core values

As officials stress urgency, teachers raise standards concerns

Deputy chancellor of the New York City schools Shael Polakow-Suransky (left) and State Education Commissioner John King discussed the Common Core at a teaching forum.

As three of the region’s education policy heavyweights said last week that they were rolling out new curriculum standards with “incredible urgency,” educators asked them to slow things down.

The conversation took place Friday at WNET’s annual Celebration of Teaching and Learning conference, where State Education Commissioner John King, New Jersey schools chief Christopher Cerf, and city Department of Education Deputy Chancellor Shael Polakow-Suransky spoke on a panel discussion about new Common Core curriculum standards. GothamSchools editor Elizabeth Green moderated the panel.

Both New York and New Jersey are in the process of rolling out the new standards, which emphasize analytical skills, non-fiction literature, and mathematical word-problems. Every city school devoted a training day before the school year started to the standards, and all teachers are supposed to teach one unit this spring aligned to them.

But educators who attended the panel — some of whom cut out of school early to be there — said the Core’s introduction this year had become a point of anxiety as teachers are juggling multiple sets of expectations. They said the new standards were increasing pressure on them to revise their teaching methods at a time when they are already gearing up for performance evaluations tied to their students’ test scores for the first time.

Noah Heller, a high school math teacher, said he struggled to decide how to adjust to the new standards when the state is years from tying high school Regents exam scores to the Common Core.

“When we talk about teacher evaluations being tied more and more to high stakes testing, it seems not a tad bit problematic that we don’t know about the tests,” Heller said.

The state is scheduled to roll out Common Core-aligned tests in grades 3 through 8 next year. Regents exams are supposed to start reflecting the Common Core’s focus on real-world situations, problem-solving, and informational texts in the 2013-2014 school year. The state is also weighing whether to adopt brand-new, Common Core-aligned tests for the 2014-2015 school year that are being developed by a consortium of states that have adopted the new standards. If the state adopts those tests, students in grades 3 through 11 could face reading and math assessments as many as nine times a year.

Acknowledging the teachers’ concerns, King stressed that standards and assessments “must change together,” and said he wished the state tests could change faster.

“It’s true Regents exams are not as rigorous as we want,” King said. “We’re trying to make those exam changes quickly.”

A teacher who introduced himself as Mitch compared King’s approach to “putting down the train tracks while the train is going through.”

“What you guys are doing is a little comical,” he said, eliciting applause from the audience. “How do we not pilot this system for two or three years before we put in place? We can’t do it all at once. We have to pilot it, and then really make it successful.”

Other teachers who attended the panel said they still had little sense of how the standards would affect instruction in science and social studies classes or where to find materials to help them incorporate the standards into their classrooms. One said that the sample lessons provided by the city were only of limited use because they are not tailored to every grade level 0r subject area.

In response, King noted that as a city teacher, he once had a physical and mental “file cabinet” full of lessons he and his colleagues had prepared in years past. But teachers have few such resources to draw from now because of the newness of the curriculum.

“We at the department need to develop more materials,” King said.

Until the state develops more assessment and instructional materials, Polakow-Suransky said the city is discouraging educators from buying books and lessons that claim to be Common Core-aligned. Instead, he points them toward the Common Core Library, an online trove of teaching materials hosted by the city. He said the city is also encouraging teachers to get creative, and write their own lessons inspired by the Common Core guidelines the city has provided. And the city hired 100 teachers to serve as Common Core Fellows, guiding instructional changes inside their school buildings.

Polakow-Suransky said the city is trying to be cautious by introducing the new standards to schools relatively slowly to make up for shortfalls. This year, teachers were asked to align just one unit per class to the new standards, which city and state officials said would privilege critical thinking over rote learning. He said some of those changes are already visible.

Thanks to the emphasis on analytical essay-writing and non-fiction reading, he said, “We’re seeing kids writing much more, and being asked to defend their ideas.”

weekend update

How the education world is reacting to racist violence in Charlottesville — and to Trump’s muted response

PHOTO: Andrew Dallos/Flickr
A rally against hate in Tarrytown, New York, responds to the violence in Charlottesville.

