Haslam Appoints BEP Task Force

Governor Bill Haslam yesterday announced he’s appointed a task force to study the state’s education funding formula, known as the Basic Education Program (BEP). This is likely a response to some school districts, like Nashville, complaining that the current formula is unfair.

Education Commissioner Kevin Huffman, who will chair the group,  says the plan may need revision and updating and that this task force will provide recommendations about how to “distribute available resources in a responsible manner.”

Neither Haslam nor Huffman mentioned providing more resources to the formula as a means of further investing in Tennessee’s schools.

Someone probably ought to tell the Governor that there’s a group of people (school directors, city and county representatives, school board members, and other education stakeholders) that meet regularly to review and study the BEP.  It’s called the BEP Review Committee and it is required by law, specifically: Tennessee Code Annotated 49-1-302(4)(a).

This task force meets 4 times a year and makes recommendations annually for upgrades or improvements to the BEP.  Here’s the latest report, issued November 1, 2013.

The top recommendation of the task force is to continue the phase-in of BEP 2.0 — a revision to the formula developed by Governor Bredesen and a bi-partisan group of lawmakers in 2007. The projected remaining cost of full implementation is $146 million.  The Committee is recommending a phase-in approach, so something along the lines of $50 million a year each year for the next three years could meet this goal.

Other recommendations of the BEP Review Committee include:

  • Reducing the class size ratio used to generate teachers for grades 7-12. This would have the impact of sending more dollars to districts for hiring teachers. The Committee recommends a reduction of 2-3 students at a projected cost of $81 million.
  • Providing funds for professional development of teachers at a rate of 1% of the total dollars spent on instructional salaries. This would cost $22 million.
  • Providing funding for a comprehensive mentoring program for all new teachers and principals with a  1:12 mentor/teacher ratio.  The mentoring program would cost $14 million.

The Committee makes recommendations about changing the ratio for funding school nurses and improving technology, including creating a funding element for technology coordinators.

The bottom line is, there’s already a BEP task force, it’s been doing it’s work for some time now, and it has made solid recommendations for improving the formula.

I suppose the first assignment of the task force could be to review the work of the BEP Review Committee.

Of course, one might expect legislative Democrats to take up the cause and fight for improvements to the BEP by way of legislative proposal or budget amendment.  Perhaps proposing a BEP 2.0 phase-in or championing mentoring for new teachers?

However, House Minority Leader Craig Fitzhugh tells us that’s not going to happen. In an interview we published yesterday, he said:

There are a few proposals before the General Assembly that deal with BEP, primarily with the state’s portion of funding. At this time, I’m not aware of any other Democratic proposals that will change the BEP, especially in light of a tight budget cycle.

So, the task force will meet and report and the BEP might (or might not) be improved.  And the BEP Review Committee will continue to meet and issue reports that go largely ignored on Capitol Hill. Ignored so routinely, apparently, that the Governor forgot the Committee even existed.

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


Our Interview With Rep. Craig Fitzhugh

Here is our interview with State Representative Craig Fitzhugh (D-Ripley), the Democratic Leader in the House.

What are the top education priorities for Democrats in the 2014 legislative session?

House Democrats are focused on creating quality public schools for every child. Education reform has been the buzzword at legislative plaza for a number of years, but we remain concerned that these changes have been more about style than substance.

We remain concerned about teacher evaluations and the negative impact they have on teacher moral and retention.

We have concerns about common core, not so much the standards, as the speed with which they have been implemented. We want to make sure that our schools are technologically ready for Common Core testing, especially where our rural schools are concerned with bandwidth and our urban schools with computer availability.

Democrats also strongly support a universal pre-k program. Currently, there is $64,000,000 in federal funding available to Tennessee for this purpose. We have legislation, HB 291, that would allow us to take advantage of this program and extend pre-k to thousands of Tennessee children.

What’s the Democratic view on the role of the State in public education?

Tennessee has two constitutional responsibilities: a balanced budget and a free system of public education. On the latter, we believe Tennessee must do better.

