Rural Charters Denied

Charter school proposals in both Cheatham and Robertson counties were denied at the School Board level last night.  As was reported here, the Cheatham proposal was particularly controversial. In addition to opposition from at least one candidate for School Board, the proposal brought state Senate candidate Tony Gross and his wife out to express opposition.

Joey Garrison reported on the two rural charter proposals and also on a slate of new charters proposed and approved for Nashville.

Cheatham Charter Fight Tonight

Tonight the Cheatham County School Board will consider an application for the district’s first charter school, Cumberland Academy. If approved, the school would open in the 2015 and start with 5th grade.  The school proposes to add a grade each school year until it serves students in grades 5-12.

The charter school proposal has been controversial, with at least one School Board candidate, Tracy O’Neill, raising concerns about charters.

Also, the Tennessee BATs (Badass Teachers) are promoting attendance at the meeting to express opposition to the charter proposal.

Earlier this month, the board adopted a policy on charter schools.

The Board meets tonight at 6 PM at Ashland City Elementary.

 

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

Reforming the Reformers

Below is a piece from JC Bowman, Executive Director of Professional Educators of Tennessee (PET), on the current state of education reform.

 

A young monk named Martin Luther wrote ninety five theses then nailed them to a church door in Wittenberg, Germany. He welcomed public debate on the subjects of concern that he raised. This gave birth to the Reformation.   Against all the political (and spiritual) powers of the day, Luther was put on trial. He was ordered to repudiate his positions. He refused. Luther understood that his conscience is captive to the word of God. He said, “I cannot and I will not retract anything, for to go against conscience is neither right nor safe. Here I stand. I can do no other. So help me God.”

Luther chose the difficult path. In the duration of our lives we must face a simple struggle: accept what is or work to change it. Some things need to remain, but eventually, most everything will be swept away.

When I entered Lee University and enrolled in my first education class, professor Dr. Gene Christenbury told us to challenge the status quo. He said, “Never let anything get between you and your students.” I didn’t understand at the time, but I think I have a better grasp today than at any other time in my life.

The education reform movement, which I have embraced and have helped lead in Tennessee, as well as in several other states, is very much in need of reform itself. It has lost its way. As I look at the political landscape I see the leadership of the reform movement is not connected to the actual practitioners in the classroom. Education reform is no longer focused on students or teachers. It is focused on ancillary issues, folks who profit off the system, and those who want to create workers. This is not a judgment on motives, rather pointing out a perception. (In my defense as an education reformer, at least I spent over a decade as an actual public school teacher in Tennessee.)

For example, the concept of “college and career ready” is a worthy goal. However, if we lose creativity or fail to develop critical thinking skills what are we really accomplishing? If students score higher on the ACT or the SAT, will that make them better citizens? What purpose does it actually serve? We understand that it is morality, not intelligence, which makes civil society possible. How we think reflects who we are? What is considered intelligence today? Is it shifting? For centuries philosophers have tried to pinpoint the true measure of intelligence. Socrates said, “I know that I am intelligent, because I know that I know nothing.” Are we actually teaching/testing/measuring the right things?

In 1985, Robert Sternberg put forward his Triarchic Theory of Intelligence, contending that previous definitions of intelligence are too narrow because they are based solely on intelligences that can be assessed in IQ tests. Instead, Sternberg believes types of intelligence are broken down into three subsets: analytic, creative, and practical.

Educators understand that critical thinking, creativity, conflict resolution, communication, and teamwork cannot be lost in our efforts. Research reminds us that well-rounded people strive for personal fulfillment and typically have more self-confidence. Education is not strictly about preparing students for a specific career. Unmeasured objectives like teaching students lifelong values, discipline, and the ability to explore new ideas and to think independently are very much essential. Should that not also be an education objective? Albert Einstein, a genius by most accounts, said, “The true sign of intelligence is not knowledge but imagination.”

