core questions

As New York reconsiders Common Core, UFT organizes teachers to suggest changes

PHOTO: Alan Petersime

When math teacher Laura Mourino saw how the Common Core standards explained what students should know about algebraic functions, she was confused.

So she rewrote them, picking out parts she found more appropriate for advanced algebra and using more specific language. Now, Mourino’s ideas could have statewide influence.

The United Federation of Teachers has been organizing meetings of a couple dozen educators to discuss the academic standards, which New York adopted in 2010 and lay out what students are expected to learn in math and English at each grade level. Mourino and the other teachers are now working on recommendations meant to benefit members of the state’s next official task force — setting city educators, and the union, up to influence how the Common Core standards are reshaped in New York.

“We are working at the UFT at kind of understanding and unpacking standards,” said Kishayna Hazlewood, a third-grade teacher at Brooklyn’s P.S. 156 who served on the governor’s Common Core task force in the fall. “We will be ready if we are asked for certain things.”

The union is repeating a set of moves it made last year. When Governor Andrew Cuomo appointed a task force to review the standards then, the UFT organized its own group of teachers who developed suggestions and then passed them to Hazlewood.

The committees also reflect teachers unions’ close involvement in New York’s Common Core debates. Last year, the state teachers union convened a task force that reviewed the standards and conducted a survey of over 400 educators.

The UFT supported the move to the standards in 2010, and President Michael Mulgrew has forcefully defended them since then. In one widely-shared 2014 speech addressing hypothetical opponents of the standards, a fired-up Mulgrew threatened to “punch you in the face and push you in the dirt.”

But New York’s unions continue to walk a fine line as they figure out their role in reshaping the standards. Though most of the results of a statewide survey about the standards were positive, some educators have been frustrated with the standards, a lack of support as they grapple with changing their teaching methods, or the way the standards were rolled out in conjunction with new teacher evaluations and state tests.

In January, the UFT spent $1.4 million on ads in support of the recommendations made by the governor’s task force, and suggested the union was ready to dive into adjusting the standards.

“The unions are involved in the whole Common Core revision process in New York State to a degree that is very unique,” said Tom Loveless, an education researcher at the Brookings Institution.

That’s because the unions are more powerful in New York than in other states, he said. But it’s also because the standards are a part of a broader conversation about how to transition the state into a new era of education policy. Over the next several years, the state is set to revisit its entire system of standards, assessments, and teacher evaluations. Reviewing and revising the standards is the first step.

“In New York, the Common Core battle is part of the much larger battle,” Loveless said.

So, what are the teachers fighting for?

Educators on the UFT’s new committee say they are thinking about a number of tweaks. They want to make the standards more appropriate for a range of students, particularly English learners and students with disabilities, but also keep them rigorous.

Several teachers talked about the need remove jargon so that the standards make more sense to parents and are more instructive to teachers. The math standards often need to be “unpacked,” or split into sections that give teachers more explicit direction, said Mourino, who serves as the math department head at Harvest Collegiate High School in Manhattan.

That criticism is consistent with a survey commissioned by the state that solicited feedback about each standard. There is confusion over when algebra and geometry standards should be taught, State Education Commissioner MaryEllen Elia explained to the Board of Regents in February.

But teachers on the UFT’s committee also say there is danger when the standards are too prescriptive, and some worry they are unrealistic for students in younger grades or those with special needs.

That has become a problem in Hazlewood’s third-grade reading class. It is impossible to teach the concept of a main idea using a text too complicated for students to read, she said. The same issue comes into play at the higher grades with English learners, said Jeremiah Robey, who teaches seventh-grade social studies in Brooklyn and is also on the union’s task force.

“If I just had a student that just came from Yemen and he speaks little to no English, how is he expected to write an essay with an argument and a supporting claim?” Robey asked.

Those concerns get at the heart of what kinds of changes the teachers are looking to make, and bring up a number of thorny questions. Are differentiated standards still standards? And would different standards for students who are behind do anything to help teachers catch them up?

For now, educators on the UFT’s task force are still asking those questions. Other states that have tried to overhaul the Common Core standards, including Florida and Indiana, have struggled to make more than superficial changes as they created their own versions.

“What they replaced Common Core with was a set of standards that looked very much like Common Core in the end,” Loveless said of other states.

But Mourino hopes that New York’s process, starting with the teachers’ brainstorming, will have a real impact on classrooms throughout the state.

“I think every single teacher wants joy in the math classroom,” she said. “Some are reaching with limited success.”

Who's In Charge

Who’s in charge of rethinking Manual High School’s ‘offensive’ mascot?

PHOTO: Scott Elliott/Chalkbeat
Manual High School is one of three Indianapolis schools managed by Charter Schools USA.

As other schools in Indiana and across the nation have renounced controversial team names and mascots in recent years, Emmerich Manual High School in Indianapolis has held onto the Redskins.

One of the reasons why the school hasn’t given it up, officials said during a state board of education meeting this week, is because it’s unclear whose responsibility it would be to change the disparaging name.

Is it the obligation of the district, Indianapolis Public Schools, which owns the building and granted the nickname more than 100 years ago?

Is it the duty of the charter operator, Charter Schools USA, which currently runs the school?

Or is it the responsibility of the state, which took Manual out of the district’s hands in 2011, assuming control after years of failing grades?

“I don’t care who’s responsible for it,” said Indiana State Board of Education member Gordon Hendry, as he acknowledged the uncertainty. “I think it’s high time that that mascot be retired.”

The mascot debate resurfaced Wednesday as state officials considered the future of Manual and Howe high schools, which are approaching the end of their state takeover. Charter School USA’s contracts to run the schools, in addition to Emma Donnan Middle School, are slated to expire in 2020, so the schools could return to IPS, become charter schools, or close.