Depending upon which study you read, Tennessee ranks near the bottom in funding for public education. While we are proud of what our teachers and parents have done with little funding (in particular the spectacular improvement in graduation rates we’ve seen over the last number of years), we believe that we have to be careful in preserving these precious public dollars. Now is not the time to take public money and send it to untested charters or private institutions. This will only serve to take more money from the already small pot of funding we have for our public schools.

Will there be a move to address and improve BEP funding along the lines of BEP 2.0?

There are a few proposals before the General Assembly that deal with BEP, primarily with the state’s portion of funding. At this time, I’m not aware of any other Democratic proposals that will change the BEP, especially in light of a tight budget cycle.

Will Democrats support efforts to limit or remove TVAAS scores from teacher evaluation?

Democrats remain concerned about the teacher evaluations and their deleterious effect on teacher moral and retention. At a minimum, we believe there needs to be a moratorium on teacher evaluations as they currently stand, while a review is undertaken by the Department of Education, in consultation with educators.

Will Democrats attempt to address the state board’s action on teacher pay?

Democrats opposed the unusual decision of the State Board of Education to do away with the state minimum salary schedule. We are particularly concerned that this decision was made without any input from legislators and at a time when the General Assembly was not in session.

The State Board of Education is a group of unelected individuals who have had an outsized impact on education policy over the last year. While we don’t have a caucus position yet, I anticipate a lively discussion concerning their role.

The Democrats will be introducing legislation to require the Commissioner of Education to have teaching experience. Can you describe that bill? Is it a shot a Commissioner Huffman, who only has a few years of teaching experience?

In order to be a judge, an individual must have been a practicing lawyer for five years. We think that those who are charged with the education of our children should be held to an even higher standard.

This bill is not about any individual person, it is about a fundamental lack of respect we’ve seen for those who teach during this administration. Part of the problem is that senior officials at the Department of Education lack the in-classroom experience necessary to understand the ramifications of their policies. This legislation hopes to address the growing gap we see between public policy and practical application.

We saw last session that some rural Republicans were not happy with some of the education bills coming from the administration. Do you think the Democrats can pair up with certain Republicans to oppose vouchers and state-authorizer?

As I’ve said before, if there is one issue that unites Democrats it’s a commitment to public education. With that in mind, I would tell you that we are happy to partner with whomever we need to in order to achieve the best outcomes possible for our students, our teachers and our communities.

What is the counter argument on vouchers? If students are stuck in failing schools, and those schools aren’t going to turn around immediately, why make them stay there? Isn’t even a small lifeline for some kids better than nothing?

Vouchers are not a lifeline, they are at best a band-aid: they are only available to a limited number of students and studies have shown that those students do no better than the counterparts they leave behind in public schools. Meanwhile, what they will accomplish is a wholesale defunding of public schools. As I said earlier, we have a very limited pot of money for public education. When you start pulling funds out for virtual schools, charter schools and now vouchers, you take that limited pot of funds and make it even smaller. If we were like Ohio and were in the mid-thirties or lower on per pupil funding, I’d be in favor of this program. As it stands now, however, we can’t justify taking money from our already cash-strapped public education system.


The Need For Nonsense

Recently, the Metro Nashville School Board had a discussion about nonsense word assessments. Since I had recently learned the evidence around these assessments, I listened closely. I didn’t like what I heard. Many people believe these types of assessment are harmful to children. I don’t think so. A nonsense word assessment is a way to remove the effects of word exposure from the child. It also lets us see how the child will decode new words. It’s important to use these measures in early literacy. These measures can predict the reading proficiency of children.

While I wish the Tennessean asked someone outside of Pearson to comment on nonsense words, I totally agree with the Pearson scientist:

Mark Daniel, senior scientist for research innovation at Pearson, said AIMSweb draws on more than 30 years of research to accurately predict achievement and growth. The company defends the use of “nonsense words.”

