status update

Bloomberg: Evaluations progress won't stop "turnaround" plans

Today’s evaluations announcement would appear to eliminate the main reason for the city’s controversial plan to “turn around” 33 struggling schools. But Mayor Bloomberg said the city would move forward with the plans anyway.

Bloomberg proposed turnaround, which would require the schools to close and reopen with new names and many new teachers, last month as a way to circumvent a requirement that the city negotiate an evaluation deal for teachers in those schools. Now, having resolved a sticking point in those negotiations resolved — the appeals process for teachers who receive low ratings — the city could conceivably appeal to the state to let it continue receiving federal funds to implement improvement strategies that had been underway there until the evaluations negotiations broke down in December.

But Bloomberg — who did not join state and union officials announcing the evaluations deal in Albany today — said during a press conference at City Hall that he would not be backing down from the turnaround plans.

“Nothing in the deal prevents us from moving forward with our plan to replace the lowest performing teachers in 33 of our most troubling schools,” he said.

Bloomberg said the aggressive overhaul strategy was necessary because no teachers would be removed from schools because of low scores on the new evaluations for at least a year and a half.

“It would be unconscionable for us to sit around for two years and do nothing, so we’re going to use the 18-D process,” he said, referring to a clause in the city’s contract with the teachers union that the city says allows turnaround’s rehiring process.

Another reason not to revert to the previous overhaul strategies, “restart” and “transformation,” is that the city and union have not actually hammered out an evaluation system for the 33 schools, which would be required to restore federal School Improvement Grants for those processes. City officials said today they had not focused on fast-tracking a system just for the 33 schools and instead were focusing on longer-term negotiations for a process that would apply to the entire city.

UFT President Michael Mulgrew and principals union president Ernest Logan both said today that they thought the evaluation deal should take turnaround off the table.

Mulgrew also signaled that Bloomberg had not raised the possibility of seeking funding for less agressive overhaul strategies.

“If the mayor chooses he can speak to us about putting in a SIG application,” Mulgrew said in Albany before Bloomberg addressed the issue of turnaround schools. “I think he has decided he’d rather close schools than fix them.”

Teachers, parents, students, and even administrators at the schools have been protesting the turnaround plans, charging that the rapid teacher turnover would be disruptive and arguing that the schools had made progress under restart and transformation.

Reached at school, the principal of one of the 33 schools said Bloomberg had missed his opportunity to exit gracefully from the plan.

“This was his way of bowing out of it. If he says this is still going forward then I believe him,” the principal said. “He threw down the gauntlet.”

Some of the schools have pushed back against the turnaround proposals by pointing out that they received high marks on the progress reports the Department of Education uses to judge schools.

Bloomberg did leave open the possibility that the city would not pursue turnaround at all 33 of the schools but said the city would press forward with replacing half the teachers in “maybe even all of them, probably most of them, certainly most of them.”

Speaking in Albany today, State Education Commissioner John King — who will have to approve the plans if they are to receive federal funding — said the city must decide on an individual basis what is most likely to help each school improve. City officials are set to make their case with King next week for why federal funds should continue flowing to the schools and have said they intend to present the turnaround plans as evidence.

“The district will need to make a determination school by school,” King said.

pre-k for all

New York City will add dual language options in pre-K to attract parents and encourage diversity

PHOTO: Christina Veiga
Schools Chancellor Carmen Fariña, back right, visits a Mandarin pre-K dual language program at P.S. 20 Anna Silver on the Lower East Side.

Education Department officials on Wednesday announced the addition of 33 dual language pre-K programs in the 2018-19 school year, more than doubling the bilingual opportunities available for New York City’s youngest learners.

The expansion continues an aggressive push under the current administration, which has added 150 new bilingual programs to date. Popular with parents — there were 2,900 applications for about 600 pre-K dual language seats last year — the programs can also be effective in boosting the performance of students who are learning English as a new language.

Another possible benefit: creating more diverse pre-K classrooms, which research has shown are starkly segregated in New York City.

Schools Chancellor Carmen Fariña said the new programs reflect the city’s commitment to serving all students, even as a national debate rages over immigration reform.

“It’s important to understand that immigrants or people who speak a second language are an asset,” Fariña said. She called bilingual education “a gift that I think all schools should have.”

Included in the expansion are the city’s first dual language pre-K programs in Bengali and Russian, which will open in Jamaica, Queens, and the Upper West Side, Manhattan, respectively. The other additions will build on programs in Spanish, Mandarin and Italian. Every borough is represented in the expansion, with 11 new programs in Manhattan, nine in Brooklyn, six in Queens, five in the Bronx, and two on Staten Island.

In the dual-language model, students split their time between instruction in English and another language. At P.S. 20 Anna Silver, where the recent expansion was announced, pre-K students start the morning in English and transition to Mandarin after nap time. Experts say the model works best when the class includes an equal mix of students who are proficient in each language so they can learn from each other as well as the teacher, though it can often be difficult to strike that balance.

Officials and some advocates view dual-language programs as a tool for integration by drawing middle-class families eager to have their children speak two languages into neighborhood schools that they otherwise may not have considered. Research has shown that New York City’s pre-K classrooms tend to be more segregated than kindergarten. In one in six pre-K classrooms, more than 90 percent of students are from a single racial or ethnic background. That’s compared with one in eight kindergarten classrooms, according to a 2016 report by The Century Foundation.

