Teach october 2017 by Chris Watson

Vol. 49, Issue 2

October 2017

TEACH

The teaching and learning journal of the Tennessee Education Association

TRICK OR TEST? More questions arise for TNReady The ACT and graduation rates indicate we’re on the right track, but the state test says most students are failing. Who is wrong? The 2016-17 testing year saw thousands of misscored tests and errors in student rosters; problems with test booklets and instructions, along with returned tests through the mail; wide swings in TVAAS scores for teachers and schools; delayed scores and a continued inability for parents and teachers to review the tests; and a wide disparity in test scores compared to ACT and graduation rates. The General Assembly is reacting to the problems, with House Education committees grilling state officials, and an upcoming Government Operations

committee called by House Speaker Beth Harwell to review all aspects of our system as a first step to legislation. The 2016-2017 tests mark the fourth year in a row where the system has had major problems. For months, members reported test issues, and TEA with local associations have been asking tough questions and demanding accountability for the test-givers. It is clear at the center of all of the state’s problems are the penalties involved in testing. “We have a test-and-

TNReady questions cont. page 8

r the visual puns. Happy Halloween from the staff at TEA. Sorry fo

TEA lawsuit challenges state board overreach on licensure rule TEA has filed a lawsuit against the State board of Education on behalf of a member as it continues to object to the board’s proposed massive overreach in teacher licensure rules, expanding the board’s power to overrule local boards and suspend or dismiss teachers. The lawsuit asserts the state board has no statutory authority to create a rule to revoke or suspend a teacher’s license for misconduct. Earlier this year, TEA objected to changes to the State board rule that allows the board to suspend, deny, or revoke educator licenses for alleged misconduct. Those objections served to temporarily halt an attempt by the board

State board lawsuit cont. page 7

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New kindergarten standards and portfolio need teacher guidance

Educators question age-appropriateness of new ELA demands. With new math standards being developed, TEA works for teachers to have their say Kindergarten teachers the growing debate on the across the state have been new portfolio system. dealing with a new portfolio Some school boards have and student standards. For been taking action. On many teachers the changes September 19, Knox County came as a surprise after the kindergarten teacher and hard work to implement member Natasha Patchen the previous standards and made a presentation to portfolio system. the board supporting a There is growing concern resolution asking the state the new English Language for a waiver on using the Knox kindergarten teacher Natasha Arts standards are not age portfolio system. Knox had Patchen testifies at the appropriate and the system KCBOE meeting Sept 19 been a pilot system and to collect student data had fully implemented the takes away an inordinate amount of portfolio last year to much success. instruction time. TEA members have “On August 1, Knox kindergarten been speaking out, and the association Kindergarten portfolio is launching a major survey to insert cont. page 7 teacher opinions and perspectives in

Celebrate American Education Week in your school with the pull-out poster on pages 4 and 5.

THE PROFESSIONAL ASSOCIATION OF TENNESSEE

Celebrate the team effort it takes to educate a child

It’s not “accountability,” it’s punishment By TEA Executive Director Carolyn Crowder

By TEA President Barbara Gray Many people play a role in our students’ academic success. When considering how well a student performs in the classroom, most just think about the impact of the teacher, but so many more play an important role in a child’s education and their ability to succeed.

Accountability.

As we prepare to celebrate American Education Week November 13 through 17, it’s the perfect time to reflect on the full team of people it takes to ensure student success.

My problem with accountability began when the word started being used to put a pretty - but deceiving - face on punishment for students and teachers.

Tennessee’s public schools are full of teachers who are deeply committed to the success of every child in their classroom. Most arrive early, stay late and then take even more work home. Teaching is more than just a profession, it’s a passion and life calling. The drive to see your “kids” succeed is all that keeps us going some days.

When we support our students with a strong team ... we are setting them up for success in school and in life.

In addition to teachers, there are many other educators interacting with students at school each day who are also invested in students’ success.

Administrators work tirelessly to create and maintain the best possible learning environment for students. Education support professionals work hard assisting teachers, keeping schools safe and clean, serving nutritious meals, getting your child to school safely, caring for them in the clinic, and in numerous other roles. Parents, community members and elected officials all play important roles on the team, too. Parents build the foundation for a student’s respect and love of learning. The most successful students are often those with parents who are engaged in their education and who reinforce at home what the child learns at school. Community members and elected officials can influence academic achievement even though many may never step into a classroom or interact directly with students. Members of the community can volunteer in their local public schools or donate needed supplies. Elected officials should seek input from those who know our students’ needs best - the educators and parents. For educators and students to be their very best, they need the support of their communities and the elected officials who represent them. When we support our students with a strong team of teachers, administrators, education support professionals, parents, community members and elected officials, we are setting them up for success in school and in life. In honor of American Education Week, I hope you will join me in taking time to celebrate the great things happening in our schools and the dedicated team of people who are working hard to see all students succeed.