The issues of the day, the ones that perplex us now, may not even be relevant in the next election cycle.  When we watch policymakers grasp at the complex issues facing public education, we realize that outside influences and political donations are having greater influence over our classrooms and often fail to connect the educator with the policy. Policymakers surely understand how educators deliver instruction and how we measure success in our classrooms being led by non-practitioners will create problems.

Too many reforms are proposed or pursued with very little evidentiary basis. In efforts to drive up student academic performance we cannot disregard an educator’s insights into their student’s academic and social and emotional growth. Simply raising a test score will not guarantee success in life, especially if we fail to develop social skills and fine motor skills. In fact, we know the development of fine motor skills plays a crucial role cognitive development.    So is it also true we may not even be using the correct metrics in determining success? Can we keep gambling on our children’s future? How long will education reform be ongoing before someone asks for the results? Who do you trust – the teacher at your child’s school that lives in your community, or a think tank of non-educators in Nashville or Washington DC?

We know top performing nations like Singapore and Finland have reduced standardized testing and increased curriculum flexibility on their road to success. They stress teacher professionalism and connecting actual practitioners with policymakers. That is what has been missing among reformers and in the education debate, in general.

I welcome the debate. Like Martin Luther, here I stand. I can do no other.

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

An Interview with TEA President-elect Barbara Gray

Below is an interview with incoming TEA President Barbara Gray who will take over from Gera Summerford on July 1st.

 

What are your goals for TEA during your term?

My goal as TEA president is to continue advancing the association’s mission to promote, advance, and protect public education by:

  • Educating the public about the good things happening in public schools;
  • Continuing to build positive relationships with legislators, the state board of education and other key policy makers whose decisions impact students, public educators (this include ESPs, teachers, administrators) and our profession; and
  • Organizing our members to work together to reverse decisions made by elected officials that have been detrimental to public education and the teaching profession.

 TEA membership has been declining since the loss of collective bargaining. What are your plans to reverse this trend?

In recent months, TEA has begun a shift to more of an organizing culture. This move, prompted by the hiring of a new executive director at the end of 2013, will help us engage our members in a new way. We will be placing more emphasis on organizing members around issues which affect our profession at both the local and statewide levels.

TEA will continue to be a vocal advocate and provide the high quality legal and professional development services that helped us become the largest professional association for educators in the state.

 

 Do you foresee TEA fighting to restore collective bargaining rights for teachers in the near future?

Collective bargaining is an important tool in protecting students’ learning environment and the rights of our teachers. I do believe TEA will fight to restore bargaining rights for Tennessee’s educators in the future, but it is not a top priority right now. TEA was advocating for teachers’ rights long before collective bargaining was implemented and will continue to do so.

 

Outgoing TEA President Gera Summerford has talked about de-emphasizing the importance of standardized tests.  Do you support that stand? Do you believe Tennessee should explore deployment of alternative models of assessment?

Yes, I share President Summerford’s belief that there is too much emphasis on standardized tests in Tennessee. The state continues to tie more and more high-stakes decisions to these tests, and it is simply inappropriate. We need to take a serious look at alternative models of assessments and how multiple measures can be implemented to ensure fair, reliable results.

I do not believe, and I know many educators share this belief, that a one-time test at the end of the school year accurately tells me how much a student learned in my classroom. Teachers assess students throughout the year in many different ways – common formative assessments (CFA), projects, teacher-made assessments, student portfolios and more. These methods are far better indicators of student achievement and teacher effectiveness than standardized tests.

 

TEA has taken a strong stand against the use of TVAAS data in teacher evaluation. What do you propose as an alternative method of teacher evaluation?

TVAAS is a flawed, unreliable and inaccurate way to measure teacher effectiveness. TEA is leading the fight against the inappropriate use of TVAAS in our state, but we are hardly its only critic. It seems every week there is a new study coming out about the inaccuracies of value-added measures nationwide.

