Teaching teachers

Some New York charter schools could soon be allowed to certify their own teachers. What could that look like?

PHOTO: Stephanie Snyder
Erica Murphy, school director of Brownsville Ascend Lower Charter School in New York, oversees students in a fourth-grade English class.

One charter school teacher training program gives first-year teachers a part-time workload and allows them to learn alongside mentor teachers.

Another has summer workshops that include home visits with students’ families.

A third network often starts the year with a week of workshops at a Westchester hotel, has a staff member devoted to professional development, and brings in consultants for math, writing and reading instruction.

These are a handful of training programs at charters that may soon substitute for the formal state certification process, which requires obtaining a master’s degree and passing certification exams. Under regulations proposed by SUNY last week, some charter schools would largely be able to design their own alternative certification programs that would be valid at other SUNY-authorized schools. And charter leaders say those programs will be heavy on practical experience and embedded within the schools’ existing teacher improvement efforts.

The proposed change is intended to relieve hiring pressure on charters, which are currently required to have no more than 15 uncertified teachers — and to free teachers from burdensome certification requirements.

Teachers unions and top state officials were quick to criticize the idea, arguing that putting less trained teachers in classrooms hurts students. To many charter school leaders, though, the training they already offer inside their schools is more relevant than what education schools provide.

“Come to me with a degree in astronomy,” said Jeff Litt, superintendent of Icahn Charter Schools. “If you spend a year with me, I’m going to turn you into a successful teacher.”

The proposed change would require SUNY-authorized schools to apply for permission to run their own certification programs. Those programs must include at least 30 hours of instruction, 100 hours of teaching experience under the supervision of an experienced teacher and the completion of certain State Education Department workshops — all of which is far less than a typical prospective teacher would need to complete before becoming certified through the regular process.

Charter leaders like Litt say there is little evidence to support the idea that certified teachers are better at improving student performance than uncertified teachers. In fact, some studies do show certified teachers can be more effective than uncertified teachers, but the differences are relatively modest.

Even if the state’s current certification is no silver bullet, said Jonah Rockoff, an education researcher at Columbia University, the lingering question is: Can charter schools come up with something better?

“Great teachers have many complex skills, so the key is how charters will train these new hires,” Rockoff said in an email. “A master’s degree is no guarantee, but that doesn’t mean everybody can teach.”

A lot of schools say they already have come up with something better — and the state’s certification process is either an unnecessary nuisance or, worse, an impediment to progress.

At Democracy Prep Public Schools new teachers are required to attend four weeks of training during the summer, said CEO Katie Duffy. Once teachers start working, there is an instructional coach on staff to give feedback to teachers, which might involve videotaping and reviewing lessons with new teachers, she said. One day each week, students are dismissed early and the staff participates in professional development workshops.

In the midst of that process — which Duffy considers the real driver of success — new teachers currently have to find time to take graduate-school courses.

“First of all, you don’t have the time to go back to school and you sure don’t have the money,” Duffy said. (Some networks, including Democracy Prep, do pay for continuing education.)

Steven Wilson, founder and executive director of Ascend Charter Schools, feels the same way. At Ascend, Wilson said, they try not to give any first-year teachers the full responsibility of leading a classroom. Instead, they allow new teachers to learn the ropes under a mentor and help the new teacher gradually increase their workload over the course of the school year.

And some, including Wilson, believe the existing certification process can be harmful. Education schools, he said, are “awash with deeply harmful jargon and practices.” He said Ascend has to unteach some of the practices teachers learn in education school and the requirement to go back to school discourages some prospective teachers from entering the practice.

“The requirement to do this is a turnoff to the very people the profession needs most,” Wilson said. “Are you going to take a year of your life and go to a third-rate education school? No, you’re going to go to a profession where you don’t have to do that.”

One of the arguments in favor of alternative certification is that it makes charter schools more welcoming to professionals who have a background in something else — like history or engineering, for instance — but now want to teach.

“We’re always looking to attract those individuals into our network,” said Janelle Bradshaw, superintendent at Public Prep, noting that under the current rules these professionals often do not have the requisite credits. “Then, what we do is provide you with the tools and the resources to become a strong and effective teacher.”

But Dirck Roosevelt, a visiting associate professor at Columbia University’s Teachers College, says professional success doesn’t always translate into the ability to lead a classroom. “To know mathematics sufficiently to design a bridge or to supervise the construction of a bridge is not remotely the same thing as to know it in such a way that you will know what your sophomore algebra student is going to find difficult,” he said.

