ask and ye shall receive

State finds assessing eval systems to be harder than expected

For months, state education officials have been hounding school districts to draft teacher evaluation plans and submit them for approval.

But now that the plans are streaming in, the officials are realizing the state is not adequately prepared to assess them. Each plan must be combed through to ensure that it complies with the state’s evaluation law and meets the State Education Department’s hard-and-fast rules and subjective guidelines.

“I think it’s fair to say we underestimated the time and resources that we needed to review these plans,” Valerie Grey, SED’s deputy commissioner, told members of the Board of Regents Monday in Albany.

Grey said the department would seek “additional resources to get through January,” when Gov. Andrew Cuomo has said districts must put new evaluation systems in place or risk forgoing an increase in state aid. She also said the department would ask districts to turn in their plans early to leave time for the approval process.

Grey later clarified that increasing manpower would not require any new funds but instead could be paid for by reallocating some of the state’s Race to the Top funds. The state committed to overhauling teacher evaluations as part of its application for the federal funds.

So far, Grey said, the department has enlisted law students as interns to wade through the complicated, encyclopedic applications that districts turn in. The extra funds will allow the department to hire full-time temporary employees to help with the task. Both the interns and the temporary workers are supervised by department officials. The department is also conscripting employees who do not normally work on teacher quality issues to assist with the project.

Of the state’s 715 districts, 295 have turned in proposals for evaluation systems, Grey said. But the department has provided feedback to only 150 of them, and 75 evaluation systems have been approved so far, she said.

To guard against the bottleneck, the state is asking districts to turn in their evaluation plans by mid-December, just three months away, in order to hit the governor’s Jan. 17 deadline.

The tightened timeline could add new pressure to already fraught negotiations in New York City. City and teachers union officials have both expressed optimism about being able to reach a teacher evaluations agreement by Cuomo’s deadline, but they have missed several state deadlines in the last year. Each time, their negotiations have gone to the wire.

Evaluation plans that the department has approved and published illustrate the complexity of the approval process. Binghamton’s plan, for example, comes to 123 pages and includes a long list of assessments the district wants to use to measure student growth; spreadsheets that show how the different components of the evaluation system will lead to a single score for each teacher; and detailed plans for how to help teachers and principals who get low scores. Each component was negotiated locally, then refined in conversation with state education officials before getting a final sign-off.

Another reason that the review process is taking longer than expected is that districts are so far taking very different approaches from one another, Grey said. She said she anticipated the review process speeding up as more districts look to each other and to models that the state has published for inspiration. Checking off the components of an evaluation system that is similar to one that has already met the state’s approval is simpler than thinking through a brand new system, Grey said.

It’s unlikely that a system New York City proposes would benefit from the economy of scale. The city and its teacher union have been negotiating over the evaluation system for longer than most districts have taken to develop theirs. Plus, the city is so large that some assessment process that are feasible in smaller districts could be hard to carry out here, and vice versa.

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.