Teach (USPS 742-450, ISSN 15382907) is published in August, October, Jan/Feb, and March/April by the Tennessee Education Association, 801 Second Avenue North, Nashville TN 37201-1099. Periodicals postage paid at Nashville, TN, and additional offices. POSTMASTER: Send address changes to TENNESSEE EDUCATION ASSOCIATION Teach, 801 Second Avenue North, Nashville, TN 37201-1099. Periodical postage paid at Nashville, TN, and additional offices. The subscription price of $3.06 is allocated from annual membership dues of $258.00 for active members; $129.00 for associate, education support and staff members; $16.00 for retired members; and $10.00 for student members. Member of State Education Association of Communicators (SEAC). Postmaster: Send address changes to TENNESSEE EDUCATION ASSOCIATION Teach, 801 Second Avenue North, Nashville, TN 37201-1099.

MANAGING EDITOR: Amanda Chaney achaney@tnea.org ASSISTANT EXECUTIVE DIRECTOR: Jim Wrye EXECUTIVE DIRECTOR & PUBLISHER: Carolyn Crowder

Tennessee Education Association

801 Second Avenue North Nashville, TN 37201-1099 Telephone: (615) 242-8392, Toll Free: (800) 342-8367, (800) 342-8262 Fax: (615) 259-4581 Website: www.teateachers.org

BOARD OF DIRECTORS

PRESIDENT: Barbara Gray* (800) 342-8367 VICE PRESIDENT: Beth Brown* (931) 779-8016 SECRETARY-TREASURER: Carolyn Crowder (615) 242-8392 DISTRICT 1 LaDawn Hudgins* (423) 384-3585

It’s an easy concept to get on board with, right? I can’t think of any profession where accountability isn’t important. Even in our personal lives we need accountability to take care of ourselves and our families, pay our bills and be responsible human beings.

Some legislators and department officials love to talk about the need for “accountability” in public education, but what they consider accountability for students, teachers and schools varies greatly from what parents and educators believe true accountability to be. In my mind, accountability is more synonymous with encouragement, support, mutual respect and clearly defined expectations. Accountability is about being responsible, and taking your responsibilities seriously. I have spent my entire adult life in public schools. First as a teacher, and now as an association leader. I can say with great certainty teachers understand the tremendous responsibility of educating our children. I can also say teachers want accountability and fair evaluations. They want to ensure they are always improving and providing the very best education to their students. You know what This test-and-punish system else I have learned? Teachers like tests! is unfair to our students Teachers created and teachers, and it is tests - but not the unsustainable if we really kind of high-stakes standardized tests want our public schools to that rule public thrive. education today. Teachers like the tests that accurately measure what a student has learned and can be used to guide future instruction. In Tennessee, however, we have replaced tests as learning tools with tests as tools of punishment. The test-and-punish system created under No Child Left Behind and Race to the Top is stealing the joy of learning and limiting teachers’ ability to truly educate their children. When teachers, students and administrators fear the punishments tied to state standardized tests, the test score drives decision making. Districts add more practice tests, teachers are told to teach more test-taking skills, students develop test anxiety. This test-and-punish system is unfair to our students and teachers, and it is unsustainable if we really want our public schools to thrive. We have the freedom under the Every Student Succeeds Act to end the penalties tied to test scores. It is time to get back to using tests as diagnostic tools to improve student learning. Join me in telling legislators and every candidate in 2018 to ditch the test-and-punish system once and for all!

DISTRICT 2 Michele Bowman (865) 679-6523 DISTRICT 3 Robert Holder (865) 617-1179 DISTRICT 4 Connie Mitchell (865) 609-1702 DISTRICT 5 Jeanette Omarkhail (423) 413-9114 DISTRICT 6 Jennifer Eilender (931) 704-2487 DISTRICT 7 Jim Gifford (615) 430-6233 DISTRICT 8 Fred Riley (615) 876-0009 DISTRICT 9 Stephen Henry (615) 519-5691 DISTRICT 10 Randall Woodard (615) 594-5632 DISTRICT 11 Brandi Adams (731) 439-3476 DISTRICT 12 Janis Carroll (731) 431-2387 DISTRICT 13 Renee Baum (901) 604-2035 DISTRICT 14 Kenyon Cook (901) 605-7080 DISTRICT 15 Neshellda Johnson (901) 857-6042 ADMINISTRATOR EAST Carrie Clabo (865) 603-3791 ADMINISTRATOR MIDDLE Margaret Thompson (615) 649-1514 ADMINISTRATOR WEST Dennis Kimbrough (901) 494-0105 HIGHER EDUCATION Josephine McQuail (931) 520-0449

