VIVA Task force Solve Ed problems by Ben Jewell

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Introduction

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Index of Actionable Ideas

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H#$"$9.#&<).$"$"J&0()&<%.9B%)7 1. 2. 3. 4.

Create National Education Standards for Teachers Dramatically Increase the Amount of Mandatory Pre-Service Training Hours Build a Specialized Training Structure for Novice Teachers (First and Second Years) Offer Professional Development That Links More Tightly and More Directly to Classroom Practice and Teachersâ&#x20AC;&#x2122; Working Skill Set 5. Make Professional Development More Efficient By Embedding it More Centrally in Classroom Activities 6. Offer More Thorough and Timely Teacher Remediation Support

R00%98$5%&<%.9B%)&."/&6/+$"$78).8()&R5.#*.8$("7& 7. Redefine the Purpose of Evaluation 8. Create a Comprehensive Approach to Teacher Evaluation by Implementing Evaluation Managers 9. Change the Evaluation Structure so that Evaluations Play a Meaningful Role in Actual Teaching Practice in a Single School Year 10. Improve and Align the Administrator Evaluation Process to the Teacher Evaluation Process 11. Create Incentives to Reduce Administrative Turn-Over Rates

H("7$/%).8$("&(0&,%)0()+."9%PQ.7%/&H(+-%"7.8$("&;378%+7 12. If a Fair System for Determining Excellence Can Be Devised, Award Annual Bonuses to Teachers Who Meet that Standard of Excellence 13. Implement the Use of Tax Credits as Incentives for Employment in High Need Schools and Individual Professional Growth 14. Institute Various Low-Cost, Immediate, and High-Impact Incentives to Reward Teachers for Outstanding Work

6--)(-)$.8%&;*--()8&0()&<%.9B%)7 15. Create Equity Across All Classrooms in the United States Regarding Class Size 16. Increase Cross-Training and Numbers of Administrators 17. Increase Non-Instructional Support Staff to Afford Teachers More Instructional Time and Students More Opportunities for Learning 18. Create School Schedules that Maximize the Effectiveness of Teaching and Learning and Incentivize Collaboration and Co-Teaching 19. Increase Efforts to Ensure that Every Classroom has Necessary Resources Available to Each Student

,.)%"8&."/&H(++*"$83&,.)8"%)7B$-7 20. Begin Parental Engagement During the Preschool Years 21. Provide On-Site Coordinators in All Schools 22. Fund Full-Service Community Schools

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”The spring before last, I was asked to mentor a novice teacher, which I gladly took on. In the fall, I was asked to mentor another teacher on probation. I took this on hesitantly, but excited to use my knowledge about her special population and what it takes to succeed. In order to complete either task, I was asked to use my own planning time, meet after or before school, or get a substitute to cover my own program. I then had to balance the needs of my students. My students didn’t deserve the inconsistency that would ensue. I ended up feeling that I was doing very little effectively. To this day, I don’t have a solution. All I do know is that we need the commitment of time in order to truly mentor. We also need the commitment of consistent coverage for our classrooms, not a different substitute every day depending on availability.”

“

Teacher

participation is crucial, feedback necessary, proper PD planning –

“I can’t count the times that I have attended in-service trainings, so extremely frustrated because the majority of teachers in the room knew more than the speaker or weren’t at all interested. Often, administrators do not take the time to research teacher needs, obtain the qualifications of the speaker, or consider members of the audience worthy as potential leaders. Hours, maybe an entire day, of PD can go by and I sit...thinking...trying to focus, but I’m distracted...by the dozens of tasks that I could be doing during that time frame. Instead, I end up doing them on the weekend....as do so many of my co-workers. My students receive nothing from these poorly planned, frustrating PD ventures. Teacher participation is crucial, feedback necessary, proper PD planning -keys to teacher effectiveness.”

keys to teacher effectiveness.

”

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“

“Completing my undergraduate work at Western Michigan University, I completed most of the components in preparation for becoming a teacher. I felt well prepared for stepping into a classroom. Whatever gaps there were in my undergraduate education were filled in by my mentor. In Michigan you are assigned a mentor for the first three years of your career. You meet with your mentor before school ever starts and ongoing throughout the beginning of your career. Obviously, I only have experience with Michigan’s teaching requirements, but I don’t know how I would have ”made it” without the solid foundation and support I received, and I’m amazed that it’s not the norm across the country.”