TEA proposes basing teacher evaluation on a system that includes multiple measures of student achievement, instead of relying only on the unreliable TVAAS estimates. I believe a pre-test/post-test assessment would be a more accurate indicator of the effectiveness of a teacher. Measuring how much a student learned during the school year by testing the student’s knowledge at the beginning of the year and then again at the end of the school year would show the true impact of a teacher.

As I mentioned above, teachers evaluate their students in many different ways to determine academic achievement. Teacher evaluation should be approached in the same way.

 

Could you foresee TEA supporting an evaluation system along the lines of Peer Assistance and Review (PAR) which has had some success in Ohio and Maryland?

I am not very familiar with the Peer Assistance and Review program. From what I have read, it does sound like an evaluation model worth exploring. TEA supports learning from other states’ best practices. The ultimate goal is to get an evaluation system in place that is fair and clearly understood by educators. A solid evaluation system will support teachers and provide quality professional development to help those who are struggling, which is not being accomplished by what Tennessee currently has in place.

What would you say will be TEA’s top 3 legislative priorities in 2015?

TEA’s number one priority will be pay raises for teachers. The governor promised to make Tennessee the fastest improving state in teacher salary and we plan to hold him to it. To recruit and retain the best teachers, we must make sure that promise becomes a reality and our teachers receive a well-deserved raise.

Another priority for the association will be to increase per-student funding from the state. It is unacceptable to be below Mississippi in what the state invests per child. Tennessee educators are performing miracles in their classrooms every day. In order to sustain and improve on that success, the state must properly fund our schools.

The third legislative priority will be to continue the fight against privatization. Vouchers, for-profit charters and less restrictive parent trigger laws are all schemes that threaten the livelihood of public education in Tennessee. Out-of-state organizations are funneling millions of dollars into Tennessee because they mistakenly believe there is an opportunity to make a profit off of our students. TEA, along with the help of some new parent and teacher grassroots groups, had great success last year in defeating these bills and will continue the fight in the upcoming session.

 What’s your view of the education landscape in Tennessee? What would you do differently?

The education landscape in Tennessee is constantly changing. First, let me say that there are a lot of things going right in Tennessee schools. Our students are graduating in record numbers. Our classrooms are filled with qualified, committed educators who work tirelessly for their students. Parents and teachers are uniting in the fight against over-testing and privatization.

It feels now like we are starting to see the light at the end of the tunnel after years of negative changes. This legislative session we saw groups of angry, engaged educators, parents, students and even legislators standing together to say, “Enough!” Enough with the unproven reform initiatives, enough with placing the weight of the world on our students and teachers, and enough with making a one-time test the center of the public education universe.

We pushed back together and we won on numerous issues.

Part of the landscape that I would love to see change is the public perception of Tennessee schools and teachers. TEA research has shown that people think their local public schools are doing great. However, when asked about the performance of public schools statewide, the response is often negative.

I want to change that perception. Commissioner Huffman is so often in the news saying negative things about our students, teachers and schools. I want to do everything in my power to combat the image he paints of public education in our state by educating Tennesseans about the many great things happening inside our schools.

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

 

Accountability Doesn’t Have to Be Punitive

Professional Educators of Tennessee’s (PET) JC Bowman and Audrey Shores on the TCAP delay and the TN DOE. They argue that rather than blame and punish, serious questions about what happened and when should be answered.

In Tennessee we appreciate straight talk and candor. We unquestionably detest hypocrisy. We understand mistakes are made by individuals, by companies and even by our government. This has been quite evident in recent days by the Tennessee Department of Education, who inexcusably failed to get test scores to districts on time after months of preparation.

Perhaps in a kinder, gentler world we could shrug our shoulders and say “go get them next time.” However, this is the age of accountability, with the “survival-of-the-fittest” or “me-first” attitude that thrives, largely driven by the politics and culture in which we live. In this case, accountability in public education on the TCAP problem begins and ends with the Tennessee Department of Education.