BLACK CLASSROOM TEACHER EAST Diamond Kelley (423) 510-1400 BLACK CLASSROOM TEACHER MIDDLE Brenda Munusamy (931) 433-0918 BLACK CLASSROOM TEACHER WEST Tiffany Reed (901) 412-2759 STATE SPECIAL SCHOOLS Ginger Henderson (865) 548-4615 NEW TEACHER Hope Shields (901) 239-1232 ESP Sandra McDurmon (901)237-2866 TN NEA DIRECTOR Tanya Coats (865) 308-2787 TN NEA DIRECTOR Karen Anderson (423) 741-9682 STEA MEMBER Celeste Randall (615) 335-0217 TN RETIRED Linda McCrary (615) 888-7026 * Executive Committee AT LARGE RETIRED DIRECTOR ON NEA BOARD JoAnn Smith-Mashburn (423) 914-2818

TEA HEADQUARTERS STAFF

EXECUTIVE DIRECTOR: Carolyn Crowder; ASST. EXECUTIVE DIRECTORS: Terrance Gibson;

Steve McCloud; Jim Wrye; TECHNOLOGY & BUILDING OPERATIONS MANAGER: Galen Riggs; COMPTROLLER: David Shipley; UNISERV FIELD MANAGERS: Karla Carpenter; Leigh Phillips; STAFF ATTORNEYS: John Allen, Virginia A. McCoy; GOVERNMENT RELATIONS COORDINATOR: Drew Sutton; COMMUNICATIONS COORDINATOR: Amanda Chaney; COMMUNICATIONS COORDINATOR: Alexei Smirnov; INSTRUCTIONAL ADVOCACY & PROFESSIONAL DEVELOPMENT COORDINATORS: Rhonda Thompson; ADVOCACY HOTLINE COORDINATORS: Forestine Cole, Gera Summerford & Cynthia Wood.

UniServ Staff contact information can be found on page 6.

Member Voices

Public School Educators: The New “New Colossus” By Beth Brown, Vice President, Tennessee Education Association In September, schools were notified of their new ratings, labels affixed to schools based on the 2016-2017 state assessments. It would be easy for parents and community members— even students and educators—to take those labels at face value, to question students’ ability to learn and educators’ ability to teach. Rather than accept those labels at face value, however, we must acknowledge that reality is a stark contrast to the images portrayed in backto-school commercials which saturate the media in the weeks leading up to a new school year: many students do not arrive to school polished and sparkling, with their eyes twinkling, ready for the well-developed and state-standardsaligned lessons that teachers have so meticulously crafted. Instead, many students arrive to school each day burdened by Adverse Childhood Experiences (ACEs), potentially traumatic events that can negatively impact students’ social and emotional development as well as their academic achievement. ACEs encompass a variety of situations beyond a student’s—and, obviously, an educator’s—control. ACEs include • • • • • • •

emotional, physical, and sexual abuse; domestic violence; substance abuse within a student’s household; mental illness within a student’s household; parental separation or divorce; incarceration of a member of a student’s household; death of a member of the student’s

household; • emotional and physical neglect; • man-made and natural disasters; and • community and school violence. ACEs can cause improper brain development and impaired learning ability. In addition, students’ socio-emotional skills can be compromised, causing anxiety or nervousness, withdrawal or isolation, depressed mood, acting out in school, and/or impulsive or risky behavior. Left ignored, these manifestations can permanently derail a student’s educational journey. According to the 2016 Kaiser Permanente ACEs study conducted by the Centers for Disease Control, 63.9% of participants experienced at least one ACE, with 12.5% experiencing four or more. Consider those statistics. Nearly two out of every three students has experienced a potentially traumatic event. More than one in ten has experienced four or more. Let’s make that concrete. I teach eleventh-grade English; my average class size is 32. Statistically, that means twenty students in any of my classes have experienced at least one potentially traumatic event, with four students in a class experiencing four or more. Is it any wonder that some students find it impossible to focus on the tasks presented to them by their teachers? The statistics are sobering, yet hope is not lost. Students who have experienced ACEs can be helped and they can learn. Before optimum socioemotional behavior can develop and academic growth can occur, however, educators must recognize and respond to the root of students’ problems. This requires a commitment of all educators—every single person who interacts with a student from the time he or she gets on the bus in the morning until he or she returns home in the afternoon—to develop meaningful, trusting relationships with all students.

Students who have experienced ACEs are often chronically absent; therefore, any services that help students not to miss school are critical. For example, wrap-around services, including physical and mental healthcare, can improve students’ overall health and help students to process potentially traumatic events. Similarly, the use of restorative justice practices are important to assisting students to overcome ACEs, because restorative justice practices (rather than suspension and expulsion) allow students to remain in school while teaching them appropriate, healthy strategies for dealing with stressful situations. Educators cannot accomplish this alone, though. Educators must work in concert with parents and other community support groups. Educators who wish to improve their abilities to work with students who have experienced potentially traumatic events are not without assistance. TEA offers a number of resources to help educators who work with students who have experienced ACEs. Members have free access to quality professional development sessions, including training in conflict management and successful collaboration with families. In addition, TEA hosts conferences throughout the year that include trainings in topics such as restorative justice practices. Public school educators spend countless hours outside of the school day, readying themselves to ensure that students are prepared for success in a diverse and interdependent world. But we know the challenges we face. Just as Lady Liberty stands on Ellis Island, engraved with a welcome to the “tired…poor…huddled masses” and “the homeless, tempest-tost,” so, too, stand public school educators, ready to meet all students where they are, to combat the potentially devastating effects of ACEs, and to reveal the hope offered by a quality public education.

