Tag Archives: Tennessee Education Policy

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A (Sort of) 4% Raise for Teachers

Governor Bill Haslam delivered his State of the State address tonight and outlined his budget and policy priorities for the coming year.

Among the proposals he outlined was $100 million to provide raises for Tennessee teachers. That equates to enough money to provide all teachers with a 4% raise.

But.

Haslam’s plan doesn’t increase teacher compensation by 4%. Instead, it provides the money to districts and encourages them to use it to reward the “best performers.” Districts could give all teachers 4% or they could provide 6% raises for some teachers and 2% raises for others. Or they could, as they did the last time an increase in salary money was provided, give a smaller raise to more instructional staff. In 2013-14, Haslam provided funds for a 1.5% raise but the average Tennessee teacher saw only .5% — or 1/3 of what was available. Districts used the remaining funds to cover other instructional costs.

Let me be clear: Haslam is to be commended for finding the resources to provide districts with these funds. $100 million for a teacher pay increase is the biggest pot of money for that purpose to be provided in many years.

Additionally, Haslam is dealing with revenue issues by proposing a modernization of the tax code. It’s plan that will introduce fairness and protect small, Tennessee-based businesses.

But it’s not a 4% raise for all teachers. Not yet. And Tennessee teachers are facing growing pay inequity and overall pay that lags the rest of the country.

Adding 4% to all teacher salaries, by, for example, increasing the BEP instructional component, could go a long way toward making Tennessee the fastest-improving state in the nation in teacher pay.

Haslam’s proposal is an important first step down that path. With some help from the General Assembly, Tennessee could make Haslam’s 2013 promise on pay a reality.

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

 

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Why TN Teachers Didn’t Like Kevin Huffman

Kevin Huffman announced yesterday he’s leaving his post as Commissioner of Education. The news was met positively by many teachers around the state. But, why didn’t Tennessee teachers care for Kevin Huffman? Why did a number of local teacher associations vote “no confidence” in Huffman in 2013? Why did Directors from across the state sign a letter telling the Governor that Huffman needed to do a better job?

I wrote a post for a different blog back in 2011, Huffman’s first year, about his remarks on teacher evaluation. In short, he got off to a bad start in terms of communicating with and about teachers, and never recovered.

Here’s that post from 2011 in its entirety, with some notes about what has happened since then included:

Tennessee’s Commissioner of Education, Kevin Huffman, offered his thoughts today on the state’s new evaluation system for teachers which takes effect this year.

 

While I certainly agree that the evaluation system needed significant improvement, I have some concerns about the Commissioner’s statements.

 

Specifically, he notes:

 

Tennessee is now a few weeks into a new era of evaluation. The new system is strong, though not perfect, and it represents a dramatic leap forward over the past system that told nearly all teachers they had succeeded, even when students had failed.

 

This statement assumes that the poor performance of Tennessee students on the National Assessment of Educational Progress (NAEP) was solely or primarily the result of bad teachers. By his calculations, since 70 percent of students failed to meet satisfactory progress on the NAEP, 70 percent of Tennessee teachers must not be performing up to par.

 

What’s missing from his analysis, however, is the reality that until 2010, Tennessee had incredibly low standards relative to the NAEP. In fact, nearly 87% of students were deemed proficient on TCAPs despite only 27% testing proficient on the NAEP. Here’s the deal: Tennessee schools were held accountable under NCLB for hitting TCAP benchmarks. Tennessee policymakers set the standard. And Tennessee teachers were hitting the mark they were told was important. In fact, data suggest more and more Tennessee students were marching toward TCAP proficiency each year. By that indicator, Tennessee teachers were doing a fine job. Policymakers set a target, and Tennessee teachers hit it year after year. Since curriculum and accountability were not tied to NAEP, it seems unreasonable to expect that teachers would be helping students hit NAEP benchmarks.

 

Huffman’s remarks also ignore this reality: Tennessee spends less per student than most of our neighboring states. 8 states test 100% of graduates on the ACT. Tennessee ranks 7th in that group, below every other state that spends MORE per pupil than Tennessee. Kentucky spends about $1500 more per student than Tennessee and gets significantly better results on the NAEP year after year. The point being: teachers can only do so much with limited resources and our state has done a pretty good job of limiting the resources.

 

Huffman also notes:

 

As new student assessments are developed and vetted by Tennessee educators and experts, we expect that next year, it will be possible for 70 percent of teachers to be evaluated by their own student-assessment results. Eventually, more than 90 percent of teachers will have such options.

This dream still hasn’t been realized — Portfolios are available for some non-tested subjects, but are not in wide use due to cost.

So more teachers will have their own value-added data. This means more assessments (TESTS) for Tennessee students. Will there now be TCAP-like tests in grades K-2? As the parent of a Kindergartener, I certainly hope not. What about related arts? Will there be a written test for an instrumental music course? Or is the value-added that a student who previously struggled with the flute now excels? How is that measured? In performance-based art, music, and theatre classes, will more time be spent drilling on concepts so a kid can pass a written test rather than on actually improving one’s ability to draw, sing, or perform?

 

Finally, the new evaluations are time-intensive and do provide regular feedback. That’s a good thing. However, there’s no indication of available funding for meaningful professional development tied to the evaluations. There is yet to be a serious discussion of funding for mentors for early career teachers to help them get up to speed on key concepts and improve their technique. Teach for America (where Huffman worked as a teacher and then as a national organizational leader) relies heavily on intensive support for their Corps members. Lessons are video-taped, coaches are provided, feedback is regular and strategies for improvement are offered. Research suggests that intensive mentoring in the first two years of a teacher’s career not only improves their practice and increases retention, but also results in higher student achievement.

