team of rivals

Seven ed research heavyweights to head to Albany to help direct evaluation overhaul

Education research heavyweights are headed to Albany next week to offer their advice about the state’s imminent overhaul of teacher evaluations, and they represent many sides of the contentious debates around how to rate teachers.

Seven researchers, economists, and professors accepted an invitation to weigh in on the debate at a May 7 summit being held by the State Education Department and Board of Regents, according to a department memo obtained by Chalkbeat. Officials are required by law to collect public comment on how to design the regulations that will govern how a teacher’s performance in the classroom gets graded, a process that must be complete by the end of June.

On Gov. Andrew Cuomo’s side is Thomas Kane, an economist from Harvard University who last week penned an op-ed praising the governor and the evaluation system he pushed into law earlier this year. Kane is best known for directing the Bill and Melinda Gates Foundation’s Measures of Effective Teaching study, an influential project that many states drew from when designing their new evaluation systems over the last half-decade. (Disclosure: Chalkbeat also receives some funding from the Gates Foundation.)

Kane’s three-year, $45 million project ultimately recommended that 33 to 50 percent of a teacher’s rating be determined by student growth as determined by their state test scores, 25 percent by student surveys, and the rest by classroom observations. (New York’s new system puts a heavier emphasis on student growth, but prohibits the use of student surveys.)

Kane will have some intellectual allies on the panel, but he’ll also be joined by several experts who are less supportive of Cuomo’s ideas. They include University of California at Berkley economist Jesse Rothstein, who analyzed data from Kane’s MET study and found substantial differences in value-added scores for the same teacher when different tests were used. Rothstein has also questioned whether state tests are the best assessments to capture teacher quality.

“If it’s right that some teachers are good at raising the state test scores and other teachers are good at raising other test scores, then we have to decide which tests we care about,” Rothstein told Chalkbeat in 2012. “If we’re not sure that this is the test that captures what good teaching is, then we might be getting our estimates of teaching quality very wrong.”

Also due to offer their opinions are Catherine Brown, vice president of the left-leaning think tank Center for American Progress, which has published papers endorsing the use of value-added methodologies; Manhattanville College professor Stephen Caldas, who once called New York’s evaluation system “psychometrically indefensible“; and Teachers College sociologist Aaron Pallas, who has been critical of New York’s system and served as an expert witness in lawsuits brought by teachers unions challenging low teacher ratings.

Balancing out the panel will be Sandi Jacobs, a vice president at the National Council on Teacher Quality, an organization that has pushed states to adopt stringent evaluation systems that rely more on student learning measures, and Leslie Guggenheim of TNTP, an advocacy organization whose influential 2009 paper “The Widget Effect” was critical of districts for not using teacher performance to make important policy decisions.

It’s unclear what influence the researchers and policy analysts will have on the state’s work, given that much of the evaluation system has been prescribed by the law passed in April. Still, officials have decisions to make about what types of student performance should be factored into evaluation plans and how those scores should be used.

According to the memo, the state’s invitation was turned down by several other prominent researchers. One was Stanford’s Linda Darling-Hammond, who said in an email that she was working with the California’s education department and couldn’t travel. Another was Sean Corcoran of New York University, who has found that the city’s teacher ratings calculated by value-added measures were highly volatile from one year to the next and often riddled with errors, and said he was traveling.

Six of the seven experts will appear in person next week, where representatives from teacher unions, superintendent associations, and other advocacy groups will also be in attendance. A spokesperson for the department said the experts will get about 45 minutes to present their views on teacher evaluation policy before taking questions from Regents members.

Meanwhile, the city teachers union got a jump start on its attempts to influence state education officials, sending a lengthy letter and documents to the Regents this week outlining its own goals for changes to teacher evaluations.