Maury Co. member honored Nashville educator and TEA member Cicely Woodard named “Teacher of the Year” for “Teaching Excellence” Corderyl Martin, band director at Whitthorne Middle School in Maury County, was recognized by California Casualty for Teaching Excellence in Tennessee.

TEA and Metropolitan Nashville EA member Cicely Woodard was named the 2017-18 Teacher of the Year by the Tennessee Department of Education.

The TEA and Maury Co. EA member received a $650 prize for Whitthorne Middle School on behalf of his honor.

“Cicely is the type of educator who consistently goes above and beyond, not just for her students, but also for her colleagues and her own professional growth,” said TEA President Barbara Gray. “I am proud to call her part of the TEA family and know she will continue to do great things for public education in Tennessee.”

Martin, pictured below with TEA President Barbara Gray and California Casualty representative Mike Carroll, will also be recognized at the NEA Foundation’s Salute to Excellence in Education Gala that is being held in Washington, D.C. in February 2018. This award is sponsored by the National Education Association.

Woodard teaches eighth grade math at West End Middle School. "Teachers who cultivate a passion to lead develop professionally and improve education for students. I want teachers to know that teacher leadership does not have to mean leaving the classroom to serve in an administrative role," Woodard said in a state news release. TEA member Carol Nanney, a librarian at McKenzie Elementary School in McKenzie Special School District, was recognized as the Grand Division winner for West Tennessee.

Photo: State of Tennessee

TEA Public SchoolTEA Advocate Teach 3

American Education Wee

Great Public Schoo

MONDAY

Celebrate excellence in education by hosting events and activities.

Invite parents and family members t school for a first-hand look at typical school day

Kickoff Day

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Parents Day

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WEDNESDAY

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Recognize paraeducators, bus drivers, food service workers, maintenance staff and all other ESPs who meet the needs of the whole student.

Encourage elected officials and community leaders to serve as â&#x20AC;&#x153;educators for a dayâ&#x20AC;? for a hands-on school experience.

Honor and celebrate educators who are called on to substitute for regular classroom teachers in their absence for their services.

Education Support Professionals Day

Educator for a Day

Substitute Educators Day

w2017 | www.nea.org/aew

TEA Teach 5

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MANAGING EDITOR: Amanda Chaney achaney@tnea.org ASSISTANT EXECUTIVE DIRECTOR: Jim Wrye EXECUTIVE DIRECTOR & PUBLISHER: Carolyn Crowder

Tennessee Education Association

801 Second Avenue North Nashville, TN 37201-1099 Telephone: (615) 242-8392, Toll Free: (800) 342-8367, (800) 342-8262 Fax: (615) 259-4581 Website: www.teateachers.org

PRESIDENT: Barbara Gray* (800) 342-8367 VICE PRESIDENT: Beth Brown* (931) 779-8016 SECRETARY-TREASURER: Carolyn Crowder (615) 242-8392 DISTRICT 1 LaDawn Hudgins* (423) 384-3585

UniServ Staff contact information can be found on page 6.

TEA HEADQUARTERS STAFF

EXECUTIVE DIRECTOR: Carolyn Crowder; ASST. EXECUTIVE DIRECTORS: Terrance Gibson;

CS471117 CSNR0814

Contact TEA

Tennessee Education Association 801 Second Avenue N., Nashville, TN 37201-1099 (615) 242-8392, (800) 342-8367 FAX (615) 259-4581

UniServ Coordinators

District 1 — Harry Farthing, P.O. Box 298, Elizabethton, TN 37644; phone: (423)262-8035, fax: (866)379-0949; Assns: Bristol, Carter Co., Elizabethton, Johnson Co., Hancock Co., Hawkins Co., Kingsport, Northeast State Community College, Rogersville, Sullivan Co. District 2 — Jennifer Gaby, P.O. Box 70, Afton, TN 37616; (423)234-0700, fax: (855)299-0723; Assns: Cocke Co., Greene Co., East Tennessee State University, Greeneville, Hamblen Co., Johnson City, Newport, Unicoi Co., Washington Co. District 3 — Tina Parlier, P.O. Box 70288, Knoxville, TN 37938-0288, (865)688-1175, fax: (866)518-3104; Assns: Campbell Co., Claiborne Co., Grainger Co., Jefferson Co., Sevier Co., Union Co., Walters

