Unionized professors and staff at City Colleges of Chicago have agreed to performance pay. Instead of annual pay hikes for seniority, faculty members could earn bonuses based on student outcomes, such as graduation, transfer and employment rates. The bonuses won’t be linked to individual performance. If the district reaches it goals, all faculty members will receive more money.
More than 40 percent of high-poverty schools spend less on staff than low-poverty schools in the same district, concludes a federal report.
This is no surprise. High-poverty schools are staffed by teachers with less experience who are lower on the salary scale. In most districts, teachers gain transfer rights with seniority. Experienced teachers tend to move to schools with easier-to-teach students.
Twenty-one percent of students in Oakland, California, a mostly low-income, minority district, now attend charter schools and now two successful schools are converting to charter status, writes Lisa Snell on Reason.
Last week the Oakland Unified school district voted to close five elementary schools as part of a restructuring plan as the district grapples with a huge budget deficit caused in part by too many schools and not enough students. In the past six years student achievement in Oakland Unified has improved faster than any urban district in California. The district has operated through a charter-like school-choice process called “Options” where a student can enroll in any school in the district and the “money follows the child” to that school.
Despite the flexibility, teachers and principals at two elementaries, ASCEND and Learning Without Limits, have voted for charter status, saying charters “have far more control over who they hire, what they teach and how, and how they spend their money,” reports the San Jose Mercury News.
Those interviewed from the two schools, including Mari Rose Taruc, a parent-leader from ASCEND, say families overwhelmingly support the charter proposal.
The two schools hired teachers dedicated to the mission when they opened in 2001 (ASCEND) and 2007 (Learning Without Limits). But, this March, the district issued seniority-based layoff notices to 60 percent of the older school’s teachers and nearly all of the newer school’s teachers. While most of the layoff notices were rescinded, the two schools decided that charter conversion was the best way to protect the schools’ character.
P.E. teachers earn more than science teachers in several Michigan districts, reports the Mackinac Center for Public Policy.
There are 19 gym teachers in the Farmington School District who make more than $85,000 a year each. The average gym teacher’s salary in Farmington is $75,035. By comparison, the science teachers in that district make $68,483 per year on average.
. . . In the Woodhaven-Brownstown district, 18.5 (FTE) science teachers average some $58,400 per year in salary, while 12 gym teachers averaged nearly $76,700. In Harrison, science teachers earned $49,000 on average while gym teachers averaged $62,000.
Science teachers — especially those educated in physics and chemistry — have private-sector options, so they’re always in short supply. But districts don’t pay more to keep teachers with hard-to-find skills. With fewer options in the private sector, P.E. teachers stay longer, climbing the seniority-based pay scale.
Via PJ Media’s Instapundit.
Americans trust teachers, but not their unions, concludes the annual Phi Delta Kappa/Gallup Poll.
More than 70 percent of respondents have confidence in public school teachers; 69 percent give local teachers an A or B. However, nearly half say teachers’ unions hurt public education.
Three out of four said they’d encourage a bright student to become a teacher; 67 percent would like their own child to choose a public-school teaching career.
Americans increasingly support school choice, but only one of three favors vouchers, the poll reported.
Consistent with past findings, Americans believe teacher salaries should be based on multiple factors, including advanced degrees, experience, and the principal’s evaluations of the teacher. Students’ scores on standardized tests were rated as least important. Similarly, Americans believe that school districts should use multiple factors to determine which teachers should be laid off first, rather than basing it primarily on seniority (last hired, first fired).
College prepares graduates for the workforce, respondents said, but not all believe a college degree is sufficient for readiness.
Even more so than in the past, Americans give high marks to local schools, low marks to the nation’s schools, notes Rick Hess.
I’ll start by noting that I’m not a huge fan of the American public right now. After all, we’re the twits who demand lots of services but don’t want to pay for them. And then we get angry when our leaders can’t square this circle. We insist that they take painful steps to rein in spending, and then complain when they try to do it. In short, we’ve shown all the character and discipline of an irate preschooler.
While Americans strongly prefer small classes, 80 percent “believe that high school classes with more students and a better teacher would result in higher student achievement than would smaller classes with less effective teachers,” Hess notes.
Forty percent of public school teachers hired since 2005 came through alternative preparation programs, according to a survey by the National Center for Education Information. That’s up from 22 percent of new teachers hired between 2000 and 2004, notes Ed Week‘s Teaching Now.
In addition, the survey found that alternative-route teachers are more in favor of using reforms such as performance pay, elimination of tenure, tying student achievement to teacher evaluations, and market-driven pay to strengthen the teaching profession than are their traditionally prepared counterparts.
However, nearly all teachers, regardless of certification route, support removing incompetent teachers without concern for seniority.
All teachers surveyed were “slightly more satisfied with general working conditions” and “more satisfied with the status of teachers” than those surveyed in earlier years, going back to 1986, reports Profile of Teachers in the U.S. 2011.
