When 4=2

In preparation for next year’s TNReady exams, it seems the Department of Education is already using some new math. While the General Assembly appropriated a $100 million increase in teacher compensation, an amount equivalent to a 4% raise, the Department is recommending that the State Board of Education adjust the state’s minimum salary schedule by only 2%.

Commissioner of Education Candice McQueen revealed the proposed recommendation in an email to Directors of Schools:

Directors,

Tennessee law requires the commissioner of education to present annually to the State Board of Education a state minimum salary schedule for the upcoming school year. Historically, the board has adopted the schedule at its regular July meeting after the conclusion of the legislative session and the adoption of the state budget. This year, in response to district communication and feedback, the board will consider the issue at a specially called meeting set for June 9.

The FY 16 state budget includes more than $100 million in improvements for teacher salaries and represents a four percent improvement to the salary component of the Basic Education Program (BEP). Because the BEP is a funding plan and not a spending plan, the $100 million represents a pool of resources from which each district will utilize its portion to meet its unique needs. The structural change in the state salary schedule in July 2013 recognized this inherent flexibility in the BEP by lessening the rigid and strict emphasis on years of experience and degrees and providing more opportunity for districts to design compensation plans based on a number of factors. At the same time, while recognizing the value, appeal and need for maximum flexibility, the state board has stressed the desire to improve teacher compensation, particularly minimum salaries, and Gov. Haslam has outlined his goal for Tennessee to be the fastest improving state in teacher compensation.

Considering this background information as well as feedback from districts and in an effort to provide districts with as much information as possible as early as possible, we want to inform you today that the department will propose increasing the base salary identified in the state minimum salary schedule from $30,876 to $31,500. This represents a two percent adjustment and will impact the other six cells on the state schedule accordingly. For example, the current minimum for a Bachelor’s Degree and 6-10 years of experience is the BASE SALARY + $3,190 or $34,066 (BASE of $30,876 + $3,190). The proposed minimum for the 2014-15 school year for this same cell will be $34,690, which represents the new recommended BASE SALARY of $31,500 + $3,190.

We believe this proposal strikes the right balance between maximum flexibility for school districts and the recognized need to improve minimum salaries in the state. For the large majority of districts, the proposal does not result in any mandatory impact as most local salary schedules already exceed the proposed minimums. For these districts, the salary funds must still be used for compensation but no mandatory adjustments to local schedules exist.

The current state salary schedule can be viewed here for a determination as to how your particular district may be impacted.

Two years ago, the state adopted a new salary schedule at the recommendation of then-Commissioner Kevin Huffman. This schedule gutted the previous 20 step schedule that rewarded teachers for their years of experience and acknowledged the work of earning advanced degrees. Historically, when the General Assembly appropriated funds for a raise, the Commissioner of Education recommended the state minimum salary schedule be adjusted by the percentage represented by the appropriation. So, if the General Assembly increased BEP salary appropriations by 2%, the State Board would raise the state minimum salary schedule by 2%.

This adjustment did not necessarily mean a 2% raise on teacher’s total compensation, because many local districts supplemented teacher salaries beyond the state required minimum. The 2% increase, then, was on the state portion of salaries. Some districts would add funds in some years to ensure their teachers got a full 2%, for example. And in other cases, they’d only get the increase on the state portion. Still, under the old pay scale, teacher salary increases roughly tracked the appropriation by the General Assembly.

Here’s a breakdown of average teacher salary increases compared with BEP increases in years prior to the new salary schedule:

FY                     BEP Salary Increase                     Actual Avg. Pay Increase

2011                  1.6%                                                 1.4%

2012                 2.0%                                                2.0%

2013                2.5%                                                 2.2%

These numbers indicate a trend of average teacher pay increases tracking the state’s BEP increase. In FY 2014, however, immediately after the state adopted a new pay scale designed to build in flexibility and promote merit pay, the General Assembly appropriated funds for a 1.5% salary increase and average teacher pay increased 0.5% — teachers saw 1/3 of the raise, on average, that was intended by the General Assembly.

Why did this happen?

First, nearly every district in the state hires more teachers than the BEP formula generates. This is because students don’t arrive in neatly packaged groups of 20 or 25, and because districts choose to enhance their curriculum with AP courses, foreign language, physical education, and other programs. These add-ons are not fully contemplated by the BEP. And, under the old pay scale, the local district was responsible for meeting the obligation of the pay raise for these teachers on their own. The BEP funds sent to the district only covered the BEP generated teachers. And then, only at 70% of the salary. Now, the district was free to use BEP salary funds to cover compensation expenses previously picked up by local funds.

Instead of addressing the underlying problem and either 1) increasing the base salary used to calculate BEP teacher salary funds or 2) increasing the state match from 70% to 75% or 3) doing both, the state decided to add local “flexibility.”