Sharon Stapel, a mother from Brooklyn, said she knew early on that she wanted her daughter to learn another language and strike relationships across cultures. So she travels to the Lower East Side with her four-year-old, Finch, to attend the Mandarin dual-language pre-K program at P.S. 20 Anna Silver. On Wednesday, the city announced it will add a Spanish dual language program at the school.

“We really see it as how you build community with your neighbors and your friends,” Stapel said. “It was also an opportunity for Finch to become involved and engage in the cultures and in the differences that she could see in the classrooms — and really celebrate that difference.”

Citywide, about 13 percent of students are learning English as a new language. That number does not include pre-K since the state does not have a way to identify students’ language status before kindergarten. However, based on census data, it is estimated that 30 percent of three- and four-year-olds in New York are English learners.

Dual-language programs can benefit students who are still learning English — more so than English-only instruction. Nationally and in New York City, students who are learning English are less likely to pass standardized tests and graduate from high school. In one study, students who enrolled in dual-language courses in kindergarten gained the equivalent of one year of reading instruction by eighth grade, compared with their peers who received English-only instruction.

The city has been under pressure to improve outcomes for English learners. Under the previous administration, New York City was placed on a state “corrective action plan” that required the education department to open 125 new bilingual programs by 2013. Though the city fell short of that goal, the current administration has agreed to place every English learner in a bilingual program by the 2018-19 school year.

Among the greatest barriers to achieving that is finding qualified teachers, Fariña said. In some cases, it can be hard to find teachers who are fluent in the target language. In others, teachers who are native in a foreign language may only be certified in their home country, and it can be hard to transfer that certification to New York.

In order to open an Urdu program recently, Fariña said, the teacher, who holds a degree from another country, went through Teaching Fellows, an alternative certification program that usually caters to career-changers or recent college grads.

“I think the biggest challenge we have right now is ensuring our teacher preparation courses are keeping up with our need and demand for teachers who can teach another language,” she said.

teacher prep

Tennessee’s mediocre teacher training programs prompt ‘interventions’ with university presidents

PHOTO: Austin Peay
Austin Peay State University in Clarksville is among four Tennessee schools that have undergone "interventions" with state officials over the quality of their teacher training programs.

Armed with sobering data about the performance of teacher training programs in Tennessee, state officials are holding meetings with top brass at universities where they say programs have grown out of touch with the needs of K-12 classrooms.

About 40 programs in Tennessee feed the state’s teacher pipeline with about 4,000 new teachers annually. The largest are based at colleges and universities.

But those same traditional programs generally aren’t attracting enough high-quality candidates or producing enough effective or diverse teachers. Not a single public university in Tennessee scored in the top fifth of teacher training programs under a state report card issued in 2016. And the outlook isn’t expected to improve much under the 2017 report card being released early next month, officials say.

“This data is sobering. It tells us that higher education must do better,” said Mike Krause, executive director of the Tennessee Higher Education Commission. “I worry our higher education faculty in colleges of education get disconnected from what a K-12 classroom looks like.”

Krause outlined the challenges to state lawmakers during a presentation on Tuesday with Sara Heyburn Morrison, executive director of the Tennessee State Board of Education.

Their first “intervention meetings” were with the presidents and education deans at four universities: Austin Peay, Tennessee-Chattanooga, Tennessee-Martin, and Tennessee Tech. Similar meetings are scheduled this spring with leadership of private colleges and universities across the state.

Krause described the first meetings as “very productive” — and illuminating. “In many cases, the presidents just didn’t know” about their programs’ shortcomings, he said.

Teacher quality is considered a driving factor in students’ success, making the quality of teacher preparation programs a front-burner issue in Tennessee.  A 2016 report said only a handful of the state’s programs are consistently preparing teachers to improve student achievement based on Tennessee’s TVAAS measure. The State Board’s new grading system also highlighted weaknesses based on racial diversity, candidates’ ACT scores, and whether they are producing teachers for high-need areas such as special education.

Reading instruction is another big challenge. In a state where only a third of students are considered proficient in reading, new teachers are arriving in classrooms ill-prepared to instruct students on Tennessee’s new reading standards. The state is working with higher education institutions so their faculty can take the same professional development on literacy that working teachers are taking.

But for the most part, the State Board has limited levers for improving the quality of teacher prep. The biggest hammer comes every seven years when each program undergoes a comprehensive review for licensure. (In 2014, the state raised its standards and revised its measures for effectiveness to include data such as placement, retention and employer satisfaction.)

Chancellor Keith Carver

Tennessee-Martin Chancellor Keith Carver said his school took its last state report card to heart. As a result of its overall score of 2 out of a possible 4, the university hired an assessment coordinator to help guide decisions based on data. “It’s a really good baseline for improving,” he said of the report card. “We’ve got some work to do in our diversity profile.”

Tennessee’s teacher candidates are overwhelmingly white and female. Of those who completed Tennessee’s programs in 2016, only 14 percent identified themselves as non-white, compared with 36 percent of the state’s student population.

“Colleges of education will not stumble into diversity. There has to be a very intentional effort,” Krause said.

View the full presentation from Tuesday’s legislative hearing below.