State Community College. District 4 — Jason White, KCEA, 2411 Magnolia Avenue, Knoxville, TN 37917; (865)522-9793, fax: (865)522-9866; Assns: Knox, Pellisippi State Comm. College, UTKnoxville, TSD. District 5— Tom Hopkins, P.O. Box 5502, Oak Ridge, TN 37831; (615)521-1333, fax: (855)301-8366; Assns: Athens, Alcoa, Anderson Co., Blount Co., Clinton, Etowah, Loudon Co., Maryville, McMinn Co. (except Athens City - see District 7), Monroe Co., Oak Ridge, Polk Co., Sweetwater. District 6 — Shannon Bain, P.O. Box 3452, Lebanon, TN 37088, phone: (615)5477769, fax: (844)274-0765; Assns: Cannon Co., Cumberland Co., Cumberland University, DeKalb Co., Lebanon, Putnam Co., Van Buren Co., Warren Co., Wilson Co., White Co., TTU. District 7 — Theresa Turner, HCEA 4655 Shallowford Road, Chattanooga, TN 37411; (423)485-9535, fax: (423)485-9512; Assns: Athens City, Bradley Co., Chattanooga State Community College, Cleveland, Hamilton Co., UT-Chattanooga. District 8 — Josh Trent, P.O. Box 451, Livingston, TN 38570, (931)279-9530, fax: (855)299-5674;

Assns: Fentress Co., Lenior City, Loudon Co., Meigs Co., Morgan Co., Oneida, Overton Co., Rhea-Dayton Co., Roane Co., Scott Co., York Institute. District 9 — Jackie Pope, 2326 Valley Grove Dr., Murfreesboro, TN 37128;phone: (615)898-1060, fax: (855) 301-8214, Assns: Bedford Co., Bledsoe Co., Coffee Co., Franklin Co., Grundy Co., Manchester, Marion Co., Moore Co., Motlow State Community College, Sequatchie Co., Tullahoma. District 10 — Jeff Garrett, P.O. Box 1326, Lebanon, TN 37088-1326; (615)630-2605, fax (855)320-8755; Assns: Clay Co., Jackson Co., Macon Co., Pickett Co., Robertson Co., Smith Co., Sumner Co., Trousdale Co. District 11/13 — Antoinette Lee, P.O. Box 1412, Antioch, TN 37013; (615)308-5293, fax: (888)519-7331; Assns: FSSD, Williamson, TN Dept. of Ed. District 12 — Sue Ogg; P.O. Box 210486, Nashville, TN 37211-0486; (615)856-0503, fax: (855)427-6660 — Assns: Fayetteville City, Giles Co., Lawrence Co., Lincoln Co., Marshall Co., Maury Co., Wayne Co. District 11/13 — Mary Campbell, Susan Dalton, Metro Nashville, 531 Fairground Court, Nashville, TN

37211; (615)347-6578 (Campbell), (615)476-3161 (Dalton), fax: (855)299-4968 (Campbell), (855)2995837 (Dalton); Assns: Dept. of Higher Ed., Metropolitan Nashville, TN School For The Blind, MTSU, Murfreesboro City, NSCC, Rutherford, TSU. District 14 — Maria Uffelman, P.O. Box 99, Cumberland City, TN 37050; phone: (931)8273333, fax: (855)299-4925; Assns: Austin Peay State University, Clarksville-Montgomery Co., Henry Co., Houston Co., Paris, Stewart Co., Weakley Co., UT-Martin. District 15 — Tim Greene, P.O. Box 354, Goodlettsville, TN 37070; phone: (615)864-1984, fax: (888)519-4879; Assns: Benton Co., Central, Cheatham Co., Clarksburg, Decatur Co., Dickson Co., Hickman Co., Humphreys Co., Huntingdon, Lewis Co., McKenzie, Perry Co., West Carroll. District 16 — Lorrie Butler, P.O. Box 387, Henderson, TN 38340; (731)989-4860, fax: (855)299-4591; Assns: Chester Co., JacksonMadison Co., Jackson State Community College, Hardin Co., Henderson Co., Lexington, McNairy Co., West Tennessee School for the Deaf. District 17 — Terri Jones, P.O. Box 2140, Cordova, TN

38088; (901)258-3902, fax: (844)270-8083; Assns: Bradford, Crockett Co., Dyer Co., Dyersburg, Dyersburg State Community College, Gibson Co., Hardeman Co., Haywood Co., Humboldt, Lake Co., Lauderdale Co., Milan, Obion Co., Tipton Co., Trenton, Union City. District 18/19 — Keyth Harrison, Memphis, TN; (901)305-2467, fax: (855)320-8737;—Assns: Bartlett, Collierville, Fayette Co., Germantown-Arlington-Lakeland, Millington, Southwest State Community College, University of Memphis. District 18/19 — Karla Carpenter, UniServ Field Manager; UniServ Directors: Reginald Fentress, Tom Marchand, 6520 Stage Road, Bartlett, TN 38134; phone/fax (901)379-6939; United Education Association of Shelby County, www.unitedshelby.org.