“Nonsense-word fluency uses pseudo-words instead of real words to require the student to engage in decoding rather than relying on sight-word recognition,” Daniel said.


Let’s look at some research. A 2008 study by researchers at the University of Oregon and the Oregon Research Institute looked to see if Nonsense Word Fluency (NWF) was a predictor of future reading. In their introduction to the study, the researchers explained the importance of NWF. (Fien et al., 2008)

Measures such as NWF and other pseudoword reading measures (e.g., Woodcock Reading Mastery Test—Revised Word Attack subtest; Woodcock, 1987) specifically isolate how well students apply their understanding of phonics rules in learning to decode. That is, NWF is designed to measure how well a student has learned the underlying letter–sound correspondences and phonological recoding skills of the alphabetic principle. The measure expressly avoids tap- ping student skills in reading real words be- cause it may not be clear what strategies the student is using to accurately read real words (e.g., actually reading a word by deciphering the constituent letter–sound correspondences instead of recalling the whole word from memorization without knowledge of the constituent letter sounds).

And the researchers found that NWF was correlated with other reading measures.

Concurrent correlations between NWF administered in kindergarten, first, and second grade were consistent and moderately to strongly related to performance on ORF (Oral Reading Fluency) and the SAT-10. Also, the relations between NWF and criterion measures of reading were typically as strong for ELs as ESs.

And since Metro Nashville got rid of DIBELS, let me show you this quote from the research article:

Regarding DIBELS generally, it has been suggested that DIBELS measures reflect superficial indicators of reading, little more than students “barking at print” (Samuels, 2007, p. 563). Decades of research on ORF has established the consistent association between reading fluency and comprehension. In the vast majority of these studies, fluency is defined as a combination of speed and accuracy of reading connected text, which is precisely the definition of ORF that the developers of DIBELS used when they constructed their measures. ORF is also highly correlated with prosody (Miller & Schwanenflugel, 2006). Indeed, the relationship between ORF and comprehension appears stronger than the association between prosody and comprehension, and there is only minimal evidence that reading with prosody mediates comprehension (Schwanenflugel, Hamilton, Kuhn, Wisen- baker, & Stahl, 2004). There are fewer studies on NWF than there are on ORF, and empirical investigations of these measures adjudicated through a peer-reviewed process should drive serious considerations of their quality. In this regard, we would like to further encourage the examination of DIBELS in the context of intended and actual use in education settings.

After collecting reading data from schools in Oregon:

Evidence from this study supports the use of NWF in the early grades to screen students for reading problems. Using data to intervene early and strategically is a major assessment activity expected by schools in Reading First as well as schools using RTI to assist in making decisions about instructional effectiveness and special education.

Additionally, here are some quotes from research abstracts on the topic.

“Slope of progress through the first semester of first grade on NWF was a strong predictor of first-grade reading outcomes, especially for students at risk of reading difficulty.” – Good, Baker, & Peyton (2009)

“Strong, positive relations were found between NWF gains and ORF and RC (reading comprehension) scores for students who began the year with low to moderate and relatively high decoding skills. For students at the highest end of the distribution (5% of the sample), NWF gains were not associated with ORF or RC scores. In addition, early gains on NWF more strongly predicted reading outcomes than later gains for students at the low end of the initial NWF distribution.” – Fien et al., (2010)

I completely agree that fluency does not equal comprehension. Reading something quickly does not mean that child understands what they read. But knowing if they can take a brand new word and sound it out correctly by blending the sounds together can really help the teachers know the reading proficiency level of their students. We need to find the students who need extra help and give it to them as quickly as we can. I spent over a week giving nonsense word assessments to fifth graders. After explaining the directions, the student gets 45 seconds to read a list of words. You can see a difference for those who struggle to read and those who don’t. Some of those who struggle with nonsense words also struggled with reading real words. Some did not struggle with real words but did with nonsense words.