To be clear, increasing the base salary for BEP funds to the state average would cost $500 million and increasing the state BEP salary match would cost $150 million — neither is a cheap option.

But because every single system operates at a funding level beyond the BEP generated dollar amount, it seems clear that an improvement to the BEP is needed. Changing the BEP allocation to more accurately reflect the number of teachers systems need to operate would improve the financial position of districts, allowing them to direct salary increase monies to salaries.

An additional challenge can be found in Response to Intervention and Instruction — RTI2. While the state mandates that districts provide this enrichment service to students, the state provides no funds for RTI2’s implementation. Done well, RTI2 can have positive impacts on students and on the overall educational environment in a school. Because there is no state funding dedicated to RTI2, however, districts are using their new BEP funds for salary to hire specialists focused on this program.

Here’s the deal: 19 Tennessee school districts pay teachers at levels that mean they’ll have to raise teacher pay if the State Board makes the recommended 2% adjustment. To be clear, the minimum salary a first year teacher can make anywhere in Tennessee is currently $30,876. That will increase to $31,500 if the Board adopts McQueen’s recommendation. Because the 2% only applies to the base number and the other steps increase by a flat amount, a teacher with a bachelor’s degree and 11 or more years of experience will go from a mandated minimum of $37,461 to $38,085.  That’s only 1.67%.

And let’s look at that again: The minimum mandated salary for a teacher in Tennessee with a bachelor’s degree and 11 or more years experience will now be $38,085.

That’s unacceptable.

Instead, policymakers should:

  • Set the minimum salary for a first-year teacher at $40,000 and create a pay scale with significant raises at 5 years (first year a TN teacher is tenure eligible), 10 years, and 20 years along with reasonable step increases in between
  • Fund the BEP salary component at 75%
  • Adjust the BEP to more accurately account for the number of teachers a district needs
  • Fully fund RTI2 including adding a BEP component for Intervention Specialists
  • Adopt the BEP Review Committee’s recommendations on professional development and mentoring so teachers get the early support and ongoing growth they need

The policy reality is those districts at or near the state minimum are the poorest and least able to stretch beyond state funds. Following the proposed recommendation may well serve to exacerbate an already inequitable funding situation.

For more on education politics and policy in Tennessee, follow @TNEdReport

Candice Clarifies

Commissioner of Education Candice McQueen issued an email to teachers today clarifying an email she sent Monday regarding Tennessee standards and the upcoming TNReady tests.

It seems there was some confusion about what standards to teach in the 2015-16 academic year and what Tennessee standards may look like going forward.

Below is today’s email followed by the one sent Monday:

Teachers,

I’m writing to clarify information I shared on Monday about the standards review and development process. We have received several questions about which standards teachers should use during the 2015-16 school year. We want to make sure that your questions are answered quickly, so you can move into summer with clear expectations for the upcoming school year.

Tennessee teachers should continue to use the state’s current academic standards in English language arts and math, not the previous SPI’s. The current state standards are available on our website.

TNReady, the state’s new and improved TCAP test in English language arts and math, will assess the state’s current academic standards in English language arts and math, not SPI’s.

As we shared on Monday, the standards review and development process that Gov. Haslam and the State Board of Education established last fall will continue. Teams of educators will work to review public input and will then recommend new sets of math and English language arts standards to the State Board of Education to be fully implemented during the 2017-18 school year. TNReady will evolve as our math and English language arts standards do, ensuring that our state assessment will continue to match what is being taught in Tennessee classrooms.

Please feel free to reach out with additional questions or clarifications. We look forward to sharing more information about TNReady and the standards review and development process in the coming weeks.

Best,
Candice

_________________________________________________________________
From: Commissioner.McQueen@tn.gov
Date: Monday, May 11, 2015 3:20 PM
To: Tennessee teachers
Subject: Update on Standards Review Process

Teachers,

The Tennessee General Assembly recently voted to support our administration’s efforts to ensure that Tennessee students graduate from high school ready for post-secondary education or the workforce.

The vote complements the academic standards review and development process established by Gov. Haslam and the State Board of Education last October, and it will maintain the participation of Tennessee educators and parents in the process.

At the conclusion of the review process, Tennessee’s new academic standards, which will include public input and are established by Tennessee educators, will replace the existing set of standards in English language arts and math. These standards will be fully implemented during the 2017-18 school year.

In addition to the teams of educators established by the State Board of Education that will review the existing standards, the adopted legislation also provides for a 10-member standards recommendation committee appointed by the Governor, Lieutenant Governor, and Speaker of the House. This committee will review the recommendations of our educator groups and will then make a final recommendation to the State Board of Education for consideration and approval.

In addition, the state’s academic standards in math and English language arts will also inform and help guide the state’s new assessment, TNReady. TNReady begins during the 2015-16 school year, and it will be aligned to the state’s existing academic standards in math and English language arts. TNReady will then evolve as the standards do, ensuring that our state assessment matches what is actually being taught in Tennessee classrooms.

