mend it or end it?

Why a long-time critic of teacher professional development is arguing against Trump’s push to cut federal funds for it

Teacher at a professional development session.

Someone looking to make a case for cutting funding for professional development would do well to cite the work of TNTP. The organization’s 2015 report titled “The Mirage” argued that districts were spending billions to help teachers improve — with little return on investment.

So it’s somewhat surprising that Dan Weisberg, the president of TNTP — an education reform-oriented organization previously called The New Teacher Project — was on Capitol Hill this week pushing back against the Trump administration’s proposed cuts to Title II funding, a large share of which goes to teacher professional development.

“We at TNTP are professional development skeptics, but I would say that we are seeing and doing work across the country [indicating] that the trend is positive in terms of work being more disciplined,” Weisberg told Chalkbeat.

Weisberg said the cuts “would be really unfortunate and have bad impacts on educators and kids.”

In one key way, Weisberg’s position is not surprising: his organization contracts with districts to provide services and is sometimes paid through Title II funds. (Weisberg notes that this accounts for a very small fraction of TNTP’s budget.)

That may mean his objections fall on deaf ears within the Trump administration, which has indicated skepticism of an education establishment it sees as benefitting from the current system. Education Secretary Betsy DeVos has also argued that school spending is unlikely to benefit students.

Still, TNTP’s position indicates the breadth of opposition to the budget slashes, which have faced fierce skepticism from a number of education groups and from lawmakers. The cuts are seen as unlikely to be enacted in full.

The Trump budget proposal eliminates a $2.4 billion program known as Title II, Part A or Supporting Effective Instruction, which the administration has described as duplicative and ineffective. In 2014-15, nearly half of that money went to professional development.

Weisberg — along with a number of education reform groups and the superintendents of the Tulsa and Baltimore school systems — made the case to Congressional staff that it was important to “mend not end” investment in teacher training.

“Our argument to folks on the Hill was that Congress actually made some positive changes that brought more discipline to the spending of these federal funds,” he said. “Zeroing it out now or substantially cutting it is really pulling the rug out from some good policy work Congress has done.”

Weisberg also said he has had informal, “off-the-record” conversations with the Department of Education staff suggesting that they are also not enthusiastic about the cuts.

“They were given some very tough decisions to make in the budget process,” he said. “Let me put it this way: I don’t think you’re going to hear vociferous objections from the Department of Education if Congress decides to fund those programs.”

TNTP and others have long argued that there isn’t much strong evidence of the effectiveness of professional training for teachers, though a number of recent analyses offer more clues as to what makes professional support for teachers work.

One recent overview of research suggests that individualized coaching helps teachers improve and increases student test scores. Two new studies on mentoring of new teachers suggest that it can increase student test scores and teacher retention.

Struggling Detroit schools

The list of promises is long: Arts, music, robotics, gifted programs and more. Will Detroit schools be able to deliver?

PHOTO: Detroit Public Television
Detroit schools Superintendent Nikolai Vitti answers questions at a community meeting in Detroit.

Arts. Music. Robotics. Programs for gifted kids. New computers. New textbooks. Dual enrollment programs that let high school students take college classes. International Baccalaureate. Advanced Placement.

They’re all on the list of things that Detroit schools Superintendent Nikolai Vitti told a group of community members assembled in a Brightmoor neighborhood church that he would introduce or expand as soon as next school year.

Vitti didn’t get into the specifics of how the main Detroit district would find the money or partnerships needed to deliver on all of those promises, but they’re part of the plan for the future, he said.

The comments came in a question and answer session last month with students, parents and community members following Vitti’s appearance on Detroit Public Television’s American Black Journal/One Detroit Roadshow. The discussion was recorded at City Covenant Church. DPTV is one of Chalkbeat’s partners in the Detroit Journalism Cooperative.

Vitti has been appearing at community events since taking over the Detroit schools last spring. He is scheduled next week to join officials from two of the city’s major charter school authorizers, Central Michigan University and Grand Valley State University, at a State of the Schools address on October 25.

 

Watch the full Q&A with Vitti below.

Another error

Missing student data means 900 Tennessee teachers could see their growth scores change

PHOTO: TN.gov

Tennessee’s testing problems continue. This time the issue is missing students.

Students’ test scores are used to evaluate teachers, and the failure of a data processing vendor to include scores for thousands of students may have skewed results for some teachers, officials said.

The scores, known as TVAAS, are based on how students improved under a teacher’s watch. The scores affect a teacher’s overall evaluation and in some districts, like Shelby County Schools, determine if a teacher gets a raise.

The error affects 1,700 teachers statewide, or about 9 percent of the 19,000 Tennessee teachers who receive scores. About 900 of those teachers had five or more students missing from their score, which could change their result.

The latest glitch follows a series of mishaps, including test scanning errors, which also affect teacher evaluations. A delay earlier this summer from the Tennessee Department of Education’s testing vendor, Questar, set off a chain of events that resulted in the missing student scores.

To calculate a teacher’s growth score, students and their test scores are assigned to a teacher. About 3 percent of the 1.5 million student-teacher assignments statewide had to be manually submitted in Excel files after Questar experienced software issues and fell behind on releasing raw scores to districts.

RANDA Solutions, a data processing vendor for the state, failed to input all of those Excel files, leading to the teachers’ scores being calculated without their full roster of students, said Sara Gast, a state spokeswoman. The error will not affect school or district TVAAS scores. (District-level TVAAS scores were released in September.)

Gast did not immediately confirm when the state will finalize those teachers’ scores with corrected student rosters. The state sent letters to districts last week informing them of the error and at least one Memphis teacher was told she had more than 80 of her 120 students missing from her score.

In the past, the process for matching students to the right teachers began at the end of the year, “which does not leave much room for adjustments in the case of unexpected delays,” Gast said in an email. The state had already planned to open the process earlier this year. Teachers can begin to verify their rosters next week, she said.