Leaders board and staff have been honored to serve you and your school communities.
Sincerely,

Jane Heaphy
Executive Director

Rise & Shine

While you were waking up, the U.S. Senate took a big step toward confirming Betsy DeVos as education secretary

Betsy DeVos’s confirmation as education secretary is all but assured after an unusual and contentious early-morning vote by the U.S. Senate.

The Senate convened at 6:30 a.m. Friday to “invoke cloture” on DeVos’s embattled nomination, a move meant to end a debate that has grown unusually pitched both within the lawmaking body and in the wider public.

They voted 52-48 to advance her nomination, teeing up a final confirmation vote by the end of the day Monday.

Two Republican senators who said earlier this week that they would not vote to confirm DeVos joined their colleagues in voting to allow a final vote on Monday. Susan Collins of Maine and Lisa Murkowski of Alaska cited DeVos’s lack of experience in public education and the knowledge gaps she displayed during her confirmation hearing last month when announcing their decisions and each said feedback from constituents had informed their decisions.

Americans across the country have been flooding their senators with phone calls, faxes, and in-person visits to share opposition to DeVos, a Michigan philanthropist who has been a leading advocate for school vouchers but who has never worked in public education.

They are likely to keep up the pressure over the weekend and through the final vote, which could be decided by a tie-breaking vote by Vice President Mike Pence.

Two senators commented on the debate after the vote. Republican Lamar Alexander of Tennessee, who has been a leading cheerleader for DeVos, said he “couldn’t understand” criticism of programs that let families choose their schools.

But Democrat Patty Murray of Washington repeated the many critiques of DeVos that she has heard from constituents. She also said she was “extremely disappointed” in the confirmation process, including the early-morning debate-ending vote.

“Right from the start it was very clear that Republicans intended to jam this nomination through … Corners were cut, precedents were ignored, debate was cut off, and reasonable requests and questions were blocked,” she said. “I’ve never seen anything like it.”