Minnesota isn’t just for Larsons, Hansons and Olsons. The state has drawn Latino immigrants and African refugees to rural towns with jobs in meatpacking and agriculture. “New Americans” are turning to community and technical colleges to move up the economic and academic ladder.
Teacher evaluation is off to a “bumpy start” in New York City schools, reports the New York Times. For example, PS 130 Principal Lily Din Woo and her assistant principal “are spending parts of each day darting in and out of classrooms, clipboards and iPads in hand, as they go over checklists for good teaching. Is the lesson clear? Is the classroom organized?”
All told, they will spend over two of the 40 weeks of the school year on such visits. The hours spent sitting with teachers to discuss each encounter and entering their marks into the school system’s temperamental teacher-grading database easily stretch to more than a month.
So, the principal and her assistant now will spend 10 percent of their time visiting classrooms, observing and giving teachers feedback on their teaching. Is that really excessive?
“Talent coaches” are helping and retirees may be hired “to pitch in at schools where the workload is heavy.”
Writing up observations, which must be “low inference” and aligned to the “Danielson rubric,” will be more time consuming and taxing than the Times estimates, predicts NYC Educator.
Minnesota is piloting a new teacher evaluation system that includes more classroom observation by the principal, reports Hechinger’s Tim Post for Minnesota Public Radio.
Pine Island, Minn. – Principal Cindy Hansen’s fingers fly across her laptop as she types notes in a corner of Scott Morgan’s classroom, watching as the special education teacher works with a kindergartner on her social skills.
This is more than a principal pop-in. Hansen and Morgan are part of a new, experimental kind of teacher evaluation. Earlier, they met for a pre-evaluation chat. Later, they’ll talk over the teacher’s strengths and weaknesses and set performance goals. She’ll evaluate 70 teachers this way.
“It’s not meant to be a “gotcha” kind of a situation,” Hansen says later. “It’s really is meant to be a helpful kind of conversation.”
Beginning teachers will be observed three times a year for the first three years, while veteran teachers will be observed at least once a year, with a more thorough review once every three years. Student performance will count for 35 percent of overall evaluations. Student surveys also will be factored in.
Use of test scores to evaluate teachers is controversial. Now there’s resistance to principals evaluating their teachers’ classroom performance.
Achievement should be defined broadly, argues Ted Kolderie, who works on redesign of K-12 education, with the Center for Policy Studies, in the Minneapolis Star-Tribune.
Bob Wedl, formerly Minnesota commissioner of education, asks: “If proficiency meant being able to speak two languages, which students in Minnesota would be ‘high-achieving’?”?
He asks, too: Why don’t we define the “gap” as being below-proficient and close that gap first?
And: Do all students need to be equally good in all subjects? Standards for aircraft differ based on what a plane is going to do. Why not for students? Proficiency might be enough in math for a student heading into the arts. It would surely be too low for one aspiring to an engineering career.
Education reformers — “middle-class folks with advanced degrees and aptitudes that are verbal, conceptual and abstract” — have decided that achievement is “doing well what they do well,” Kolderie writes. Instead of pushing everyone to do well in school and go to college, we should “recognize that all young people can learn better and need to learn better, but that different students will do well at different things.”
Defining achievement down may sound reasonable, but it’s not, responds RiShawn Biddle. To start with, academic achievement is connected to success in non-academic endeavors.
. . . it is hard to engage in critical thinking without having a strong knowledge base that only comes from being literate, numerate, fluent in science, and knowledgeable about history and philosophy. This is especially important because critical thinking involves dealing with abstractions, the ideas at the very heart of civilization and society; even seemingly basic concepts such as the Golden Rule, as well as discourses mundane and critical, are formed from the complex interplay between ideas, facts, and morals. A child with a working understanding of, say, algebra, will also be able to understand why the Laffer Curve matters in discussions about tax cuts.
Low-income, minority parents have “learned the hard way about the consequences of not having the high-level reading and math skills needed for the high-paying blue- and white-collar jobs,” he writes. They know their children won’t have a future in the job market if they’re not “literate, numerate, and knowledgeable about the world around them.”
High-quality schools serving disadvantaged students, such as KIPP charters, have shown that “poor and minority children can succeed if they are provided comprehensive college-preparatory curricula, high-quality instruction, help in the form of intensive reading and math remediation, and the nurturing cultures of genius in which they are more than just future athletes and musicians,” Biddle concludes.
Remember “natural rhythm?”
Minnesota has more high school robotics teams than boys’ hockey teams, reports the Minneapolis Star-Tribune. It’s “chic to be geek.”
“Varsity robotics” is treated like an athletic sport.
Robotics team members are getting varsity letters and patches, being paraded before school assemblies like other sports stars and seeing trophies in the same lobby display cases as their football, basketball or baseball counterparts.