www.teateachers.org www.nea.org

Kindergarten portfolio cont. page 1

teachers were blind-sided with the news that the portfolio system that we had successfully used for the past two years had been changed. The new data storage system would not be up and ready until the middle of October…we would have to be trained to use it on our personal time,” Patchen said. “The rigor of the portfolio has been ramped up to a new height of developmentally unacceptable levels. Of course, I am concerned at what this poorly designed and implemented portfolio will do to me, but even more alarming is the expectations placed on five and six year old children. My first concern is always my students.” “Is it any wonder we have crying kindergarten students and teachers,” asked Patchen. She noted the effort to achieve what may be impossible standards and bulky portfolio collection will come at a cost to things like motor and social skills, and infusing the joy of learning. TEA put Patchen’s speech on social media and it was a viral hit, with more than 68,000 Facebook impressions, likes, shares and views, with parents, teachers and administrators reacting in agreement to her statement about the potential problems for students. Knox County board chair Patti Bounds, along with two Knox kindergarten teachers Melissa Church and Sandra Guinn, testified to the joint education committees on October 24 about the problems with the standards and gathering student work for the

portfolio. “We are supporters of the portfolio but we are concerned about the changes made this year,” said Guinn. The Knox educators then outlined the changes made, focusing on the highly complex demands of five-year-olds to demonstrate learning under the new English Language Arts standards. Guinn noted she had been involved in all aspects of developing the state portfolio system, and worked to help other systems get up and running this year, but no longer feels she can do so with confidence because of the changes. “Teachers were excited they had control of their own growth measure, and things were going great. But now we have teachers that are stressed out with the changes. I am very worried,” she said. Their testimony was scheduled by vice-chair Rep. Eddie Smith (R-Knox) who had been hearing about issues in his district. “It is clear we need to ensure our students have quality education, and that it’s developmentally appropriate,” Smith said. For the past months, TEA has put these concerns to state officials and lawmakers. The initial response was teachers were part of developing the new standards ensuring age appropriateness, and that rigor was not for all students but expanded to capture the most advanced. Others said the rigor had to be increased to improve reading scores in later grades. It’s time for the teachers’ voice to be paramount on the new standards

Your professional opinion matters! Take the TEA survey on new Kindergarten standards and portfolio. Survey link will be sent to your email during the week of Oct. 30 - Nov. 3. and portfolio system. The final judgement whether the standards are age-appropriate or the portfolio system is efficient or onerous should be kindergarten teachers or those with recent kindergarten experience. TEA is launching an extensive survey for current kindergarten teachers and those who have taught the grade in the past years. The survey asks opinions on the portfolio system, including questions on the amount of time taken to meet video requirements, as well as reflections on the old portfolio system. The survey will have an opportunity for teachers to go through the new standards in a manner to evaluate the age-appropriateness of each item, along with a comment section on each. The survey compiles data in a manner that expresses the opinion of teachers engaged in early education. “Over and over, we find the standardssetting process doesn’t engage our profession broadly,” said TEA executive director Carolyn Crowder. “This kindergarten survey may be the first step in bringing the professional voice to more areas of

TEA continues to fight inappropriate state board licensure rules from page 1

to quickly pass them in a key legislative committee.

sham.

The proposed new rules would grant broad new powers to the board for disciplining teachers and suspending licenses, often using vague definitions and relying on terms that vary between school systems. TEA saw the proposed rules as a power grab and a threat to the teaching profession in Tennessee, and acted quickly to halt the board’s actions that aren’t supported by law.

The state board staff had pushed for a vote on its proposed rules at the July meeting of the powerful Government Operations committee, a panel of House and Senate members that must approve all new rules proposed by state agencies, but TEA objected and petitioned for a public hearing on the issue. As a result, the board withdrew its proposed rules from the committee.

Throughout the year, TEA has been in communication with the state board’s general counsel, pointing out TEA’s concerns with the proposed changes.

“TEA remains willing to work with the board to move forward in assuring that the health safety and welfare of Tennessee’s school children are protected,” wrote TEA Executive Director Carolyn Crowder in a letter to the board.

