the bottom line

Few teachers across New York State earned low ratings last year

Screen Shot 2013-10-22 at 10.02.50 AMTeachers who were worried that the state’s new evaluation rules could put them at risk of being fired can exhale now. Almost no one was rated ineffective in the first round of ratings under the new rules, state education officials announced today.

Just 1 percent of teachers across the state — excluding New York City — were rated ineffective last year, according to the data, Another 4 percent were rated “developing,” which signals that teachers should receive additional support.

Fully half of teachers earned the state’s highest rating, “highly effective,” and another 42 percent were deemed “effective.”

The new evaluation system, unveiled in conjunction with new standards for students, was meant to distinguish teacher quality and resolve the disconnect between teachers’ almost uniformly high ratings and the state’s low college readiness rate.

That did not happen this year. While 92 percent of teachers were highly effective or effective, just 31 percent of students in the state were deemed to be on track for college and careers.

State education officials said the disconnect now shows that tougher academic standards do not prevent teachers from demonstrating excellence, despite what some teachers had feared. “The results are striking,” Commissioner John King said in a statement. “The more accurate student proficiency rates on the new Common Core assessments did not negatively affect teacher ratings.”

Preliminary rating data the state released over the summer suggested that more teachers were in danger of earning low ratings. That data reflected only the 20 percent of ratings that are based on state “growth scores” and only the fifth of teachers who work in tested grades and subjects. It showed that 6 percent of the teachers were ineffective and another 6 percent were highly effective.

Districts can move to fire teachers who earn “ineffective” ratings two years in a row under the state’s new evaluation rules, written into law in 2010 as part of the state’s efforts to win funding in the federal Race to the Top competition.

New York City teachers are not included in the new data because the city did not have a teacher evaluation system in place last year because the city and teachers union were unable to agree on a plan, despite pressure from Gov. Andrew Cuomo. Some city teachers did receive growth scores, which showed them outperforming teachers in the rest of the state.

In the rest of the state’s roughly 700 school districts, teachers were evaluated according to multiple measures that were split up among standardized state test scores, tests chosen locally, and observations from principals and other administrators. Some districts, such as Syracuse, also factored student surveys into teachers’ scores.

Districts had to compile the different components into single composite scores for each teacher and submit them to the state by last week.

The state’s presentation, made at this morning’s Board of Regents meeting, did not break down the composite ratings by the various measures that make up the scores. King said analyzing the evaluation subcomponents to understand why the state’s growth measure did not reflect the ultimate results would be a next step for his department.

Neither did the state’s presentation break the ratings down by district. Early indications suggest that scores could range widely across districts: In Syracuse, which released its scores earlier this month, just 60 percent of teachers received the higher ratings, and the teachers union is planning widespread appeals.

headcount

New York City school workforce grows, driven by 40 percent rise in teaching assistants

PHOTO: Patrick Wall
A teaching assistant worked with a pre-K student in East Harlem in 2014.

New York City’s public-school workforce grew 8 percent over the past decade, according to a new report, driven largely by the rising number of teaching assistants who work with preschool students and students with disabilities — two populations whose numbers have risen even as overall student enrollment declined.

The education department employed about 131,200 people this June — an increase of 10,200 workers since July 2007, according to an analysis by the city’s Independent Budget Office released Tuesday. The expansion comes even as student enrollment in district-run schools fell by 1.5 percent, or some 15,300 students, during that same period, the report notes.

While the number of teachers remained basically flat during that time, the department added nearly 8,600 additional teaching assistants, or “paraprofessionals,” as they’re known within the school system — an increase of over 40 percent.

“This is a story about the use of paraprofessionals — that’s the main thing,” said Yolanda Smith, a senior IBO analyst who prepared the report.

The majority of the paraprofessionals who were added during that period work with students with disabilities. Teachers union officials attributed the increase to a citywide effort since 2012 to place more students with disabilities in classrooms alongside their general-education peers, often with the support of a paraprofessional. (An education department spokesman said students are assigned paraprofessionals based on their unique needs.)

Nearly 2,000 of the paraprofessionals hired over the past decade work in pre-kindergarten classrooms, which are required to have both an assistant and a teacher. The number of assistants spiked after 2014, when Mayor Bill de Blasio rapidly expanded the city’s pre-K program.

Full-time paraprofessionals with a high school degree earn a starting salary of around $22,000. While the number of paraprofessionals focused on special-education and preschool students grew during this period, those assigned to general-education classrooms declined by roughly 1,100.

At the same time, the ranks of other school workers expanded 22 percent during this 10-year period. Those more than 2,200 additional employees include nurses, occupational and physical therapists, and “parent coordinators,” who answer families’ questions and help organize school events.