Manual is only one of two Indiana schools still holding onto the Redskins name, a slur against Native Americans. In recent years, Goshen High School and North Side High School in Fort Wayne have changed their mascots in painful processes in which some people pushed back against getting rid of a name that they felt was integral to the identity of their communities.

Knox Community High School in northern Indiana also still bears the Redskins name and logo.

“The term Redskins can be absolutely offensive,” said Jon Hage, president and CEO of Charter Schools USA. “We’ve had no power or authority to do anything about that.”

He suggested that the state board needs to start the process, and that the community should have input on the decision.

An Indianapolis Public Schools official told Chalkbeat the district didn’t have clear answers yet on its role in addressing the issue.

Even if the state board initiates conversations, however, member Steve Yager emphasized that he does not want the state to make the decision on the mascot.

“We don’t have to weigh in on that,” Yager said. “I feel like that’s a local decision.”

reaction

Tennesseans reflect on Candice McQueen’s legacy leading the state’s schools

PHOTO: Caroline Bauman
Education Commissioner Candice McQueen speaks with Arlington High School students during a school visit Tuesday that kicked off a statewide tour focused on student voices.

As Candice McQueen prepares to leave her role as Tennessee education commissioner in January, education leaders, advocates, and parents are weighing in on her impact on the state’s schools.

McQueen 44, will become the CEO of National Institute for Excellence in Teaching in mid-January after about four years under the outgoing Gov. Bill Haslam administration.

Her tenure has been highlighted by overhauling the state’s requirements for student learning, increasing transparency about how Tennessee students are doing, and launching a major initiative to improve reading skills in a state that struggles with literacy. But much of the good work has been overshadowed by repeated technical failures in Tennessee’s switch to a computerized standardized test — even forcing McQueen to cancel testing for most students in her second year at the helm. The assessment program continued to struggle this spring, marred by days of technical glitches.

Here are reactions from education leaders and thinkers across the state:

Gini Pupo-Walker, senior director of education policy and programs at Conexión Américas:

“It was her commitment to transparency, equity, and strong accountability that helped create a nationally recognized framework that places students at its center. Commissioner McQueen’s commitment to inclusion and engagement meant that our partners across the state had the opportunity to weigh in, share their experiences, and to ask hard questions and conduct real conversations with policymakers. Tennessee continues to lead the nation in innovation and improvement in K-12 education, and that is due in no small part to Commissioner McQueen’s leadership.”

Shawn Joseph, superintendent of Metro Nashville Public Schools, who in August co-penned a letter declaring “no confidence” in state testing:

“Since joining MNPS just over two years ago, I’ve had the pleasure of working closely with Commissioner McQueen and her team. She has been a strong advocate for Tennessee’s children, and I especially want to thank her for her support of the work that is taking place in Nashville. We send her our very best wishes — and our hearty congratulations for accepting her new role.”

JC Bowman, executive director of Professional Educators of Tennessee:

“Commissioner Candice McQueen is one of the most visible members of the Haslam Administration. She took over the department during a dark period in public education, and she made a significant difference within the department, particularly in the infrastructure. Those changes are not readily noticeable, as they include systems, processes and human capital. There are some exceptional people within the Department of Education working to make public education a success in our state. It is unfortunate that online testing continues to be a point of contention, but the state is moving in a positive direction. The next Commissioner of Education and the 111th Tennessee General Assembly will need to make adjustments in student assessment as we move forward.   We will always be grateful to Commissioner McQueen for her unwavering support of increasing teacher salaries and commitment to student literacy.”

Sharon Griffin, leader of the state-run Achievement School District:

“I have truly appreciated Dr. McQueen’s leadership and vision for the Department of Education.  From a distance and even closer in recent months, I have clearly seen the integrity and passion she brings to the work of improving student outcomes.  We have absolutely connected around our shared belief in how what’s in the best interest of students should guide our work.”

Jamie Woodson, CEO of SCORE:

“Tennessee students have been served very well by the steady and strong leadership of Commissioner McQueen. Her priorities have been the right ones for our children: improving student achievement, with a specific focus on reading skills; advocating for great teaching and supporting teachers to deliver high-quality instruction; and emphasizing that students and schools with the greatest needs must receive targeted focus and support in order to improve.”

Sarah Carpenter, executive director of parent advocacy group Memphis Lift:

“Memphis parents want decision makers to be accessible, and we appreciate that Commissioner McQueen made a point to build relationships and hear concerns from the entire community. Hopefully, the next education commissioner will bring parents to the table for conversations about our kids’ education.”

Mendell Grinter, leader of Memphis student advocacy group Campaign for School Equity:

“In our collaborative work and position in the educational landscape, we have witnessed firsthand how Commissioner McQueen has served as a tireless advocate for students and families in Tennessee. Over the past two years her leadership has inspired school leaders, and teachers alike to recognize the sense of urgency for improving school equity and academic outcomes for more students.”

Andy Spears, author of Tennessee Education Report and vocal critic of state test, TNReady:

“After what can charitably be called a rocky tenure at the helm of the Tennessee Department of Education, Candice McQueen has miraculously landed another high-level job. This time, she’ll take over as CEO of the National Institute for Excellence in Teaching, an organization apparently not at all concerned about the track record of new hires or accountability.”

Beth Brown, president of Tennessee Education Association:

“As candidates for the state’s next commissioner of education are considered, it is my hope that serious consideration is given to an individual’s experience in our own Tennessee public schools… Students and educators are struggling with two major issues that must be tackled by the next commissioner: high-stakes standardized tests and a lack of proper funding for all schools. Our schools need a leader who understands that the current test-and-punish system is not helping our students succeed. Governor Bill Haslam has made significant increases in state funding for public education, but there is still much work to be done to ensure every child has the resources needed for a well-rounded public education.”