Test results, as pointed out by one editorial in Knoxville “are used in teacher evaluations, in grading the overall performance of individual schools and systems and for other purposes.” State law requires that TCAP results account for 15 percent to 25 percent of a student’s final grade. An argument can be made that Common Core and TCAP are not aligned, so it does not make sense to use the TCAP scores in calculating students’ final grades. An appropriate response to that statement would be: perhaps they should not have been teaching standards that did not align with what students were going to be tested over the last couple of years and making it part of a student’s final grade.

Our belief is that this latest testing gaffe was simply due to incompetence, rather than any intentional violation of laws, regulations or established procedures not being followed. The men and women at the Tennessee Department of Education work extremely hard, just like the men and women who teach in our schools. They strive for excellence, and should not be impugned by this particular fiasco, no matter how well intentioned the stated objectives for the delay. A mistake was made, and we should endeavor to make sure it does not occur in the future.

As an organization, we believe in due diligence and avoiding overreacting to issues. We have adopted discipline by choosing our words carefully, like the carpenter who measures twice, cuts once. At times, systems simply do not work, and they need to be corrected. That is our message to policymakers and stakeholders alike; there is no attempt to imply any nefarious activity.       However, there is no denying that school systems across the state were blindsided by the delay on releasing end-of-year state test scores. Every system in the state was impacted. Policymakers must ensure the public is served: especially the children, families and school districts across the state. To that end, we requested that legislators inquire, formally or informally, specific information from the Tennessee Department of Education immediately. In fact, if the Tennessee General Assembly were in session we believe a hearing on this matter would be appropriate. The goal here is not to blame, but rather correct system failure.   We would suggest asking the following questions:

  • When was Ms. Erin O’ Hara, assistant commissioner for data and research, made aware of the timing issue and delay on releasing end-of-year state test scores.
  • When were other state officials and members of the General Assembly, such as Commissioner Huffman and Governor Haslam, made aware of the timing issue and delay on releasing end-of-year state test scores?
  • Who made the decision to not notify superintendents immediately of the timing issue and delay on releasing end-of-year state test scores? And when was that decision made?
  • Who were the unnamed “external experts” that signed off on the validity, reliability and accuracy of the results? Please list their names, qualifications and any existing contract authorizing their role in this issue.
  • Was any unnamed “external expert” granted access to individual student data?  If so please disclose the names, qualifications and contract that granted experts access to the information they utilized.
  • Where in current existing state law is permission granted to the Commissioner of Education to issue waivers for exemption from a state requirement that TCAP scores account for 15-25 percent of students’ final grades?  (According to the Tennessean 104 school districts requested waivers).
  • What is the financial cost to the school districts and state created by the timing issue and delay on releasing end-of-year state test scores? Will the state cover this cost for districts?
  • What safeguards can be put in place to avoid any future issues, or should we simply not count test results in students’ final grades?

The use of high-stakes testing as the sole measure of student achievement is justly under increased scrutiny. We welcome that discussion and debate.   As we have continuously pointed out, in transitioning to any new test the most common issues that the state has not addressed are ongoing or increasing costs, technical concerns, and fears that the test could limit flexibility in crafting future curriculum. Transitioning Tennessee’s value-added data from TCAP to whatever future test the state ultimately adopts and utilizes will also take some time and adjustment -that is to be expected. A potential issue we anticipate is that the state has not adequately made clear how TVAAS will handle the transition from all bubble-in tests to constructed response tests. Legislators must start asking more detailed questions, and seeking answers from educators in our schools. There will always be issues, debate and discussion in public education.

In the end, getting accountability correct is the objective. The decisions policymakers make on behalf of students are actions of no small consequence. No one, least of all educators, would desire to see students victimized by testing. When we make decisions on the basis of untimely data or careless research, we place students at risk. We can and we must do better.