As I travel around the state listening to teachers, I continue to hear teachers’ confidence in Tennessee’s higher standards and the positive impact they are having on students. I also continue to hear your desire for stability and alignment, so teachers and school leaders can make informed decisions about what works best for your students. We hope this process encourages you to continue on the path that you boldly started – great teaching to high expectations every day – as we all continue to work together to improve the standards during the review process.

We are proud that Tennessee is the fastest-improving state in the nation in student achievement, and your work this year to ensure that Tennessee stays on a path of high academic standards to help continue that success has been critical. Thank you to those that commented on the math and English language arts standards on the review website, www.tn.gov/standardsreview.

I am confident that the process that the General Assembly has now adopted will only enhance our efforts to improve outcomes for all of our students.

We look forward to sharing more updates with you as the standards review and development process continues this summer. Thank you again for all you do in support of Tennessee families and students.

Best,
Candice

For more on education politics and policy in Tennessee, follow @TNEdReport

My Time at the State Capitol

I spent Tuesday and Wednesday in the halls of Legislative Plaza at the State Capitol. I also visited the capitol a few weeks ago with members of the Tennessee Reading Association’s Advocacy Committee. Unlike some, I highly enjoy my time on the hill. Here are a few of my takeaways.

There were a lot more people in the education committees then there were in 2012 when I last worked on the hill. As many already know, more and more people are concerned about education in Tennessee. That means there are more advocates and stakeholders when it comes to education. While many people crammed into education committee rooms, other committees sat almost empty. This really shows you how important education is in Tennessee. A lot of time, energy, and lobbying are taking place in the education world.

I spoke to numerous people about Dr. Candice McQueen, the newly appointed Commissioner of Education. Everyone I spoke with only had praise for Dr. McQueen. With Commissioner McQueen at the helm of the department, I believe these next four years will be systematically different than the last four years. Commissioner McQueen was already highly revered in the education world before she became Commissioner, and I believe she will leave the Department of Education in an even higher regard. From the looks of social media, Commissioner McQueen is traveling around the state at every chance she gets. I like that.

With the Tennessee Reading Association, we visited with the education committee chairs. Each chair, Representative John Fogerty, Representative Harry Brooks, and Senator Dolores Gresham, were very receptive on our message of staying on course to retain high standards. While we were advocating for Common Core, we understood that the standards would most likely change names. I think everyone agrees that Common Core will go away, but with a high quality Tennessee State Standards left in Common Core’s place. Too much money has been spent on teacher training to just get rid of the standards all together.

Legislators are already reviewing comments that stakeholders are making through the Tennessee Education Standards Review. https://apps.tn.gov/tcas/ I hope that everyone will go online and take part in this review process. They need to hear from teachers!

If you don’t know who your legislators are, go to this site to find out. http://www.capitol.tn.gov/legislators/ It’s important that you know who represents you at the state capitol. When contacting your member, tell your legislator that you are a constituent and a teacher.

For more on education politics and policy, follow @TNEdReport.


 

Message from McQueen

New Commissioner of Education Candice McQueen sent a message to teachers today. In it, she noted that she is a Tennessean (from Clarksville) and that she has years of classroom teaching experience, including teaching in Tennessee. These two items differentiate her from her predecessor.

Here’s her message:

I wanted to send you a brief note during this holiday season to express how much I look forward to working with you in the months ahead.

 

I am honored Governor Haslam has asked me to serve as Commissioner of Education, and I am pleased I will have the opportunity to listen, learn, and work with you in support of the children and families of Tennessee.

 

This is a very exciting time in our state.  We know we are headed in the right direction.  We are the fastest improving state in the nation in student achievement.  Most importantly, thanks to you, we are making a real difference in the lives of our children and the future of our state.  I also know you share my belief that we have more work to do.

 

We want every child in our state to have access to a great school and to great teaching in every classroom.  We want every graduate to be college and career-ready so they can succeed in the future.  We want Tennessee to continue to set the pace and lead the nation in the reforms and innovations that are making a real difference in the lives of our students. We will do that by supporting strong school leaders and great teachers, like you, in every school in our state and by staying focused on high standards and assessments that align with and work with those standards.

 

I grew up in Clarksville, and like you have served as a classroom teacher – in both public and private schools – at the elementary and middle school levels — in Tennessee and outside our state – and I have spent most of my career focused on developing and supporting educators to help our students succeed. We both know that’s where the magic and hard work takes place – in classrooms – between great teachers and eager children.

 

Now I look forward to traveling our state to listen and learn from you and other teachers, principals, parents, and other school leaders who are working so hard every day to help our children succeed.