For younger students, where this is really used, you can see if the child has trouble blending sounds. As I walk the hallways of the school where I have been working, I see the younger students receiving help with blending their sounds together and reading aloud. I think nonsense word assessments are one way to help students.


Fien, H., Baker, S. K., Smolkowski, K., Smith, J., Kame’enui, E. J., & Beck, C. (2008). Using nonsense word fluency to predict reading proficiency in kindergarten through Second grade for English learners and native English speakers. School Psychology Review, 37(3), 391-408.

Fien, H., Park, Y., Baker, S. K., Smith, J., Stoolmiller, M., & Kame’enui, E. J. (2010). An examination of the relation of nonsense word fluency initial status and gains to reading outcomes for beginning readers. School Psychology Review, 39(4), 631-653.

Good, R., Baker, S. K., & Peyton, J. A. (2009). Making sense of nonsense word fluency: Determining adequate progress in early first-grade reading. Reading & Writing Quarterly: Overcoming Learning Difficulties, 25(1), 33-56.

A Broader, Bolder SCORE Report

Today, newly-formed education advocacy group TREE (Tennesseans Reclaiming Educational Excellence) hosted a presentation by Elaine Weiss of the Broader, Bolder Approach to Education.

Weiss discussed recent Tennessee education policy in the context of the drivers of educational inequality.  She pointed to research suggesting that poverty is a significant contributor to student outcomes and noted other research that suggests as much as 2/3 of student outcomes are predicted by factors outside of school.

Later in the day, SCORE (Statewide Collaborative on Reforming Education) released its annual State of Education in Tennessee Report.

Both reports indicate Tennessee has much work to do to improve educational outcomes.  There were some similarities and some differences in the approaches presented, however.

The SCORE report outlined five specific priorities for Tennessee education policy in 2014.  I’ll examine those and note where the Broader, Bolder Approach supported by Weiss matches up and where there are differences.

Here are the SCORE priorities:

  • Maintaining a commitment to rigorous standards and assessments. The report says Tennessee must push forward with the continued implementation of the Common Core State Standards. It also points out that measuring student success with higher standards is needed for effective instruction, so Tennessee must continue its commitment to implementing the Partnership for Assessment of Readiness for College and Career (PARCC) assessments.
  • Strengthening schools through effective leadership. As Tennessee continues to implement student-centered initiatives it is crucial to have strong instructional leadership in every school, the report concludes. To build a pipeline of strong leaders, the state focus should be on creating an aligned, rigorous system for recruiting, training, evaluating and providing ongoing support to school leaders.
  • Expanding student access to great teaching. The report specifically calls for providing teachers with the tools and resources – including instructional coaching, collaborative planning time, and targeted professional learning – that will enable them to be experts in their profession. The report also calls for helping teacher preparation programs implement more selective admissions processes and rigorous curriculum requirements that prioritize the skills and knowledge teachers need to support students in the classroom.
  • Investing in technology to enhance instruction. The report says that although the upcoming online PARCC assessments are a catalyst for increasing technological capabilities in schools and school districts, investing in technology must be an ongoing priority and not just a one-time purchase. Students and teachers need daily access to technology and must be trained on using it, the report says.
  • Supporting students from kindergarten to career. The report points out that in today’s economy most careers require training after high school. It specifically calls for creating a data-rich environment that equips leaders, educators, and parents with the information and tools they need and a data-driven approach to making decisions about policy and practice that will advance student success. It also recommends expanded opportunities for more students to take AP, International Baccalaureate, dual-credit, and dual-enrollment courses and to study science, technology, engineering, and math (STEM) subjects.

And here is some analysis in light of the Broader, Bolder presentation:

Standards/Assessment: Weiss suggests that higher standards alone do not improve student achievement.  She points to persistent achievement gaps over time in spite of increasing standards, particularly in the NCLB era.  She also notes the stress caused to students and parents due to increased testing.  She notes that in some cases, as much as 30 instructional days are lost to testing and test prep. She suggests that raising student achievement over time must not simply be a function of high standards but also must include a commitment to supporting students and families outside of school.