If these regulations pass, charters’ training will be subject to oversight, Joseph Belluck, charter school committee chair on the SUNY board, said last week.

Reached Wednesday, SUNY did not provide details about what the oversight might entail but hinted that it could be linked to student performance.

“Should any SUNY charter have the opportunity to establish a SUNY charter school teacher certification program, the strength of such a program will directly link to how well students perform,” said Susie Miller Carello, executive director of the SUNY Charter Schools Institute.

Certified or not, charter networks say, they want prospective teachers to thrive in the classroom — and already work to ensure that.

“We, as a public school, have the responsibility to put great teachers in front of kids, regardless of certification status,” said Ian Rowe, CEO of Public Prep. “We bear that responsibility even if 100 percent of our teachers were certified. From that perspective, I don’t see a difference.”

Clarification: This story has been updated to explain that Democracy Prep pays for the cost of professional development and certification. 

Town Hall

Hopson promises more flexibility as Memphis school leaders clear the air with teachers on new curriculum

PHOTO: Laura Faith Kebede
Superintendent Dorsey Hopson answers questions from Memphis teachers at a town hall hosted by United Education Association of Shelby County on Monday.

The Shelby County Schools superintendent told passionate teachers at a union town hall Monday that they can expect more flexibility in how they teach the district’s newest curriculums.

Superintendent Dorsey Hopson said the teachers who score highest on their evaluations should not feel like they need to read from a script to meet district requirements, although he didn’t have an immediate answer to how that would work.

Teacher frustrations were reaching a boiling point on district curriculums introduced this school year. Although the state requirements have changed several times over the last eight years, this change was particularly bothersome to teachers because they feel they are teaching to a “script.”

“Teachers have to be given the autonomy,” Hopson said. Although he cited the need for the district to have some control as teachers are learning, “at the end of the day, if you’re a level 4 or level 5 teacher, and you know your students, there needs to be some flexibility.”

Vocal teachers at the meeting cited check-ins from central office staff as evidence of the overreach.

“I keep hearing people say it’s supplemental but we have people coming into my room making sure we’re following it to a T,” said Amy Dixon a teacher at Snowden School. “We’re expected to follow it … like a script.”

The 90-minute meeting sponsored by the United Education Association of Shelby County drew a crowd of about 100 people to talk about curriculum and what Hopson called “a culture of fear” throughout the district of making a mistake.

Hopson said his team is still working on how to strike the right balance between creativity and continuity across nearly 150 district-run schools because so many students move during the school year.

He reassured despondent teachers he would come up with a plan to meet the needs of teachers and keep curriculums consistent. He said some continuity is needed across schools because many students move a lot during the school year.

“We know we got to make sure that I’m coming from Binghampton and going over to Whitehaven it’s got to be at least somewhat aligned,” he said. “I wish we were a stable, middle-class, not the poorest city in the country, then we wouldn’t have a lot of these issues.”

Ever since Tennessee’s largest district began phasing in parts of an English curriculum called Expeditionary Learning, teachers have complained of being micromanaged, instead of being able to tailor content for their students. The same goes for the new math curriculum Eureka Math.

The district’s changes are meant to line it up with the state. Tennessee’s new language arts and math standards replaced the Common Core curriculum, but in fact, did not deviate much when the final version was released last fall. This is the third change in eight years to state education requirements.

Still, Shelby County Schools cannot fully switch to the new curriculums until they are approved by the Tennessee State Board of Education. District leaders hope both curriculums, which received high marks from a national group that measures curriculum alignment to Common Core, will be added when textbooks are vetted for the 2019-20 school year.

Some urged educators to not think of the new curriculums as “scripts,” and admitted to poorly communicating the changes to teachers.

PHOTO: Laura Faith Kebede
Pam Harris-Giles

“It’s not an expectation that we stand in front of our children and read off a piece of paper,” said Pam Harris-Giles, one of the district’s instructional support directors, who helps coordinate curriculum training and professional development.

Fredricka Vaughn, a teacher at Kirby High School, said that won’t be easy without clear communication of what flexibility will look like for high-performing teachers.

“If you don’t want us to use the word script, then bring back the autonomy,” she said.

Hopson stressed that the state’s largest school district could be a model for public education if everyone can work together to make the new curriculums work.

“It’s going to take work, hard work, everyone aligned from the top, everyone rowing in the same direction.”