Whatever

gaps there

were in my undergraduate

“I started teaching through an alternative certification program. My coursework focused on theory, with very little concrete application of procedures, management, or priorities for my first few weeks of teaching. My first year was very much sink or swim, and unfortunately I had trouble keeping my head or those of my students above water. If I had been given intensive mentoring and modeling, or a tenth of the tips I know now, my students would have learned a lot more. For the past two years my administration has started differentiating our PDs, and drawing on the experts within our school, which has helped a lot. As for remediation, we all know teachers, at different stages in their careers, who could use that little bit of extra support to make their children grow.”

education were filled in by my mentor.

”

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“

“Sadly, teacher evaluations are a common joke among our staff because the principal will probably miss/reschedule the formal observation 3-4 times, not follow up with a proper post observation meeting, and require people to come back in the summer to sign their form. Personally, I literally got a pat on the back one year and was told “good job” as I was walking out the door for summer vacation. My first year a former principal told me that he felt I had earned a 4 out of 4 on every area in my evaluation, but he said had to put in a couple 3 out of 4’s so it looked like I had something I could improve. Then, in the spring he changed everything to 4 out of 4. In 12 years of teaching, I don’t feel I’ve ever had a comprehensive evaluation that has provided me with any feedback that could help me improve student achievement.”

… I literally

got a pat on the back one year and was told “good job” as

“During an observation this week, my AP came into my room while my students were engaged in literacy centers and I was working with students one on one. At my post conference, my AP held up a blank piece of paper and told me she wrote nothing down, that it was “just centers,” and that she wanted to observe me again because she wanted to see a lesson. Never mind the 15 individual conferences/lessons I had with students while she was there. Because she didn’t place enough value in the work I do with my 6/7 year olds, I now have to waste my energy and time with another observation and post conference.”

I was walking out the door for summer vacation.

” 6>

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“

“Given that I am a parent with two small children, I would love the chance to earn comp time instead

In 12 years

of being financially penalized when I run out of sick days.”

of teaching,

“High school English and math teachers already are under more pressure than any other teachers in

I don’t feel

their buildings, due to No Child Left Behind state tests. Yes, every teacher in our school “adopts a learning anchor” in reading or math and tries to incorporate it into their lessons. But when the test

I’ve ever had a

scores come back, they belong to the English and math teachers. Is it fair that they soon will face the additional threat of being fired due in part to scores on these tests -- while the foreign language,

comprehensive

computer science, and gym teachers just down the hall will be largely exempt from such pressures?”

evaluation that

“I had a mom call me to complain that her daughter earned an 89 percent in Advanced English 9 last

has provided

quarter, instead of a 90 – despite the fact that her daughter had done poorly on a few quizzes. I held

me with any

firm, despite the parent’s repeated e-mails to the guidance office seeking support for a grade change.

feedback that

classes than she had to in middle school, and in the second quarter she has responded by earning a

Of course the girl in question then learned that she needs to work harder in high school advanced 96 percent so far. Trust me – when parent evaluations help determine my pay, it will be a lot harder

could help me

to hold firm with the accurate grade and maintain rigor.”

improve student achievement.

”

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Part Three

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“I have two specific incentives that would be meaningful to me. 1) As an extremely hard worker, everyone at my school is aware of the hours that I put in. They are just as aware of another special education teacher who arrives at the last moment and leaves on the dot to match her contract. The administration cannot make her “work harder” or get me to “work less,” but we are paid the same given our pay schedule. I would like administrators to have SOME money to provide bonuses. Heck, I might even be happy to get a turkey or a Costco pie once in a while! But still, that’s NOT what drives me to teach. Other than spontaneous bonuses: 1) I’d like to see the entire pay scale raised for all teachers, paired with improved evaluation practice. 2) I would like to be given opportunity to continue to learn while not being stretched thin; time to collaborate to share the wealth, time to build relationships with my students, to be valued by the system that retains me. This can happen through allowing teachers more self-directed PD, opportunities to move in and out of the classroom into other roles for predetermined time frames, allowing teachers paid sabbatical PD time, co-teaching experiences, etc.”

