4 Bills Teachers Need To Know About

While the debate around vouchers is loud and needed, we must not forget about the other bills that are making their way through the legislative process. Here are four bills that teachers need to know that will change how teacher effectiveness and preparation are measured.

The proposed bills all look like they will pass and become law. Spread the word about these bills so teachers will have the most updated information.

SB114/HB695 By Senator Bo Watson & Rep. Ryan Williams

There is a consensus that we need to improve the preparation of future teachers. Teachers need the most updated information from faculty that still have connections to the classroom.

The amended version of the bill requires education preparation faculty, including education deans, to have direct personal involvement in a school annually. The state summarizes that bill as follows:

Requires full-time educator preparation program faculty members, including academic deans, to have direct personal involvement in public schools or local education agencies (LEAs) annually. Requires faculty involvement to include professional learning targeted to pre-K through grade 12 teachers; learning focused on LEA specific initiatives; direct instruction to pre- K through grade 12 students; district-level partnership; or observation of pre-K through grade 12 teachers.

The bill has passed the Senate and is waiting to be taken up in the House Finance committee this week.

SB575/HB626 by Senator Dolores Gresham & Rep. Sabi Kumar:

Right now, you are able to log on the Teacher Prep Report Card to find out information about how teacher preparation programs are doing in preparing teachers for the classroom. This bill will add teacher observation data into this mix.

The bill requires the department of education to provide all state board of education approved teacher training programs access to annual evaluation data for teachers and principals graduating from the programs for a minimum of five years following the completion of the program.

It’s not clear if the public will be able to see the evaluation data from the different preparation programs. Either way, I hope the programs will use the data to improve.

The bill has passed the Senate and is waiting for the House to take it up this weeks.

SB1196/HB309 by Senator Mark Norris and Rep. David Hawk

This bill deals with assessment data that are used in overall teacher evaluations. The bill makes permanent the flexibility to use the most recent year of TVAAS student growth, if it leads to a higher evaluation score for the teacher. I’ve heard that some superintendents like this bill because it could be used to reward a teacher for a large one year growth. The three year growth option will allow teacher flexibility to change schools, grade level, or move to support a higher need population.

And here’s the state’s summary:

Requires the student growth portion of teacher evaluations to account for 10 percent of the overall evaluation criteria in FY16-17 and 20 percent in FY17-18 and each year thereafter. Requires that the most recent year’s student growth evaluation composite account for 35 percent of growth data in a teacher’s evaluation, if such use results in a higher evaluation score. Authorizes the use of educational progress and evaluation data for research purposes at postsecondary institutions. Requires Tennessee Comprehensive Assessment Program (TCAP) subject-area scores to make up the following percentages of elementary and middle school students’ final spring semester grades in grades 3-8: 10 percent in FY16-17; 15 percent in FY17-18; and 15 to 25 percent in FY18-19 and subsequent years.

This bill has passed the House and is waiting to be passed in the Senate.

SB250/HB67 by Senator Jim Tracy & Rep. Eddie Smith

This bill is trying to solve the problem that arises with teachers who teach in non-tested subjects. The state summary is pretty clear in this case:

Requires local education agencies (LEAs), by the 2018-2019 academic school year, to adopt at least one appropriate alternative growth model approved by the State Board of Education in order to provide individual growth scores to teachers in non- tested grades and subjects. Requires the Department of Education (DOE) to develop valid and reliable alternative student growth models for non-tested grades and subjects currently without such models.

What do you think?

Teachers, what are thoughts on these four bills? Let us know in the comments.

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


 

 

Emotional Rescue

Tennessee won’t be a part of a national collaboration around social and emotional learning in schools and, according to state Senator Jim Tracy of Shelbyville, we have Jim Tracy to thank (or blame?) for that.

Just last month, the Department of Education announced our state’s selection to participate in a multi-state collaboration around social and emotional learning.

Since then, the plan has faced some criticism, including from lawmakers.

Chalkbeat’s Grace Tatter reports that Rep. Sheila Butt of Columbia questioned the need for such collaboration at a recent hearing:

The recent pushback over social-emotional standards also has included a wariness of collaborative work across state lines, an attitude that contributed to the state’s decision to scrap the Common Core academic standards for math and reading in favor of “homegrown standards” that Tennessee will roll out in 2017.

“I don’t understand why we have to constantly collaborate with other states,” Rep. Sheila Butt said during a summer study session last month. “We don’t have to do it that way.”

Oh, and there’s Jim Tracy. He penned an op-ed in the Daily News Journal of Murfreesboro taking credit for Tennessee rejecting the funding for the project.

Tracy:

After hearing from many constituents about potential funding for this controversial program, I contacted the Department of Education. This action helped in the decision making process by the DOE to decline funding for it.

Tatter explains the “controversial” initiative this way:

The social and emotional standards developed with CASEL would have set benchmarks for what students should know or be able to do in each grade when it comes to skills such as decision-making, self-awareness, social awareness, self-control, and establishing and maintaining healthy relationships.

And here’s how the program was described when it was announced:

The standards will be developed in collaboration with the Collaborative for Academic, Social, and Emotional Learning, also known as CASEL, which announced this week that Tennessee will join the initiative along with California, Georgia, Massachusetts, Minnesota, Nevada, Pennsylvania and Washington. The national organization previously has partnered with urban districts including Metropolitan Nashville Public Schools but is branching out into state policy to spread strategies around social and emotional learning.

Tennessee’s new standards will be drafted beginning Sept. 1 by a team that includes researchers, parents and educators. The final product will be reviewed next July by the State Board of Education.

A multi-state collaboration with both national experts and Tennessee educators and parents on an issue shown to have a clear impact on student behavior and performance — that’s what we just scrapped.

For its part, the state says it will still focus on social and emotional learning, just without the input of CASEL or the collaboration from state partners.

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