Strengthening Schools Through Effective Leadership: Here, SCORE focuses on providing support for the development of effective school principals.  Weiss also suggests the importance of providing support and development to teachers and school leaders.  She would note that having an effective leader alone won’t close the gap, but that having supported leaders along with strong community supports can make a difference.

Expanding Student Access to Great Teaching: Weiss notes that Tennessee’s teachers are among the lowest paid in the country.  SCORE does not specifically address teacher pay in its report.  SCORE does call for improved professional development and additional collaboration with teachers going forward.  SCORE also calls for continued use of TVAAS to identify quality teachers.  Weiss is clear that value-added modeling is inconsistent and unreliable as a tool for evaluating teachers.  At the same time, SCORE calls for adding growth measures to additional teachers (these may or may not be in the form of tests that feed into the TVAAS formula).

Access to Technology: While Weiss might also place value on technology, she’d also suggest that access to summer learning opportunities and enriching extended learning is important.  She points to research suggesting that low-income students tend to proceed at a rate comparable to their peers but lose significant ground over the summer.  That is, what teachers are doing is working, but outside supports are lacking.  Adding meaningful time to the school calendar is one way to address this.

Supporting Kids from Kindergarten to Career:  Weiss absolutely states that kids need a variety of supports throughout school to ensure their success.  She’d likely expand this recommendation to include supporting kids from Pre-Kindergarten through career.  In fact, Weiss notes that while Tennessee was once moving quickly to grow a high-quality Pre-K program, the state has not added a single Pre-K seat since winning Race to the Top. Weiss explicitly recommends continuing the growth of the state’s Pre-K program in order to provide a proven intervention that closes opportunity gaps.

With the exception of TVAAS, it seems the Broader, Bolder Approach outlined by Weiss would generally be in agreement with the SCORE recommendations.  However, as the name indicates, the approach favored by Weiss would be broader and more expansive.  It would include expanded access to Pre-K. It would provide both targeted support to teachers AND significantly better pay for teachers.  It would examine ways to add valuable learning time to the school calendar.  And it would seek a more balanced approach to administering tests in order to avoid an over-reliance on test-based assessments.

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



Education Monday

Monday will see two events focused on the state of education policy in Tennessee.

The first is sponsored by newly-launched TREE and will be held at 9:30 AM in Legislative Plaza Room 31.

The event features Elaine Weiss discussing Race to the Top, Poverty, NAEP Scores, and the state of Tennessee schools.  Weiss is the National Coordinator of the Broader, Bolder Approach to Education.

The next event is hosted by SCORE. At 11 AM SCORE will release and discuss its “State of Education” Report highlighting Tennessee’s education status and listing priorities for 2014.

SCORE has released such reports in the past. They have focused on student achievement, educator quality, teacher evaluation, and teacher preparation among other topics.

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

Sen. Kelsey Offers Limited Voucher Plan

After watching competing voucher plans stall last year, Governor Haslam and Senator Brian Kelsey have both made statements this year that they’ll work together to pass a voucher plan.

Perhaps to that end, Sen. Kelsey filed a bill that proposes a limited voucher plan, initially allowing for 5,000 “opportunity scholarships” in the first year of the program.

Post Politics has the full story.

And Jon Alfuth in Memphis makes a case against vouchers here.

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

The Education Agenda

What’s the best way to move Tennessee schools forward? It seems lots of people have opinions about this.  And some organized groups (teachers, superintendents, parents) are familiar faces around the General Assembly as education legislation is discussed, debated, and voted on.

Here, I attempt to break down the education agenda according to various groups attempting to influence the debate at the General Assembly this session.

Professional Educators of Tennessee (PET)

This group of teachers is the smaller of the two organizations in the state representing teachers (the other being the Tennessee Education Association).

We’ve written about PET’s 2014 agenda before.

Essentially, they are focusing on teacher licensure (and the use of TVAAS to determine continuation), protection of student and teacher data, and testing.