The letter stated for the first time that the union wants the state to eliminate the use of “group measures” of student growth, which can be used to give ratings to teachers based on test scores of students or subjects they do not teach. Those measures are among the most frustrating aspects of evaluations for teachers of non-tested subjects like art, music and physical education, but also allow schools to reduce the time students spend taking subject-specific tests.

The union also pushed for as many aspects of the evaluation system as possible be left to districts and their unions to negotiate, rather than be decided by state officials.

“Every district is different, and a top-down, one-size-fits-all system will not meet the needs of all students and schools,” Evelyn De Jesus, the union’s vice president for education wrote.

Top teacher

Franklin educator is Tennessee’s 2018-19 Teacher of the Year

PHOTO: TDOE
Melissa Miller leads her students in a learning game at Franklin Elementary School in Franklin Special School District in Williamson County. Miller is Tennessee's 2018-19 Teacher of the Year.

A first-grade teacher in Franklin is Tennessee’s Teacher of the Year.

Melissa Miller

Melissa Miller, who works at Franklin Elementary School, received the 2018-19 honor for excellence in the classroom Thursday evening during a banquet in Nashville.

A teacher for 19 years, she is National Board Certified, serves as a team leader and mentor at her school, and trains her colleagues on curriculum and technology in Franklin’s city school district in Williamson County, just south of Nashville. She will represent Tennessee in national competition and serve on several working groups with the state education department.

Miller was one of nine finalists statewide for the award, which has been presented to a Tennessee public school teacher most every year since 1960 as a way to promote respect and appreciation for the profession. The finalists were chosen based on scoring from a panel of educators; three regional winners were narrowed down following interviews.

In addition to Miller, who also won in Middle Tennessee, the state recognized Lori Farley, a media specialist at North City Elementary School in Athens City Schools, in East Tennessee. Michael Robinson, a high school social studies teacher at Houston High School in Germantown Municipal School District, was this year’s top teacher in West Tennessee.

Education Commissioner Candice McQueen praised the finalists for leading their students to impressive academic gains and growth. She noted that “teachers are the single most important factor in improving students’ achievement.”

Last year’s statewide winner was Cicely Woodard, an eighth-grade math teacher in Nashville who has since moved to a middle school in the same Franklin district as Miller.

You can learn more about Tennessee’s Teacher of the Year program here.

PSA

Have you thought about teaching? Colorado teachers union sells the profession in new videos

PHOTO: Colorado Education Association

There are a lot of factors contributing to a shortage of teachers in Colorado and around the nation. One of them — with potentially long-term consequences — is that far fewer people are enrolling in or graduating from teacher preparation programs. A recent poll found that more than half of respondents, citing low pay and lack of respect, would not want their children to become teachers.

Earlier this year, one middle school teacher told Chalkbeat the state should invest in public service announcements to promote the profession.

“We could use some resources in Colorado to highlight how attractive teaching is, for the intangibles,” said Mary Hulac, who teaches English in the Greeley-Evans district. “I tell my students every day, this is the best job.

“You learn every day as a teacher. I’m a language arts teacher. When we talk about themes, and I hear a story through another student’s perspective, it’s always exciting and new.”

The Colorado Education Association, the state’s largest teachers union, has brought some resources to help get that message out with a series of videos aimed at “up-and-coming professionals deciding on a career.” A spokesman declined to say how much the union was putting into the ad buy.

The theme of the ads is: “Change a life. Change the world.”

“Nowhere but in the education profession can a person have such a profound impact on the lives of students,” association President Amie Baca-Oehlert said in a press release. “We want to show that teaching is a wonderful and noble profession.”

As the union notes, “Opportunities to teach in Colorado are abundant.”

One of the ads features 2018 Colorado Teacher of the Year Christina Randle.

“Are you ready to be a positive role model for kids and have a direct impact on the future?” Randle asks.

Another features an education student who was inspired by her own teachers and a 20-year veteran talking about how much she loves her job.

How would you sell the teaching profession to someone considering their career options? Let us know at co.tips@chalkbeat.org.