At the state tournament, teams compete for the championship by building robots to perform a task set every year. Last year, the robots shot basketballs. This year, they throw Frisbees.
It’s illegal to offer free, online courses in Minnesota, state education officials have told Coursera, which partners with universities to provide massive open online courses, or MOOC’s. Under state law, a degree-granting institution must pay get state authorization and pay a registration fee to offer instruction.
It’s a matter of “consumer protection for students,” Tricia Grimes, a policy analyst for the state’s Office of Higher Education, told the Chronicle of Higher Education.
Stanford, Columbia, Michigan, et al don’t charge students for Coursera courses and don’t offer degrees to MOOC students. That doesn’t matter, another official tells Slate. Students can’t waste their money, but they might waste their time in a non-authorized course, says George Roedler, manager of institutional registration and licensing at the Minnesota Office of Higher Education.
Coursera added a terms of service notice telling Minnesotans not to do any learning, unless they go out of state. I predict ridicule will lead to a MOOC exception very quickly.
Update: Ridicule works! Minnesota education officials have issued a statement saying free higher ed doesn’t require state approval.
A North Carolina community college recruits, screens and trains new manufacturing workers for Caterpillar, all part of a state incentives package that lured a new factory to an area with high unemployment.
Minnesota has cut career-tech programs for high school students, despite soaring demand.
Minnesota’s online schools are pursuing cyber-truants, reports AP.
Stacy Bender, dean of students at Minneapolis-based Minnesota Virtual High School, uses software that analyzes the time students spend on lessons and their progress, so slackers are identified and quick learners aren’t penalized. She runs a web site on fighting cyber-truancy.
When a Minnesota school considers a student habitually truant, it’s legally obligated to notify the authorities in the students’ home county — meaning an online school may work with all 87 Minnesota counties. The notification triggers a process that typically includes meetings between educators, county officials and the student’s family to write a court-approved plan to get the student back to school. Violators can be sentenced to community service or fined. In very rare cases, parents can lose custody of the child.
State truancy law was written to force students to show up at bricks-and-mortar schools and has to be “interpreted” to go after online students who stop doing the work. With online enrollment growing, Minnesota legislators are working on updating the law.
Merit pay plans are blocked, diluated and co-opted, according to an Education Next study by Jay Greene and Stuart Buck of the University of Arkansas. Even “symbolic” plans are rare. Only 3.5 percent of districts have some form of merit pay, including token plans.
To be truly effective, pay for performance must mean in education what it does in other industries—salary increases for the successful, and salary reductions, even dismissals, for poor performers. State laws governing teacher tenure in most states make implementation of such plans unlikely.
Many plans reward teachers “mostly or entirely for inputs (e.g., professional development, graduate degrees, national certification) rather than for outputs (test scores, graduation rates, or even supervisor assessments).”
Arizona’s Classroom Site Fund (CSF) required districts to allocate 40 percent of the money to “teacher compensation increases based on performance and employment related expenses.” Only 29 of 222 districts created “strong performance pay plans” that linked teacher pay to student achievement, according to a 2010 report from the Arizona Auditor General. One example:
One district awarded performance pay to eligible employees if freshman students’ algebra test scores increased by at least 10 percent between a pre- and post-test. The actual increase in test scores was almost 90 percent. Since the pre-test is given to freshman students who have never been exposed to algebra and the post-test is given to them after receiving a full year of algebra instruction, it should be expected that scores would increase significantly more than 10 percent.
Denver’s much-hyped ProComp program rewards earning a degree more generously than improving student learning.
The largest monetary award is for earning a graduate degree: a $3,300 permanent salary increase plus a tuition or student loan subsidy of $1,000 per year for up to four years. By comparison, teachers receive a one-time award, not a bump up in base salary, of up to $2,403.26 if their students exceed “district expectations” for student growth.
Moreover, as Paul Teske, a principal evaluator of the ProComp program, noted in the Christian Science Monitor, bad teachers face no penalty under the ProComp or similar merit-pay programs: “I guess your salary stays low, and maybe that sends the message that you should look at another career. But ProComp doesn’t directly address that.”
Many districts turn merit pay into a small across-the-board pay boost, write Green and Buck. In Houston, 88 percent of teachers qualified for a small “merit” bonus. That’s nothing compared to Minnesota, where 22 school districts gave Q Comp bonuses to more than 99 percent of teachers.
Schools that don’t need to compete for students have no incentive to design pay schemes that attract the best teachers, Greene and Buck write. In the 1999-2000 Schools and Staffing Survey, only 6 percent of traditional public school administrators said they used salaries to reward “excellence.” By contrast, 36 percent of charter administrators and 22 percent of private school heads offer performance pay.