Tennesseans Reclaiming Educational Excellence (TREE)

We reported last week on the launch of this new group. They appear to stand in opposition to much of the current reform agenda in Nashville (state charter authorizer, vouchers, etc.). They also support full funding of BEP 2.0.

Tennessee Education Association (TEA)

TEA is the state’s oldest and largest association of teachers.  The TEA has historically opposed the expansion of charter schools and the use of public dollars for private schools (vouchers). They have a fairly wide-ranging legislative agenda. Additionally, they are currently undertaking a “road trip” to expose flaws in the Tennessee Value-Added Assessment System (TVAAS).

Tennessee School Boards Association (TSBA)

As its name implies, this group represents school boards across the state.  Though a few systems are not members, most in Tennessee are.  Here’s their complete agenda.  The organization opposes vouchers and opposes revoking a teacher’s license based solely on TVAAS data.

Tennessee Organization of School Superintendents (TOSS)

The statewide organization representing school superintendents.  Their full legislative agenda can be found here. TOSS opposes vouchers, a statewide charter authorizer, and the revocation of a teacher’s license based on TVAAS data.

Statewide Collaborative on Reforming Education (SCORE)

SCORE is headed-up by former U.S. Senate Majority Leader Bill Frist.  The organization is comprised of many education stakeholders and aims to provide information to policymakers as they make decisions that impact schools.  They have been supportive of the new teacher evaluation model and are the leading organization in Tennessee in support of the Common Core State Standards.  More on SCORE here.

Stand for Children

This organization has been active in Tennessee since 1999.  For the sake of full disclosure, I worked for Stand in TN from 2007-2009. The organization made its mark in Tennessee advocating for expanded access to Pre-K.  According to a recent email from new Executive Director Betty Anderson, the organization plans to focus this year’s legislative efforts on maintaining the Common Core State Standards.  They are also supportive of expanded access to Pre-K and to improvements to the BEP.


This is the Tennessee affiliate of Michelle Rhee’s nationwide StudentsFirst organization. Here’s the group’s official issue agenda.  They have been supportive of vouchers, a statewide charter authorizer, and teacher merit pay.

Tennessee Parent Teacher Association (PTA)

The Tennessee PTA is comprised of parents organized at the local school level. While these groups typically support their specific school, the PTA also supports schools and students in the community and state. Their complete legislative agenda can be found here. The PTA includes in its agenda support for the inclusion of parent and student feedback in teacher evaluation and the use of “strategic compensation” for teachers.  They also support the Coordinated School Health program and changes to the BEP that would provide funding for additional nurses. The PTA opposes vouchers.

School Choice Now

This group is a joint project of the Tennessee Federation for Children and the Beacon Center of TN.  Their focus is on a statewide school voucher program, which they call “opportunity scholarships.”

Those are the major groups I’m aware of attempting to influence education policy in Tennessee. There are likely others.  But this is a starting point to understanding what’s going on at the Legislative Plaza regarding education policy and who is pushing for what policies.

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


A New TREE Takes Root

A new advocacy group focused on countering corporate education reformers in Tennessee announced its formation this week. Calling itself TREE (Tennesseans Reclaiming Educational Excellence), the group is focused on advocating for quality investment in schools, accountability and transparency in the education system, and local control of schools.

The group is at odds with many of the heavily-funded major players in Tennessee education — StudentsFirst, Stand for Children, Tennessee Federation for Children/Beacon Center, and others.

Unlike those groups, which receive significant funding from out-of-state special interest groups and foundations, TREE is a grassroots, citizen-funded group born in Tennessee.

It will be interesting to see what, if any, impact TREE’s presence has on issues like school vouchers and a state charter school authorizer.