“

Extrinsic

rewards like merit pay or tax credits aren’t going to make me work harder or better than I already do,

“Some of these incentives would actually develop teachers into gaining a highly effective rating and should not be used only after they receive that rating.”

but it would be

“I am already spending extra time after school and on weekends to do everything I can to be a highly effective teacher, often sacrificing my personal finances and time with my family. Extrinsic rewards like merit pay or tax credits aren’t going to make me work harder or better than I already do, but it would be nice for the extra effort I do put into my career to be recognized.”

nice for the extra effort I do put into

“I once had a principal that would hand out Kudos granola bars to random teachers at monthly faculty meetings to highlight the great things that were going on in the school. As juvenile as it may have been, deep down inside everyone wanted to be the one she called out. We found ourselves doing extra little things to see if she’d see. It always ended up that those efforts helped my students in some way.”

my career to be recognized.

”

“A little recognition goes a long way. Most of the teachers at my school come early, work late, and do jobs well outside of contract, with little in the way of thanks. We don’t need a lot of extra money in bonuses, just some appreciation for what we do. This is the second year running that I’ve learned about ‘teacher appreciation week’ from a photo-copied flier from another school.” """T()E8"W&)(%2"X9"W.(H%9"Y%D"Z/.EP"S(H%.,%&$"U//E*9">??[9

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Part Four

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“As a special education teacher so much of my time goes to dealing with immediate, often crisis, situations that interfere with learning....that teaching becomes my secondary job. Often, tremendous amounts of time, from multiple staff members, go to meeting the high needs of a small number of very discouraged or disruptive students. These meetings, on top of standard meetings, often leave me starting my emails and planning at 5:00 or 5:30. I start between 7:30 and 8:00 am.”

“

It’s very

difficult for some of my colleagues

“I spend 50 percent of my day doing clerical work, transferring data into data tables for my administration. I turn in 3 data tables every 5 weeks just to show my administration my students are making progress, yet they could easily access this information in my electronic gradebook, so why all the unnecessary clerical work? I would rather spend that time collaborating with my colleagues and reading with all my struggling students.”

to teach when they have to play musical

“My colleagues and I mapped out our job requirements on whiteboards earlier this year and concluded that our work load has tripled this year alone while our time to get it done and compensation for doing so have not. We literally filled one whiteboard with a list of what we did last year, and then we filled two more whiteboards with the list of additional work being required of us this year due to the new drive for acquiring data.”

chairs just to get enough seats for

“It’s very difficult for some of my colleagues to teach when they have to play musical chairs just to get enough seats for their students every day.”

their students

”

every day.

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“Every spring we are told we can spend only half of the money we had to spend last year. Last spring

“

that amounted to $75 per teacher to purchase a year’s worth of classroom supplies. Notebook paper

Often,

alone costs $30 per case and comes from a different company than the other supplies. At that point teachers consolidated their supply orders in an effort to save on shipping because part of your supply

I find that at the

budget had to be spent on shipping if your order was less than $50. Facial tissues and hand sanitizer

end of the day

are often purchased separately by teachers throughout the year at their own private expense (it’s on my grocery list once a month).”

I am exhausted

“Any time I want to purchase new texts for my classroom I have to seek out a grant if it is not our

and emotionally

subject area’s year to purchase books. When we submit a proposal for a grant, we only ask for half

drained yet

of what we really need, and we find a way to share the materials. We figure if we ask for less money

feel like I have

for textbooks is $36,000 per year. That’s enough to buy one set of textbooks for one content area for

than we need, the people who award the grants are more likely to award it to us. The district budget one grade level once a year. And math trumps all! Three consecutive years the need for new math

nothing to show

materials took precedent over everything else because the standardized test scores in math were low. Everything else was put on hold because ‘those in charge at the state and federal levels’ were

for all the energy

mandating math programs be overhauled thus creating the need to purchase new math materials was

”

I invested.

‘greater’ than those in other content areas (even though the math program had newer materials at that time than social studies or English). And technology? We are told that used computers (laptops less than 3 years old) we could get donated by local businesses - including the Federal Center in Battle Creek, Michigan - are too costly both financially and in terms of man hours to integrate. That we don’t have the infrastructure within the school to support the extra electricity needed to run the machines let alone the wifi capability or security measures needed to provide kids with safe access. I personally have been working on getting a mobile writing lab in my room for 4 years, and I get the same excuses for why it won’t work even though the building administration and IT staff have changed. Again, there seems to be more time spent explaining why something won’t work than trying to figure out how to make it work.” “Often, I find that at the end of the day I am exhausted and emotionally drained yet feel like I have nothing to show for all the energy I invested. I spent so much time nurturing, supporting, and mentoring, but very little time teaching writing or literature. What I did was necessary for the benefit of the students, but how am I going to be held accountable for their learning?”

