Union backers say bill could wreck Indiana's teacher pay system

Teachers in high-demand jobs — like science, math or foreign language — would be free to try to negotiate better pay even beyond what their school’s union scales allow under a bill the Indiana House will consider next week.

That was a surprise to some during discussion in the House Ways & Means Committee today: that the change would apply to people who want to stay in their jobs, not just applicants from outside a school.

That could upend the delicate balance of Indiana’s system for paying teachers, critics said.

The bill, House Bill 1004, is designed to allow districts to decide where teachers up for hard-to-fill positions would fall on the district’s pay scale without going through their unions. But it doesn’t just apply to new teachers who are looking to take a job — teachers already in hard-to-fill jobs could demand a pay raise if their schools want them to stay, the bill’s author Rep. Bob Behning, R-Indianapolis, told the committee during debate today.

“Superintendents testified about the fact that we have shortage areas, especially in your urban and rural areas,” Behning said. “The goal is to do what we can to provide flexibility and opportunities for our school districts and our schools.”

The bill would also let teachers with licenses from other states teach in Indiana if they have bachelor’s degrees in the subject area they want to teach and a college GPA of 3.0 or higher. Transferring teachers would also have to pass subject tests that are required for Indiana’s teacher licenses, but they wouldn’t have to pass other required exams on teaching theory or undergo CPR and suicide prevention training.

Licensing more out-of-state teachers could increase administrative costs for districts to check out-of-state teachers credentials, according an evaluation of the bill’s fiscal impact. But it would depend heavily on the individual actions of each district and whether they hire more out-of-state teachers or not. A district wouldn’t be allowed to have more than 10 percent of its teachers with out-of-state licenses.

Salaries could also increase if districts choose to hire teachers in hard-to-fill positions and pay them more. The bill offered no details of what those projected costs might be.

But like earlier this week when the bill went before the House Education Committee, the Indiana State Teachers Association said the bill would not only take away negotiating power from unions, it would let district leaders favor some teachers at the expense of others.

“(The bill has) been couched in the framework of alleviating the teacher shortage, when in fact, the two biggest components that are left in this bill we believe will exacerbate the teacher shortage,” said Gail Zeheralis, a lobbyist with ISTA, the state’s largest teachers union. “That unilateral authority will come, and then the leftovers get put on the bargaining table for everybody else.”

Paying some teachers more than others while still attempting to fulfill existing salary contracts would mean districts would need more money, said Rep. Ed Delaney, D-Indianapolis. Otherwise the district’s other teachers would get less.

“It’s just economics,” Delaney said.

Behning said schools have historically had the ability to pay some teachers more than others within collective bargaining agreements. Indiana should trust its superintendents to make good choices for their schools, he said.

“Superintendents are part of our educational leadership, they are responsible, they have to collaborate with leaders,” Behning said. “I can’t imagine they are going to create ill will, but they’re going to be able to have this tool to find those more difficult positions.”

The bill’s intent, Behning said, was to give districts more control to ease hiring problems that some schools have seen when trying to find qualified teacher candidates. But Rep. Terry Goodin, D-Austin, who is superintendent of Crothersville schools, said the bill would do the exact opposite by discouraging teachers from wanting to work in Indiana.

“This is bad public policy,” Goodin said. “As a superintendent, I’m telling you this … is not the right direction to go in if we want teachers to come into the profession.”

The committee also approved House Bill 1395, which passed earlier this week. The amended bill now requires the Indiana State Board of Education to decide whether to mandate the Indiana Department of Education to rescore the 2015 ISTEP test. The bill also creates committees to study the future of Indiana’s testing program and A-F accountability system. If passed, the bill also “repeals ISTEP as we know it,” Behning said, by July 1, 2017.

The 14-8 vote was split along party lines, with Democrat members opposed to continuing to fund efforts associated with “a test that no one believes in,” Delaney said. Behning said the rescore is important for next year’s new A-F grade model, which significantly factors in student test score growth from the prior year.

Although this year’s ISTEP test experienced a series of glitches, and scoring and design problems, Behning said the test itself was valid, but the administration of it by the education department and test company was flawed.

An independent validity study conducted by the state board of education found no “substantial” problems with the test that would “fundamentally undermine” scores, said Cynthia Roach, the board’s testing director.

“They did find issues that need to be addressed,” Roach said at Tuesday’s state board meeting. “But the results … were determined to be valid.”

Both bills are next headed to the full House.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.