Here’s their announcement press release:

A grassroots group of Tennesseans backed by concerned parents, teachers, and taxpayers today announced the formation of Tennesseans Reclaiming Educational Excellence (TREE), a new advocacy group focused on protecting and strengthening Tennessee’s schools.
TREE is dedicated to stopping attempts by special interest groups to dismantle Tennessee’s public education system. “Well-funded, out-of-state special interest groups are now doubling down on their efforts to influence laws that will divert public money to private entities, further eroding our already underfunded schools,” TREE president Lyn Hoyt, parent to three Metro Nashville Public School students, said. “Public school parents, teachers, and advocates must be heard by our legislators.”
TREE will pursue several goals based on the group’s core values: quality investment in schools, transparency and accountability throughout the education system, and local control of our schools.
“We don’t plan to match corporate funded lobbying groups dollar for dollar,” Hoyt said. “TREE will be an authentic parent voice for legislators. We will work to educate legislators, parents, and citizens across the state about the dire consequences of legislation, pushed by special interest groups, that will negatively impact our public schools, teachers, and tax dollars.”
Twitter: @TNExcellence 
For more on Tennessee education politics and policy, follow us @TNEdReport

Wonder if the State Charter Authorizer Will Approve?

Blake Farmer of WPLN notes that legislation creating a state charter authorizer is just one vote in the Senate away from becoming law.  The legislation would allow charter schools to apply directly to the state, or to apply to the state if denied by a local school board.  Some have speculated that out of state organizations (like Great Hearts) will simply go straight to the state authorizer rather than dealing with the sometimes contentious local boards.

Cari Gervin points out that Governor Bill Haslam is on the board (albeit in honorary fashion) of this organization which is seeking to open a charter school in Knoxville.

If, despite all the Knoxville luminaries on the board, the group gets turned down at the local level, one wonders how receptive a state charter authorizer with members appointed by honorary board member Bill Haslam would be?

How to Properly Deploy a New Teacher Evaluation System

Like Tennessee, Kentucky has a new teacher evaluation model — The Professional Growth and Effectiveness System (PGES). Similar to reforms in Tennessee, the new model uses multiple measures to evaluate teachers, including classroom observation and student growth.

Unlike Tennessee, Kentucky has rolled out its new evaluation in phases, improving it along the way based on feedback from teachers and administrators.

Here’s a description of how the model, to be fully implemented in 2014-15, has been rolled out:

During the 2012-2013 school year, over 50 school districts in Kentucky have participated in a field test of the new system.  The field test has allowed educator experience and feedback to inform improvements prior to the statewide pilot during the 2013-2014 school year.  During the statewide pilot in 2013-2014, as least 10% of the schools in each district will implement the Professional Growth & Effectiveness System.  In 2014-2015 the system will be fully implemented statewide with full accountability in Spring 2015.

That’s two years of pilot work before a single teacher is held fully accountable for the results of the new system.  Of course, those evaluated get the chance to have their practice informed by the strengths of the new system. But they also are not held back by problems that may need reform or improvement.

Contrast that with Tennessee, which implemented a new evaluation system in 2011-12.  Teachers were responsible for meeting the evaluation standards immediately.  There was no statewide pilot, no partial implementation, testing, and then improvement.  The evaluation has been changed or “improved” along the way, but that process has caused confusion as the standard by which teachers are evaluated seems to change from year to year.

Yes, there are strengths to evaluating teachers through multiple measures. Certainly, the old evaluation system warranted improvement.  But the implementation process directed by the Department of Education failed to adequately take into account teacher and administrator feedback. A more measured approach, as seen in Kentucky, could have helped build educator support and buy-in and could have improved the process without the fear that comes with instant accountability for a previously unused standard.

It’s not too late for Tennessee to “re-launch” it’s evaluation process in light of new Common Core tests.  A suspension of the use of TVAAS for teacher evaluation, as called for by PET and others could allow the state to re-examine the evaluations and phase-in improvements, fully implementing the new system as Common Core tests replace the old TCAP and EOC tests.

Doing so would require a step back from the rapid pace of recent reforms in the state. But the best way forward is not always the fastest. Tennessee would do well to emulate our neighbors, slow down, and focus on getting education reform right.

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