For educators across the country, this weekend’s eruption of racism and violence in Charlottesville, Virginia, offered yet another painful opportunity to communicate their values to families, colleagues, and community members.

Many decried the white supremacists who convened in the college town and clashed with protesters who had come to oppose their message. Some used social media to outline ideas about how to turn the distressing news into a teaching moment.

And others took issue with President Donald Trump’s statement criticizing violence “on many sides,” largely interpreted as an unwillingness to condemn white supremacists.

One leading education official, U.S. Education Secretary Betsy DeVos, followed Trump’s approach, criticizing what happened but not placing blame on anyone in particular:

DeVos’s two most recent predecessors were unequivocal, both about what unfolded in Charlottesville and whom to blame:

Leaders of the nation’s two largest teachers unions responded directly to Trump:

The American Federation of Teachers, Weingarten’s union, is supporting vigils across the country Sunday night organized by chapters of Indivisible, a coalition that emerged to resist the Trump administration. The union also promoted resources from Share My Lesson, its lesson-plan site, that deal with civil rights and related issues.

“As educators, we will continue to fulfill our responsibility to make sure our students feel safe and protected and valued for who they are,” Weingarten said in a statement with other AFT officials.

Local education officials took stands as well, often emotionally. Here’s what the superintendent in Memphis, which is engaged in the same debate about whether Confederate memorials should continue to stand that drew white supremacists to Charlottesville, said on Twitter:

Teachers in Hopson’s district return for the second week of classes on Monday. They’ve helped students process difficult moments before, such as a spate of police killings of black men in 2016; here’s advice they shared then and advice that teachers across the country offered up.

We want to hear from educators who are tackling this tough moment in their classrooms. Share your experiences and ideas here or in the form below. 

Betsy DeVos

‘Underperformer,’ ‘bully,’ and a ‘mermaid with legs’: NYMag story slams Betsy DeVos

PHOTO: New York Magazine
A drawing of DeVos commissioned by an 8-year-old starts the New York Magazine article.

A new article detailing Betsy DeVos’s first six months as U.S. education secretary concludes that she’s “a mermaid with legs: clumsy, conspicuous, and unable to move forward.”

That’s just one of several brutal critiques of DeVos’s leadership and effectiveness in the New York Magazine story, by Lisa Miller, who has previously covered efforts to overhaul high schools, New York City’s pre-kindergarten push, and the apocalypse. Here are some highlights:

  • Bipartisan befuddlement: The story summarizes the left’s well known opposition to DeVos’s school choice agenda. But her political allies also say she’s making unnecessary mistakes: “Most mystifying to those invested in her success is why DeVos hasn’t found herself some better help.”
  • A friend’s defense: DeVos is “muzzled” by the Trump administration, said her friend and frequent defender Kevin Chavous, a school choice activist.
  • The department reacts: “More often than not press statements are being written by career staff,” a spokesperson told Miller, rejecting claims that politics are trumping policy concerns.
  • D.C. colleagues speak: “When you talk to her, it’s a blank stare,” said Charles Doolittle, who quit the Department of Education in June. A current education department employee says: “It’s not clear that the secretary is making decisions or really capable of understanding the elements of a good decision.”
  • Kids critique: The magazine commissioned six portraits of DeVos drawn by grade-schoolers.
  • Special Olympics flip-flop: DeVos started out saying she was proud to partner with the athletics competition for people with disabilities — and quickly turned to defending a budget that cuts the program’s funding.
  • In conclusion: DeVos is an underperformer,” a “bully” and “ineffective,” Miller found based on her reporting.

Updated (July 31, 2017): A U.S. Education Department spokesperson responded to our request for comment, calling the New York Magazine story “nothing more than a hit piece.” Said Liz Hill: “The magazine clearly displayed its agenda by writing a story based on largely disputed claims and then leaving out of the article the many voices of those who are excited by the Secretary’s leadership and determination to improve education in America.”