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

 

 

PET on TCAP

An editorial on the TCAP delay by Cathy Kolb, President of Professional Educators of Tennessee and Samantha Bates, Director of Member Services for Professional Educators of Tennessee

On Tuesday, the Tennessee Department of Education announced that 3rd through 8th grade Quick Scores, the portion of students’ final grades that come from TCAP testing as mandated by state law, would not be available until May 30th. This means that elementary and middle schools across the state will either fail to follow the legal reporting standards or will be required to distribute final report cards twice in one month.

“We are extremely disappointed in the Tennessee Department of Education. The ‘rules’ associated with testing did not change between this year and last. But, while results available last year were returned in a timely manner, the same could not be accomplished this year. This delay will impact teachers, parents and students with scheduling classes and placing students in appropriate classes,” said J.C. Bowman, Executive Director of Professional Educators of Tennessee. Additionally, many systems have released for the summer. This decision by the state will require many teachers to return to school to recalculate final grades and release report cards again, adding costs at the end of the school year when money is the tightest.

A concern of many educators, though, is why the scores are delayed. The official reasoning from the state is that the scores are being “post-equated.” Statistically speaking, this process ensures that any given test is valid and serves its intended purpose. In years prior, this process was done after Quick Scores are reported and final report cards are distributed. This raises doubts for educators about the validity of this year’s assessment, given the number of changes made to testing for this school year. The number of tested SPIs and overall number of test items dropped, making it harder for students to score proficient on tests where the proficiency cut off has been gradually rising over the past five years. What do the scores look like that requires this process to be done now and not later?

Another concern is the fact that districts are required to apply for waivers from the state. When a good teacher makes a mistake or changes the parameters of an assignment, he or she gives students the extra support that they need to complete their tasks with the new information.

“That’s what leaders do,” according to Director of Tullahoma City Schools, Dan Lawson. “When the state fails to provide test scores in a timely manner consistent with Tennessee statute, they should waive the accountability requirements for this reporting cycle automatically without requiring school districts to jump through any additional hoops,” posits Lawson.   Placing extra work on systems for a state error is the height of poor leadership. Where is the accountability for this situation? Where is the leadership from the DOE? Where is the support for districts? Where is the support for educators? It seems that there are many questions that this situation raises, but the most pressing is this: when Commissioner Kevin Huffman said earlier this week that adults needed to work harder, did he mean educators or his staff?

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

Is Disruption the Answer for Education Policy?

Ezra Howard over at Bluff City Ed has some thoughts on whether disruption ought to be the goal of education reformers.  In short, the answer is no.  But, here are some more of Howard’s thoughts from his recent article:

Disruption Commodifies Children:

Disruption is a term largely borrowed from economics and market theory. I personally don’t like applying market theory to education. It lends itself to the commodification of children, perceiving communities as markets, and turning families into consumers. In short, it dehumanizes the very personal and communal experience of teaching and learning. As a result, when disruption is applied to education it often has a very different and negative effect on students and communities than that seen in free market business.

Disruption Has Been Problematic in Tennessee:

At the local level we’ve seen several cases of disruption run amok here in Tennessee, the most prominent example being the disastrous results of virtual charters run by K12 Inc.,a for-profit out-of-state company. And this isn’t limited to virtual schools; it’s starting to happen in brick-and-mortar schools, most notably with the California-based Rocketship Education. Rocketship advertises the blended learning model of instruction proposed by Horn. Rocketship rotates students between computer-based lessons monitored by non-certified instructors and direct instruction led by certified teachers at a 30+ student-to-teacher ratio. While arguing their approach is cost effective, the charter company has come under fire in Nashville for its questionable business practices and its test scores, which since its decision to expand have dropped . It is also experiencing a steady decline in achievement that is directly correlated with its expansion, from 80.5% proficiency in ELA to 51.0% and 91.3% proficiency in Math to 76.7%.