The number of teachers, principals, and assistant principals barely budged over that period, adding just over 500 additional workers. Union officials noted that there was a teacher hiring freeze from 2009 to 2014, but said that in recent years any new hires were essentially balanced out by teachers who retired or chose to leave the system.

Education department spokesman Will Mantell said in a statement: “We’re focused on recruiting and retaining talented staff that meet the needs of New York City students and families.”

Human Resources

A minimum salary for Colorado teachers? State officials may ask lawmakers to consider it.

A teacher reads to her students at the Cole Arts and Science Academy in Denver. (Photo by Nic Garcia/Chalkbeat)

As part of a broad plan to increase the volume of high-quality teachers in Colorado, state officials are considering asking lawmakers to take the bold step of establishing a minimum teacher salary requirement tied to the cost of living.

Officials from the state departments of education and higher education are finalizing a list of recommendations to address challenges to Colorado’s teacher workforce. Pressing for the legislation on teacher salaries is one of dozens of recommendations included in a draft report.

The report, assembled at the request of the legislature, also proposes a marketing campaign and scholarships to attract new teachers to rural areas.

Representatives from the Colorado Department of Education said they would not discuss the recommendations until they’re final. However, the department earlier this month briefed the State Board of Education on their proposed recommendations in advance of the Dec. 1 deadline for it to be finalized.

The impending report — based on thousands of responses from educators, students and other Colorado residents in online surveys and town halls across the state — is a sort of first step for the state legislature to tackle a problem years in the making. Since 2010, Colorado has seen a 24 percent drop in the number of college students graduating from the state’s traditional teacher colleges. There’s also been a 23 percent drop in enrollment in those programs.

Residency programs, which place graduate students in a classroom for a full year with an experienced teacher, and other alternative licensure programs have seen a 40 percent increase in enrollment. But those programs produce far fewer teachers and can’t keep up with demand.

Colorado faces a shortage of teachers in certain subjects, regions and schools, and circumstances vary. Math and science teachers are in short supply: Only 192 college students in 2016 graduated with credentials to teach those subjects. The same year, 751 students left with a degree to teach elementary school.

And rural schools have had an especially hard time finding and keeping teachers.

Here’s a look at what the state departments are considering recommending, based on the presentation from education department officials to the state board:

Provide more and better training to new — and veteran — teachers.

Colorado schools are already required to offer some sort of induction program for new teachers. This training, which lasts between two and three years, is supposed to supplement what they learned during college.

For the last two years, the state education department has been pushing school districts to update their programs. The recommendations in the report could kick things up a notch.

The education departments are asking for updated induction requirements to be written into statute and more money to be provided to districts to pay for the training.

The draft report also calls for more more sustained training for veteran teachers, including competitive grant programs.

An additional suggestion is to create a program to train teachers expressly to teach in rural classrooms.

Increase teacher compensation and benefits.

This will be a hard pill to swallow. According to the presentation to the state board, the education departments want to call on lawmakers to set a minimum salary for teachers based on the school district’s cost of living.

The presentation to the board lacked specifics on how lawmakers and school districts could accomplish this. One board member, Colorado Springs Republican Steve Durham, called it a “mistake” to include such a recommendation.

Keeping up with the rising cost of living is a challenge. A new report shows new teachers in the state’s three largest school districts couldn’t afford to rent a one-bedroom apartment.

“We hope the report itself is going to talk a lot the cost of living — that’s what we heard from our stakeholders across the field,” Colleen O’Neil, the education department’s executive director of educator talent told the state board. “They literally were not able to meet the cost of living because their salaries did not compensate them fairly enough to find housing.”

Other suggestions the report might highlight to improve teacher compensation include loan forgiveness, housing incentives and creating a differentiated pay scale for teachers — something teachers unions staunchly oppose.

Help schools better plan for hiring and send teachers where they’re needed.

One short-term solution the state is considering recommending is allocating more resources to help schools plan for teacher turnover. This includes providing incentives for teachers to notify school leaders about their plans to leave the classroom earlier.

The education departments are also suggesting the state increase the number of programs that can help teachers get licensed in more than one subject at a time. Other ideas include offering scholarships to potential teachers to complete licensing requirements for content areas that are lacking viable candidates — likely math and science — and providing transportation and technology stipends for rural teachers.

Make the teaching profession more attractive.

Teachers “feel they’re not treated like professionals,” O’Neil told the board. So the education departments want the legislature to allow them to partner with private entities to launch a marketing campaign to lift the profile of teaching as a career in the state.

The education departments also hope the legislature considers creating more opportunities for middle and high school students to consider teaching as a viable career path. This could include reinvigorating the state’s Educators Rising program, a program for high school students interested in teaching.