",++-PQQDDD9,%./*O()19/.3Q12&***(`%.%*%&.1,9,+5

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“

“At the school where I am a parent, the PTA type organization plays a different role. The PTA organization called PTSO feels it is their role to support teachers and help them enrich what they do in their classrooms. The PTSO organizes regular building wide activities like hat day, school apparel sales, and popcorn day. They also host activities for families such as a Holiday Festival, a Valentine’s Day Party, and a Mom to Mom Sale. This group raises funds through Hat Day(s), popcorn sales, school apparel sales, and monthly pizza nights. We’ve coordinated with a local business to generate 10% of sales back to the PTSO for a particular night each month. Teachers are given opportunities in the Spring and Fall to submit a “wish list”. Items on this list are things that teachers wish they could have in their classroom but simply cannot afford. We accommodate as many of those requests as possible. Last year, we even purchased paper for the school as they had run out in the beginning of May.”

Parents must be invested

in their child’s education and be a true

“With smaller class sizes, teachers can work with small groups and even given individual attention at times. However, with class sizes growing to 20 or more students, it is almost impossible to give any one-on-one time during the school day. In addition, money needs to be spent on parent-education programs. Parents must be invested in their child’s education and be a true partner with the school. Parent-education programs are vital, especially in low-income areas. Parents need to be a DAILY participant in their child’s education - go over their child’s homework, study with them every night, make sure they had a quiet place to do work, etc.

partner with the school.

”

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Q(.)/&(0&4$)%98()7 JOSE CERDA III , chair, is the vice president for public policy

and strategy at IFF, a Midwest regional CDFI. Jose has over 20 years of experience in public policy and government. He served on the domestic policy staff in the Clinton White House, was chief of policy for the City of Chicago, and worked on Chicago’s Empowerment Zone. JILL BASS taught in the Chicago and New York City public schools for 14 years. She has a master’s in instructional leadership from the University of Illinois at Chicago and has been a professional developer, curriculum writer, educational consultant, and instructional coach. She is currently director of the Mikva Challenge’s National Center for Action Civics, overseeing curriculum development and teacher training. MATTHEW BREWER is an associate with the law firm of Bartlt, Beck, Herman, Palanhar & Scott, LLC. He is a graduate of Stanford University, where he served as student body president, earned his JD from Yale University and MBA from Harvard University. ELIZABETH EVANS , founding CEO, is a recognized national leader in building unconventional alliances and bringing innovative approaches to solving difficult policy problems. For the last decade, her work has focused on education reform, and she has spent her career promoting the interests of children. She was executive director of the Illinois Network of Charter Schools (INCS), where

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she was the chief architect of a successful statewide campaign that culminated with Illinois being the first state in the nation to enact comprehensive charter law reforms in 2009. Before joining INCS, Elizabeth was part of the Illinois Facilities Fund leadership team, where her responsibilities focused on Illinois government relations, communications, and advocacy. Elizabeth also worked at the Civic Committee of The Commercial Club of Chicago and was a political organizer in Washington, DC and Michigan. She practiced law from 1990 to 1998 for the US Securities and Exchange Commission Enforcement Division and as a staff attorney in the United States Court of Appeals for the Seventh Circuit. KIPLUND “KIP” KOLKMEIER is of counsel to the Political Law and Government Relations practice groups of Perkins, Coie, LLC & Kolkmeier Consulting. His legal practice focuses on state legislative lobbying in Illinois, corporate and governmental ethics issues, administrative rulemaking and executive agency lobbying, PAC management, state and federal campaign finance issues, and association management. He previously was a partner at the following law firms: Sidley & Austin, Altheimer & Gray, and Wildman, Harrold, Allen & Dixon. ASHLEY WARLICK teaches elementary school in the Cambridge, MA Public Schools. She has a concentration in teaching students with special needs and brings a strong interest in the arts to her work. She serves on the Board of Directors of her school’s affiliated nonprofit organization, which brings urgently needed resources to the students at the school.

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