An Alternative to Disruption

I argue for an alternative business model to disruption, known as sustaining innovation. It’s used predominantly to discuss the strategies of established enterprises seeking to remain current by evolving their services and products. Emphasizing sustainability, local school districts can provide innovative approaches to instruction that are intentional, results-oriented, and research-based. Local school districts should expand upon initiatives proven to increase not only students’ long-term achievement but also their quality of life. Some examples are Pre-K, instruction in the arts, early and persistent instruction on foreign languages, and participation in after-school programs and extra-curricular activities

 

Howard’s arguments are sound — when we experiment on kids, and the experiment fails, kids don’t get those years of school or life back.  When we disrupt a community by altering or eliminating its school, we forever change the face of that community.

And, the solutions proposed are sensible — sustaining (and sustainable) innovation make sense for schools.  Thinking of education policy in the long-term — 10 to 20 years — makes sense.  Focused, incremental results over time better serve communities than short-term gains that are not sustainable.  Or, worse, short-term experiments that fail, leaving kids and communities behind.

For all of Howard’s thoughts on disruption, read here.

 

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

 

PARCC Delayed is PARCC Denied?

The Conference Committee Report on HB 1549/SB 1835 — legislation that would delay Common Core implementation — is out.

While the report does NOT recommend a delay in implementation per se, it does set out requirements for legislative notification prior to adoption of Common Core standards in science and social studies. Which may ultimately mean those standards are not adopted.

Perhaps most interesting is the section related to PARCC — the Pearson test associated with Common Core.

The Conference Committee Report contains language that would DELAY PARCC tests for one year — so, they wouldn’t start in 2015 as planned.  It goes further by requiring that the Department of Education accept bids for a test of Tennessee’s standards, including the Common Core in English/Language Arts and Math.

It’s possible, of course, that PARCC could still be the chosen option in Tennessee.  Then again, the state could go the way of Kentucky and Florida and drop out of PARCC altogether and contract for a different test.

Unless the General Assembly wants to stay in session for a few more days, it seems likely that this report will be adopted as the compromise position — allowing Tennessee to proceed with the Common Core as currently adopted and taking a step back to assess which test best meets the state’s needs.

Read the full Conference Committee Report.

Tennessee Solution?

In response to Governor Bill Haslam’s betrayal of his promise to improve teacher pay, a bipartisan group of lawmakers in the House is proposing a series of budget amendments they are calling the “Tennessee Solution.”

The plan costs $90 million and provides teachers and state employees a one-time bonus and adds a 1% raise to that bonus if state revenues reach certain targets.

Here are some details provided by the Tennessee Education Association:

Amendments to the governor’s budget plan will be presented this Thursday. The bipartisan plan includes a raise and bonus for teachers. Please contact your legislators immediately to show support for this plan.
The governor’s proposed changes to the budget – including the removal of his promised raise to teachers – passed both the House and Senate Finance committees yesterday. It is scheduled for floor votes this Thursday. Please contact your legislators immediately to ask for their support of the plan to reinstate the pay increase for teachers and state employees.

The bipartisan group of House legislators plan to propose two amendments they are calling the “Tennessee Solution.” The amendments include the following:

  • One percent raise for teachers and state employees, contingent upon revenue collection. A portion of the raise will be included in the current budget to be paid-out if and when revenue numbers reach the total required amount for the raise. 
  • One-time bonus for teachers and state employees, possibly for employees with three or more years of service

 

While it seems unlikely the raise portion of the plan will be met unless underlying revenue concerns are addressed, the plan does provide a one-time bonus that would, at least for this budget cycle, boost teacher and state employee pay.

A more ambitious plan would have addressed long-term revenue concerns and/or provided for cuts in other departments in order to fund investments in education.

As the plan details became available, the House broke into Caucus meetings with Republican leadership stressing that the conservative stance was to oppose the “Tennessee Solution” and support the betrayal of Tennessee’s teachers and state workers.

A vote on the proposed amendments is expected Thursday.