 

I can commit to you that I will always put children first in making decisions about policy or practice.  Every decision we will make at the department will be made through the lens of what is best for our students.  We know this work is hard, but if we continue to put students at the center of the conversation I am confident we can build on our progress.

 

The future of our state – and of our children – depends on the work we will do together in the coming months and years.  I’m excited to get started, and I look forward to working closely with you.

 

Thank you for your leadership, and best wishes during this holiday season.

 

For more on education politics and policy in Tennessee, follow @TNEdReport

Commissioner McQueen

Though she didn’t make it to the Final Four in Education Commissioner Madness, Lipscomb University Senior Vice President Candice McQueen looks to be Governor Haslam’s choice to serve as Tennessee’s next Commissioner of Education. This according to Joey Garrison at the The Tennessean.

In addition to serving as Senior Vice President at Lipscomb, McQueen is the Dean of the College of Education at the school.

Here’s more on McQueen from her bio at Lipscomb:

Dr. Candice McQueen was appointed as a Senior Vice President at Lipscomb University in January 2014 where she also serves as the Dean of the College of Education.  In her new senior role, McQueen serves on the executive leadership team of the university and oversees both her college and the 1,300 Pre-K-12th grade students in three schools at Lipscomb Academy – the largest private school in middle Tennessee.

McQueen’s college and teacher preparation programs have been highlighted at both the state and national levels for excellence in both teacher preparation design and teacher candidate outcomes.  The programs in McQueen’s college have been consistently highlighted as one of the top teacher training programs in the state of Tennessee for quality and effectiveness based on the Tennessee Report Card on the Effectiveness of Teacher Training Programs and was most recently pointed out as the second highest ranking program in the nation by the National Council on Teacher Quality.  In addition, in her six years as dean, the college has grown by 54% with 72% growth at the graduate level while adding 15 new graduate programs, including a doctorate, and creating innovative partnerships that focus on collaborative design and delivery for coursework and programming.

In 2012, McQueen and the College of Education partnered with the Ayers Foundation to initiate The Ayers Institute for Teacher Learning and Innovation.  The institute has a focus on supporting higher academic standards, embedded professional learning and new approaches to leadership training and support.  The institute initially partnered with the Tennessee Higher Education Commission to create pre-service teacher resources and web-based videos on teachers modeling the usage of college and career readiness standards.  Tennessee’s higher education institutions and alternative preparation programs are currently utilizing the resources to prepare new teachers and leaders.  Also, many Tennessee school districts and other states are using the resources for professional development.  In addition, the institute’s innovative MOOCs (massive open online courses) in teacher preparation were recently released.  The first three MOOCs released in September and October 2014 already have almost 10,000 users.

Before coming to Lipscomb and serving as a department chair, Dr. McQueen taught in both private and public elementary and middle schools where she was awarded multiple awards for both her teaching and the curriculum design of a new magnet school. Dr. McQueen has a bachelor’s degree from Lipscomb, a master’s degree from Vanderbilt, and a Ph.D. from the University of Texas.

 

McQueen has been a strong supporter of Common Core, testifying before state legislators on the issue. She also spoke about the standards and their importance at Governor Haslam’s Education Summit held earlier this year.

Tennessee Education Association statement on McQueen:
“TEA looks forward to working with Dr. McQueen to provide a quality public education to every student in Tennessee,” said Barbara Gray, Shelby County administrator and TEA president. “We hope she will listen to veteran educators in the state when making important policy decisions. The people who work with children in the classroom every day are the real experts and should have a significant voice in decision-making at the state level.”

“TEA is hopeful she will use this new position to forcefully advocate within the administration to improve per student investment in Tennessee,” the TEA president continued. “As a former educator herself, I’m sure she agrees that it is unacceptable for our state to rank below Mississippi in what we invest in our children.”

Professional Educators of Tennessee statement on McQueen:

We look forward to working with Dr. McQueen on critical education issues facing Tennessee Educators. Dr. Candice McQueen is well versed in the hard work teachers’ face every day as she has taught in both private and public elementary and middle schools. She is familiar with Tennessee, one of our major concerns. “We have admired Dr. McQueen’s work from afar, and are looking forward to working with her more closely,” said Executive Director J. C. Bowman. Priorities for a new commissioner must first be student-centered. Our students must have the resources and innovative instruction to compete in a world-class economy right here in Tennessee. We are reminded that the working conditions of our educators become the learning environment of our students, therefore teachers must also be a high priority in the new commissioner’s agenda. Finally, Tennessee will need to continue to allocate resources devoted to the transition of standards. As we have maintained, we believe it is time to move beyond the Common Core debate. We need to continuously build state specific standards that are challenging and meet the needs of Tennesseans. This needs to be done with legislative input and with the involvement of Tennessee educators. In this season of hope, we truly look forward to working with Dr. McQueen to move our state forward.

 

 

For more on education politics and policy in Tennessee, follow @TNEdReport