 

Tennessee’s new evaluation system for teachers is no doubt an improvement. But unless that system is coupled with meaningful support for teachers and adequate classroom resources, we’ll still find ourselves far behind the rest of the country.

There’s been no significant commitment to professional development or intensive mentoring by the state. Teachers didn’t get a promised raise this year.

So, Tennessee teachers started off hearing from Huffman that they had failed. Then, resources for support didn’t materialized and the transition to Common Core wasn’t well-communicated. Huffman suggested the same flawed, value-added based evaluations were responsible for a 2013 NAEP boost, and then a promised pay raise was taken away.

Is it any wonder Tennessee teachers aren’t too sad to see Huffman go?

 

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

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Haslam: Pre-K MAY Be Ok

Tennessee took the first step toward applying for federal dollars to expand its voluntary Pre-K program yesterday, notifying the federal government of its intent to apply for funds.

Haslam’s office was careful to caution that this does not mean Tennessee will definitely apply for federal Pre-K dollars. Instead, as he has said before, Haslam wants to wait until further information on the program’s effectiveness is available. Namely, a study underway at Vanderbilt.

Exanding access to quality early education is a key element of an alternative education agenda proposed in 2013.

Under the parameters of the program, Tennessee could receive up to $17.5 million a year for the next four years to expand access to Pre-K. That could mean as many as 3000 additional students accessing the state’s Pre-K program each year.

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

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EduShyster Visits Tennessee

Noted education blogger EduShyster has a post up today regarding the fun and excitement that is Tennessee education policy.

The post talks about data-driven results… the TCAP score release delay, the competing petitions regarding Commissioner Huffman and his continued employment.  And much more.

She notes that voters will be pleased to learn that if they re-elect Governor Bill Haslam, they’ll get more Kevin Huffman.  Or, maybe not.  Haslam is saying he’ll decide more about Huffman AFTER the election.

Also discussed: Secret meetings and the Koch Brothers.

Read it all!

 

 

 

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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

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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
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A Case Against Vouchers

Memphis teacher Jon Alfuth writes a compelling piece arguing against the adoption of vouchers in Tennessee.

Here’s an excerpt providing some very good reasons why vouchers should be looked at skeptically by Tennessee lawmakers:

Voucher programs also struggle to achieve their mission of providing low-income students with a way out of failing schools.  For example a critical study of the Milwaukee program found that it overwhelmingly helped those already receiving education through private means.  Two thirds of Milwaukee students using the voucher program in the city already attended private schools.  Instead of increasing mobility for low-income students, the program primarily served to perpetuate status quo.

Voucher programs have also caused to students inadvertently attending failing schools, thereby maintaining the very problem they are meant to solve.  It’s often difficult to determine the quality of the schools serving voucher students because private schools are not required to make public the same amount of student data as public schools.  An example of this occurring can be found right next door in Louisiana where approximately 2250 students were recently found to be attending failing schools through the state’s voucher program.

Alfuth writes from the perspective of a teacher at a charter school who supports much of the current education reform agenda, including expansion of school choice.  His concerns about vouchers are reasonable, fair, and insightful.

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

 

 

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PET Agenda

Professional Educators of Tennessee (PET) recently released their 2014 legislative agenda.  They have three key areas of focus for the upcoming legislative session.

1) Teacher Licensure. PET is asking for a straightforward, common sense appeal process to address concerns regarding the proposed changes to teacher licensure. PET has also been asking for the suspension of the use of TVAAS data until Common Core is fully implemented. The group also mentions a need to focus on teacher remediation and targeted professional development.

2) Student/Teacher Data. PET is seeking legislation that will ensure the privacy of both student and teacher data.  Specifically, they want to ensure no personally identifiable data on students and their families religion, political affiliation, psychometric data, biometric information, or voting history is collected or otherwise tracked and that such data is not provided to either the federal government or private vendors.  They are also seeking limits on who may access teacher evaluation data.

3) Testing. PET notes the “overuse of testing in our schools” as a key area of concern.  While PET notes that testing comes with good intentions, the result of an increased focus on testing is now a “detriment to public education.” PET suggests policies that find a balance between the need to assess in order to gain knowledge about what’s working and what’s not working for kids and the over-reliance on tests for uses beyond their intended, useful purpose.

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

 

 

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Big Monday Coming for McIntyre

On Monday, the Knox County School Board will discuss and possibly vote on a contract extension for embattled Director of Schools Jim McIntyre.

Last night, teachers, parents, and students packed the Board meeting room and some asked the Board not to renew McIntyre’s contract. It’s not clear from available news reports that anyone was present to ask the Board to extend the contract.

McIntyre has come under fire for being an enthusiastic supporter of state-level policy changes to teacher evaluation and for not listening to the concerns of parents and teachers regarding what they call excessive testing and over-reliance on test-based data to evaluate teachers.

That said, the Board recently announced they are working on a resolution calling for more transparency in the TVAAS system used to create scores for teacher evaluation.

Monday’s meeting, focused on the contract extension for McIntyre, will also likely be a contentious one, though it’s not clear whether a significant number of Board members would consider non-renewing the contract.

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