“We have been trying to point out to the board that what they are proposing has serious flaws and that under Tennessee law the board currently does not have the power to enact and enforce these rules,” said Steve McCloud, TEA assistant executive director for legal services. TEA continues to insist that while the board does have a right to revoke a teaching license of a teacher who has been convicted of certain crimes, and to enact rules to suspend, deny or revoke a license of a teacher in default of a student loan, that is the limit of their authority with regard to licensure discipline. “The October lawsuit on behalf of a TEA member has this crucial issue at stake,” McCloud said. “It points out that the current law authorizes the board to adopt policies, but it does not confer upon the board the power or authority to promulgate rules governing revocation of licenses for misconduct. In order to expand their power to suspend and revoke licenses and weigh in on what are currently local discipline issues, a law would need to be enacted through the General Assembly.” The lawsuit points out the difference between policies and rules, further pressing the case that the board has no authority to administratively revoke, suspend a teacher’s license or formally reprimand a teacher. During the summer, the state board tried to circumvent the law on passing rules by labeling them “emergency” and stating that students’ safety is at stake, but TEA quickly pointed out the idea that students were at risk under current rules is a

TEA has talked to members of the Government Operations committee about these proposed rules, and counts most members on this committee as supportive of the teaching profession. Senate committee chair Mike Bell (R-Riceville) was the successful sponsor of 2013 TEA legislation overturning the board’s decision to revoke teacher licenses based on TVAAS scores. That legislation passed overwhelmingly, and was a clear rebuke of the board by the General Assembly. “The General Assembly takes its role seriously as the lawmaking body of our state. It grants powers to state agencies by passing laws, and when a bureaucracy tries to overstep the law I expect lawmakers to step in, and that’s the feedback we’ve gotten from committee members,” said Jim Wrye, TEA’s chief lobbyist. “After this latest rule issue, it is time we rethink the professional regulation of teaching.” Wrye notes that most professions in Tennessee have standards boards made up mostly of practitioners of their professions. “Doctors have a medical board of doctors, accountants a board of accountants, and lawyers have the bar. Yet teachers are regulated by an unaccountable appointed board with little or no teaching experience. In light of this latest misguided effort by the State board of Education, we believe it is time to re-establish a strong professional standards board like they have in other states. It is time to take back our profession,” said Wrye.

standards and testing.” The survey will be online, and links will be emailed to members in all Tennessee elementary schools. TEA will encourage members to have all applicable colleagues also take the survey to have the broadest participation. “We need the profession to be the key voice in standards and assessments. Everything we work on, from testing transparency to demanding accountability of the test makers and how TNReady is scored, is about fair and appropriate assessments and standards. It’s time data helped us to improve instruction,” said Crowder. Patchen had it right in the final portion of her September testimony. “I am weary of the words ‘rigorous’ and ‘robust,’ and I would like to introduce two new words: relevant and realistic. Our children deserve a developmentally appropriate curriculum and teachers deserve a well thought-out teacher growth measure tool,” she said.

Organizing leads to raise for Fentress Co. teachers Fentress County Schools, historically one of the lowest paid systems in the state, is celebrating a win for Fentress County educators and the association. Fentress County teachers haven’t seen a pay raise in 23 years. Thanks to the organizing efforts of Fentress County EA leaders and members, they are now celebrating a raise that will be attached to the salary scale and not just a one-time bonus. Teachers will be getting a 3 percent increase in pay for the 2017-2018 school year and another 1 percent in the 2018-2019 school year as proposed Fentress Co. school board member and former educator Bill Cody. “It was past time for these teachers to be compensated for the hard work that they do every day for the students in our county,” said Cody when asked what drove him to propose the salary increase. “Teachers are the backbone that supports student learning and we must support them.” With the backing of association members, Cody was able to stand strong for teachers to get a raise that has been a very long time coming. “Fentress County is the perfect example of the power of organizing,” said TEA Executive Director Carolyn Crowder. “When teachers stand together and work toward a common goal, we are a powerful force. This doesn’t have to be unique to Fentress County. All local associations can and should be organizing members to push local school boards to use salary money for teacher raises.” With guidance from TEA UniServ Coordinator Josh Trent, Fentress County EA leaders were able to educate their members on the issue and empower them to communicate with their elected school board members in an effective way. Contact your TEA UniServ for information on how to replicate this effort in your district.