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

Helping Haslam

JC Bowman, Executive Director of Professional Educators of Tennessee, has some advice for Governor Haslam:

The critic, Niccolo Machiavelli, taught us that assertions of virtue and integrity in politicians are often grinning masks of deception. So we are not surprised when politicians routinely over-promise and under-deliver. State leadership must coherently articulate K-12 Education Policy to citizens in a truthful manner.

By state leaders continuing to ignore legitimate concerns, such as a vocal opposition to the Common Core State Standards and PARCC Assessments, policymakers and stakeholders across Tennessee have now been negatively impacted. This message has largely fallen on deaf ears at the highest level of state government, who continue to believe all is well. Members of the Tennessee General Assembly have listened and we are grateful to those legislators. Many citizens share the opinion that school teachers, principals, and superintendents are regarded by the administration as impediments to school improvement rather than partners.

As an organization, Professional Educators of Tennessee have embraced higher standards, with the caveat that we should always seek higher standards and a commitment to student achievement. We were very enthusiastic when Governor Haslam pledged to make Tennessee the fastest growing state for teacher salaries in October 2013 and again in the State of the State in February 2014. We intend to help him keep his word.

Governor Haslam has justly boasted “we are one of only six states in the country that has consistently increased state spending on K-12 education as a percentage of our total budget.” He has added that since 2011, “we’ve had the fourth largest increase in education spending compared to the rest of the country.” The questions we need to ask:  How much of this has been Race to the Top Funds?  Where were all those funds allocated?  How much money was actually earmarked to the classroom?

If policymakers boast that Tennessee is the fourth largest state for increase in education spending, then funds from RTTT need to factor into that calculation. Our estimation is that roughly $252 million of the RTTT grant was retained by the Tennessee Department of Education and never saw the inside of a school or classroom. These dollars went toward consultants’ contracts and partnerships.

Our belief is that every dollar earmarked for education should be spent to benefit Tennessee school children. A teacher’s working conditions are our students’ learning conditions. If Tennessee had the most ‘growth’ of any state on the latest NAEP results led by our state teachers, why were their promised salaries a lower priority than unproven PARCC Testing or adding Media/Marketing and Event Coordinators at the Tennessee Department of Education?

We support a delay and/or for the state to rescind the mandate for LEA’s to create a differentiated pay plan. Without the state’s increased financial contribution this creates an unfunded mandate on our local school systems. If the state mandates a requirement they should subsequently provide the necessary funding to facilitate that obligation at the local level. Unfunded mandates fly in the face of conservative orthodoxy and sound public policy.

Teacher attrition is a serious issue. We must keep experienced educators in our classrooms. Tennessee colleges and universities are very adept at meeting the demand for producing quality educators in this state. Historically, approximately 50% of the teachers that graduate with a degree in education do not find a teaching job.

We would suggest a review and delay for all Teach for America (TFA) contracts. Researcher Elaine Weiss revealed that Tennessee spends more money per Teach for America recruit than any other state. Some reports state that total compensations ranging from $5,000 to $9,000, to as high as $15,000, have been paid to Teach for America for their recruits. If this is true, we should turn to our own graduates of traditional colleges of education looking for an opportunity to teach in their own state.

Teaching is higher calling for professionals, not a pre-career placeholder. Therefore, it makes little sense to employ temporary teachers and spend scarce tax dollars and resources then watch a teacher leave after two years. Our goal should be hiring and retaining quality teachers that want to live, play, and worship in our communities long-term, instead of marking off days until a loan is forgiven and entrance to graduate school is accomplished.

We do not seek to be unduly critical of Governor Haslam. We recognize that there are many competent people in the Department of Education and administration. However, the media may be the only hope to reach the Governor. We encourage the Governor to confront issues directly, answer emails timely and regularly meet face-to-face with education stakeholders on a consistent basis, not through intermediaries. Governor Haslam, you need our help and we want to extend our hand to offer the assistance you need.

More on how Tennessee came to be short on revenue.

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