Price of entry

Becoming a Colorado teacher could soon require fewer transcripts, more training on English learners

Stephanie Wujek teaches science at Wiggins Middle School , on April 5, 2017 in Wiggins, Colorado. Rural areas are having a hard time finding teachers in areas like math and science. (Photo by RJ Sangosti/The Denver Post)

The rules for becoming a teacher in Colorado are about to change — and officials hope the moves will help attract more math teachers and better prepare educators to work with students learning English.

The changes, which the Colorado Department of Education proposed this week, would also cut down on the paperwork needed to enter the profession and make it easier for teachers licensed in other states to re-enter the classroom after they move to Colorado.

The package of changes also includes a slimmed-down teacher evaluation rubric, the first major revision to the rules under Colorado’s 2010 teacher effectiveness law.

Among the proposed changes:

  • Less paperwork for new teachers. Applicants for a teaching license would no longer have to provide transcripts for every school they attended, only the transcripts for the school that granted them their highest degree. (Many colleges hold transcripts hostage for unpaid debt, even minor ones like unpaid parking tickets.
  • Less paperwork for teachers coming from other states. Experienced, licensed teachers from outside Colorado would no longer need to provide transcripts or prove that their teacher preparation program met Colorado standards.
  • More flexibility about previous teaching experience. Licensed teachers from other states would no longer need to have previously worked under a full-time contract to qualify for a Colorado license.
  • A new credential limited to middle-school math. Right now, Colorado only has a secondary math endorsement, which requires competency in trigonometry and calculus. That’s a barrier for teachers moving from other states with a math endorsement limited to middle school, and some see it as a roadblock for those who feel comfortable with algebra but not higher-level math.
  • Additional pathways for counselors and nurses to get licensed to work in schools.

Two bills making their way through the Colorado General Assembly this session would remove another barrier for out-of-state teachers. To qualify for a Colorado license today, teachers must have had three years of continuous teaching experience. If those bills are signed into law, applicants would only need three years of experience in the previous seven years.

Together, the proposals indicate how Colorado officials are working to make it a little easier to become a teacher in the state, which is facing a shortage in math teachers, counselors, and school nurses, among other specialties, as well as a shortage in many rural districts.

Colleen O’Neil, executive director of educator talent for the Colorado Department of Education, said many of the proposed changes came out of listening sessions focused on the state’s teacher shortage held around the state.  

The changes still don’t mean that if you’re a teacher anywhere in the country, you can easily become a teacher in Colorado. Just six states have full reciprocity, meaning anyone with a license from another state can teach with no additional requirements, according to the Education Commission of the States. Teachers whose licenses and endorsements don’t have a direct equivalent in Colorado would still need to apply for an interim license and then work to meet the standards of the appropriate Colorado license or endorsement.

The rule changes also add some requirements. Among those changes:

  • Prospective teachers will need more training on how to work with students learning English. Most significantly, all educator preparation programs would have to include six semester hours or 90 clock hours of training.
  • So will teachers renewing their licenses. They will need 45 clock hours, though the requirement wouldn’t kick in until the first full five-year cycle after the teacher’s most recent renewal. A teacher who just got her license renewed this year would have nine years to complete that additional training, as the requirement wouldn’t apply until the next renewal cycle. Superintendents in districts where less than 2 percent of the students are English language learners could apply for a waiver.

Colorado’s educator preparation rules already call for specialized training for teaching English language learners, but the rule change makes the requirements more explicit.

“We’re the sixth-largest state for English language learners,” O’Neil said. “We want to make sure our educators are equipped to teach all our learners.”

The rule changes would also “streamline,” in O’Neil’s words, the teacher evaluation process. Here’s what would change:

  • The five teacher quality standards would become four. “Reflection” and “leadership” are combined into “professionalism.”
  • The underlying elements of those standards would be reduced, too. Twenty-seven elements would become 17.

Fifty school districts and one charter collaborative have been testing the new evaluation system this year in a pilot program. O’Neil said most of the feedback has been positive, and the rest of the feedback has been to urge officials to winnow down the standards even further. That’s not a change she would support, O’Neil said.

“The reality is that teaching actually is rocket science,” she said. “There are a lot of practices and elements that go into good teaching.”

The state is accepting additional public comment on the rules until April 20, and a public hearing will be held in May. The new rules are expected to be adopted this summer.

Submit written feedback online or send an email to the State Board of Education at state.board@cde.state.co.us.