TEA Teach

TNReady questions from page 1

punish system. It is clear we do not use tests to improve instruction or help children. We use tests to penalize teachers, students and schools. That is why the frustrations of parents and teachers are now reaching a boiling point, and it’s time to rethink what we are doing,” said TEA President Barbara Gray. Gray noted that changes in federal law and the end of Race to the Top mandates provided the state an opportunity to rethink having penalties associated with testing, but for the most part nothing has changed. “We’ve not met test score deadlines to penalize students and teachers as state law requires, yet we continue to make progress in graduation rates and ACT scores. Isn’t it time to have a frank conversation about testand-punish, what it’s doing to our schools and children, and whether it helps improve instruction?” Gray asked. “Confidence in the system has eroded to dangerous levels for parents, teachers and students.” As the state gets ready for a watershed election year, TEA will work to make testand-punish the issue in education, whether penalties that underscore the system do more harm than good, and if our state tests actually measure what they are supposed to measure. One clear hit to confidence in state tests is the disparity between TNReady and ACT scores. State tests show the vast majority of Tennessee students are below grade level, yet Tennessee hit record highs statewide on the ACT in all subject areas. In the House Education Committee, vicechairman Rep. David Byrd (R-Waynesboro) questioned how few students were considered on grade level in Algebra I. “The department says only 15 percent of our students make the grade in this subject, and frankly I don’t believe it. What is this saying to parents when we are trying to attract companies to our communities? It’s not true and its damaging.” Byrd noted Williamson County as an example, which scored a nationally recognized 25.3 average ACT score, and had 80 percent of its students score a 21 or higher on the math portion, indicating four out of five students were ready for college Algebra as high school juniors. TNReady reported only 46 percent of the district’s students on track or mastering math in all tested grades. Such disparity between the two tests were repeated in districts across the state. TEA’s chief lobbyist Jim Wrye explained to committee members that kind of disparity has parents, teachers, and taxpayers angry about the testing system. “Nobody in our state believes the majority of students in Williamson County are behind in math. If we don’t believe it for Williamson County, why should we believe it for other systems with lower student proficiency? ACT scores are at an all-time high and on-time graduation rates have never been better, meeting our most important goal of getting more students career and college ready,

yet we see headlines with TNReady scores showing we are terribly far behind. Either the ACT or TNReady is wrong about Tennessee students.” As if we lived in two different states, positive headlines about ACT scores and college readiness were followed just weeks later by stories about Tennessee Schools doing poorly. Both cannot be right, and most Tennesseans are looking at the state as the problem. “Teachers are asking whether TNReady exams set students up to fail. We want to know if the vast majority of our students are unable to answer questions or demonstrate learning in the state tests,” Gray said. “Teachers do not make assessments to stump students or flunk a majority. That is not good teaching practice. Teachers and parents need to review the tests to get to the bottom of these inconsistencies.” In spite of the law demanding it, parents and teachers will not be able to see the tests that say their students are behind. A key legislative initiative for TEA in 2015 was to pass a testing transparency bill, mandating the state publish the majority of TNReady questions, along with examples of scored answers for non-multiple choice questions in writing, math and Language Arts. Having parents, teachers and others review test questions not only allows the public to gauge appropriateness of the assessments, but allows common sense evaluation as to whether the tests follow standards and are age appropriate. Transparency is critical to also improve instruction, the fundamental reason for state assessments. The state says it will publish only a small portion of test questions and has not said when it will do so. Though the law, standards, and TNReady itself are years into the process, the state has not created enough questions for the test bank and has to rely on copyrighted material from other states and publishers - items that must be kept from the public. The failure of TNReady tests in third through eighth grade last year has also exacerbated the problem, with few stateowned questions normed through the test taking process. There is no way of knowing whether questions are aligned to standards or grade appropriate. “Making the tests transparent may be the only way to build confidence in the system and improve teaching practice. I’d also like to see policymakers, lawmakers and others take the same tests our children take to have first-hand experience with what we put our students through, and to see if they are appropriate. For now, we are still left in the dark,” Gray said. “All Tennesseans want an assessment system that helps improve teaching practices and student learning. They never asked for a system of penalties based on a test they cannot see and which produces outcomes they do not believe. Let’s make this the education issue for all candidates in the 2018 elections.”

TEA Organizing Summit December 8–9, 2017 Cool Springs

NO FEAR HERE

8Changing TEA Teach the Tides of Public Education

Next steps Finding all problems Legislators and reporters were surprised to learn teachers and schools discovered problems leading to 10,000 misscores, and that the vendor and department would not have found on their own. They say all problems are fixed, yet how would they know? It’s time to start compiling all of the problems, from booklets to lost data. Every teacher needs to review their rosters and student scores and raise questions.

Trouble with TVAAS Value-added scores for high-stakes decisions are being abandoned across the country because they are unreliable. How reliable can they be here when most students lost a year of testing and glitches continue? TVAAS is no better than a coin flip - that’s how unreliable it is. Time to bury its use in penalties.

Disparity with ACT TNReady says most students are not at grade level in all subjects, contradicting ACT scores that indicate differently. State officials say it’s because the tests are not correlated and the skills required in Tennessee tests “better prepare” students for college and career - a statement without evidence. Even in systems where ACT scores say almost all students can pass college Algebra, TNReady shows a majority are below grade level. One assessment is wrong, and parents and teachers believe it is the state’s test.

Engaging parents, teachers and voters on “test-and-punish” Let’s start calling our assessment system what it is: “test-and-punish.” At its heart, there are only penalties for TNReady, not rewards or insights into improving teaching and learning. Tennessee did better on hitting career and college goals in a time when TNReady bombed, and penalties are not only unfair but silly. Time to rally parents and teachers to make sure “test-and-punish” is a prominent issue in 2018, and that a moratorium or repeal of testing penalties is put in place.

NEW TEACHER RETREAT

Save the date: Jan. 19-21, 2018 Scarritt Bennett Center Nashville