If the Board of Regents approves a proposal today to double the weight of student test scores in teacher evaluations, they’ll be spurning the advice of 10 leading education researchers.
The researchers — who include Linda Darling-Hammond and New Yorkers Aaron Pallas and Henry Levin — sent a letter to the Regents yesterday that summarizes studies that they say point to problems with basing teacher evaluations on student scores. Those problems include teaching to the test and disincentives to help students with special needs.
“We urge you to reject proposals that would place significant emphasis on this untested strategy that could have serious negative consequences for teacher[s] and for the most vulnerable students in the State’s schools,” the researchers say.
Gov. Andrew Cuomo last week told the Regents that he thought test scores should play a larger role in teacher evaluations. The state’s year-old teacher evaluation law bases 20 percent of teachers’ evaluations on student test scores and another 20 percent on local measures of student achievement. The proposal being considered today would allow districts, with the approval of their local teachers unions, to use the same measures for both parts of teachers’ evaluations.
More than half of its school districts signed on last year when Tennessee created a network of literacy coaches to help classroom teachers improve their students’ reading.
Now entering the program’s second year, another 16 districts are joining up. That means two-thirds of Tennessee districts will have instructional supports in place aimed at addressing the state’s lackluster reading levels.
Tennessee has a reading problem. Less than half of its students in grades 3-8 were considered proficient in 2015, the last year for which test scores are available. In Memphis, the numbers are even more stunning. Less than a third of Shelby County Schools’ third-graders are reading on grade level.
PHOTO: Marta W. Aldrich
Gov. Bill Haslam speaks during the statewide launch of Read to be Ready in 2016.
The state wants to get 75 percent of third-graders proficient by 2025. (New scores coming out this fall will help track progress.)
The coaching network is a major component of Tennessee’s Read to be Ready drive, launched in 2016 by Gov. Bill Haslam and Education Commissioner Candice McQueen. The focus is helping teachers improve literacy instruction for the state’s youngest students.
So far, some 200 coaches have worked directly with more than 3,000 teachers in 83 districts, including all four urban districts. This fall, 99 out of the state’s 146 school systems will participate.
About 92 percent of classroom teachers report that coaching is improving their teaching, even as many coaches say they are stretched too thin, according to a state report released Wednesday. Inadequate planning time for teachers is another barrier to success, the report notes.
To join the coaching network, districts must commit to funding a reading coach who will support about 15 teachers. New districts signing up this year are:
Scott County Schools
Smith County School System
Pickett County Schools
Jackson County Schools
Macon County Schools
Clay County Schools
Sumner County Schools
Dyer County Schools
Wayne County Schools
Bedford County Schools
Benton County Schools
Alamo City School
Polk County Schools
Kingsport City Schools
Oak Ridge Schools
Dayton City School
A complete list of participating districts can be found here.
With new contract, first-year teachers in Detroit could soon make more than peers in Grosse Pointe and other suburbs
First-year teachers in Detroit could soon earn more than their peers in neighboring districts. The gray bar in this chart shows where starting salaries were in Detroit last year. The green one shows how the contract could change that.
For years, Detroit’s main school district has paid some of the lowest starting teacher salaries in the region but Superintendent Nikolai Vitti says that’s about to change.
The teachers contract approved by the Detroit school board Tuesday night doesn’t include enough of a pay increase to bring city teachers back to where they were in 2011 when a state-appointed emergency manager ordered a 10 percent pay cut.
But data compiled by the Detroit district show that the new agreement, which will boost teacher wages by more than 7 percent, would pay enough that starting teachers could soon earn more than their peers in Dearborn, Grosse Pointe and other nearby districts.
“It doesn’t begin to address the injustice [of pay cuts and frozen wages] but this is a first step,” Vitti told the board as it met at Osborn High School Tuesday.
The new contract was approved last month by members of the Detroit Federation of Teachers union. Now that the school board has signed off, the contract will go to a state financial review board for final approval.
Vitti, who hopes the higher salaries will make it easier for the district to fill more than 400 vacant teaching positions, showed the board a series of charts and graphs that illustrated some effects of the new contract.
Among the charts he flashed on a screen was one that compared starting teacher salaries in Detroit to other districts, before and after the new contract. Another slide showed how salaries would change for teachers at every level of the pay scale. A third warned that the city’s main district could be careening toward a “cliff” if it doesn’t recruit enough young teachers to replace the district’s predominantly senior educators as they begin to retire.
See the charts — and additional details about the contract — below. The last page spells out other steps Vitti says he plans to take to address the teacher shortage.