Baby boomers are retiring: Less than a third of teachers are 50 or older and 22 percent are younger than 30.
Eighty-four percent of public school teachers are female, up slightly, and 84 percent are white, down from 91 percent in 1986.
Seniority determines teacner layoffs in most school districts. Laying off the least-effective teachers, instead of the newest hires, would let districts retain more and better teachers for the same budgetary savings, write University of Washington researchers Dan Goldhaber and Roddy Theobald in Education Next.
Only 16 percent of Washington state teachers who received lay-off notices were in the least-effective category, the study concluded, comparing teachers for whom value-added scores could be generated. Because the least-effective teachers are more senior and therefore earn higher pay, laying off 132 would save as much money as laying off 145 junior teachers.
Furthermore, the least-effective group was 20 percent of a standard deviation lower in students’ math and reading achievement then the least-senior group.
The magnitude of the difference is striking, roughly equivalent to having a teacher who is at the 16th percentile of effectiveness rather than at the 50th percentile. This difference corresponds to roughly 2.5 to 3.5 months of student learning.
Black students are far more likely to be taught by inexperienced teachers who are the first to be laid off, the study found. Effectiveness-based layoffs spread the disruption more evenly.
Some districts protect teachers in high-need specialties: Math and science teachers are less vulnerable to layoffs than P.E. and health teachers, for example. But in 70 percent of the nation’ s largest school districts, seniority alone determines the order of layoffs, the study concluded.
That’s just crazy.
Rated “highly effective” in the Los Angeles Times‘ analysis of value-added scores, fifth-grade teacher Miguel Aguilar faced jealousy from other teachers. Now he’s sharing his teaching techniques with his colleagues — and facing a layoff in the fall, reports the Times.
Many of Aguilar’s students — mostly low-income and Latino — started in the bottom 30% but scored well above average at the end of the year. By contrast, the teacher in the next classroom, John Smith, ranked among the district’s least effective teachers. Aguilar, who has eight years seniority, received a pink slip warning he may be laid off; Smith, with 15 years’ seniority, will keep his job, even if cuts are severe.
Aguilar said he “went through hell” when the article came out, he told the Times.
“There’s a lot of jealousy and hate out there…. People said things like, ‘There’s this guy who thinks he’s all good just because he’s Latino and he’s friends with the kids. How do you know he’s not cheating?'”
However, teachers — including Smith — began coming to Aguilar for help. The principal and teachers say there’s “a new openness to talking about what works, an urgent desire to improve.”
Top teachers will be head-hunted for jobs as teaching coaches, predicts Michael Goldstein on Starting an Ed School. Teachers like Aguilar with high value-added scores should be recruited as coaches, leaders, higher-paid teachers or teachers who get “curriculum freedom, assistance with certain tasks, flexible funds for student projects or trips’ or whatever else they want, he writes.
High-scoring schools now get hundreds of visitors. The same should apply to unusually effective teachers, writes Goldstein, who founded Boston’s MATCH school.
Last-in, first-out layoffs are out in Georgia, reports Teacher Beat. It’s a trend.
The bill, SB 184, prohibits local boards of education from using seniority as the “primary or sole” determining factor when implementing a reduction in force. Boards that don’t comply can have some of their state education funds withheld.
Georgia’s action follows that of Utah, where a similar bill was recently signed into law. Other states that have recently ended LIFO through legislation include Oklahoma, Colorado, and Arizona, in addition to the District of Columbia through its recent teachers’ contract.
Illinois teachers’ unions have agreed to an anti-LIFO bill that allows both performance and seniority to be taken into account in deciding who get laid off.
Dennis Walcott, New York City’s new schools chancellor, wants a LIFO exemption from the state, but the teachers’ unions and Democrats in the legislature are opposed.
Detroit Public Schools is sending layoff notices to all teachers and administrators. Robert Bobb, the emergency financial manager who’s running the troubled district, said he’ll use a new law that lets him modify or terminate collective bargaining agreements.
Detroit is losing enrollment. By pink-slipping everyone, Bobb opens the door to non-LIFO layoffs. He can retain the teachers and administrators he thinks are best and lay off the rest.
A 5 percent budget cut for Tacoma Public Schools could trigger layoffs for one quarter to one half the teachers at “turnaround” schools, concludes a study by the Center on Reinventing Public Education at the University of Washington.
“Last in, first out” policies disproportionately affect Washington state schools receiving federal School Improvement Grants (SIGs). intended to transform chronically low-performing schools.
Many teachers in these schools are newly hired, chosen on the basis of high ability and commitment to education of disadvantaged children.
In Washington’s SIG schools, about 23% of teachers are in their first three years of teaching. That’s nearly twice the proportion of new teachers in other schools in the same districts.
LIFO layoffs could destabilize schools and undermine turnaround efforts, the study warns.
Under a court-ordered settlement, Los Angeles schools with high-need students and young teachers will be protected from layoffs.
Education Experts are discussing how to measure teacher effectiveness on National Journal.