Education News for 03-22-2012

Statewide Education News

• Top school official asks Marion business leaders to help (Marion Star)

MARION - Ohio's students should have all the opportunities in the world. Ohio Superintendent of Public Instruction Stan Heffner started off his Tuesday speech to the Marion Rotary Club with those thoughts, saying state officials want to make it so. The way to do so, he suggested, is by expecting more from schools. Heffner's talk at the Palace Theatre's May Pavilion outlined those expectations as he said current standards are outdated compared to the knowledge and skills needed today. Read More…

• Cleveland schools plan not necessarily for other districts (Columbus Dispatch)

In a rare display of bipartisanship, Democratic and Republican legislators from both chambers of the General Assembly declared yesterday that they will work together to pass legislation to overhaul the long-troubled Cleveland school district. Gov. John Kasich has held up the plan developed by Cleveland Mayor Frank Jackson as a possible model for Ohio’s urban districts and perhaps others in the state. Read More…

• Spare classes that directly affect students, board advised (Newark Advocate)

Two classes to be affected by a reduction in force approved by the Granville Board of Education Monday night directly affect students and should be spared, their defenders say. During the public comment section of Monday's meeting, five speakers including two high school students urged that middle-school Family and Consumer Sciences teacher Barb Blatter be retained and a full roster of her classes be taught. Read More…

• Cleveland Mayor Frank Jackson's school plan gets show of support from bipartisan group of lawmakers (Plain Dealer)

COLUMBUS — A bipartisan cast of Statehouse lawmakers stood with Mayor Frank Jackson Wednesday and pledged to move forward soon with a dramatic reshaping of Cleveland public schools through legislation. While the lawmakers, including two Cleveland Democrats -- Sen. Nina Turner and Rep. Sandra Williams -- stopped short of fully embracing Jackson's school plan, they sounded ready to shake up the status quo. Read More…

Local Issues

• Lake school board approves staff layoffs, closing of elementary (Toledo Blade)

Second-grade teacher Brooke Schulte, her voice quivering slightly, said she wasn't angry that she just lost her job and she still supported Lake Local Schools. Parent Jamie Blazevich wanted her 5-year-old son in all-day kindergarten next year so she plans to enroll him somewhere else, now that Lake's full-time kindergarten is gone. The two women were among several who spoke out Wednesday night as the school board unanimously approved closing Walbridge Elementary next school year and laying off eight teachers and 17 other employees. Read More…

• State’s new graduate-rate method concerns Youngstown schools’ chief (Youngstown Vindicator)

Youngstown - Among the changes on the upcoming state report cards for school districts is an alteration in the graduate rate. The modification calculates the rate based on how many students graduate in four years or less after entering high school. Previously, the rate was based on an estimate of how many 12th-graders graduate. For Youngstown schools, the rate on the most recent report card would have been 58 percent, compared with about 68 percent based on the previous rate. Superintendent Connie Hathorn is concerned about the change. Read More…

• Northridge school district to buy modular units for fourth, fifth grades (Newark Advocate)

JOHNSTOWN - Northridge will keep its existing modular units for its fourth- and fifth-grade students, after exploring options that ranged from consolidation to building a new, more permanent structure. The board voted, 4-1, to buy the existing intermediate school for $485,000 -- which should be paid off within four years -- instead of the permanent structure that would have cost up to $1.6 million, spread out during a 15-year loan. The district will continue paying $10,274 per month to rent the units. Read More…

Cleveland Plan Press Conference

In a downtrodden press conference that broke little new news, Cleveland Mayor Frank Jackson, Representative Sandra Williams (D-Cleveland), House Finance and Appropriations Chairman Ron Amstutz (R-Wooster), Senate Minority Whip Nina Turner (D-Cleveland) and Senate Education Chairwoman Peggy Lehner (R-Kettering) spoke about the "Cleveland Plan".

The plan still has no sponsors, nor co-sponsors. The sticking points for the Democrats continues to be the anti-union SB5 like provisions, and the secretive, non democratic nature of the so-called "transformation alliance". For the Republicans the shadow cast by a plan that has many elements of SB5, and some of the charter school accountability measures that are opposed by some of the largest campaign contributors are sticking points.

Some of Jackson's continued rhetoric, for example "those concerned about the Cleveland plan & Senate Bill 5 shouldn't be", are signs that the Mayor still views his plan as a sacred cow, and not a starting place. That's a pity and might doom an enterprise to rescue Cleveland schools from academic and financial crisis that everyone recognizes and wants to deal positively with.

Education News for 03-21-2012

Statewide Education News

• Cleveland mayor has Kasich’s ear on schools (Dispatch)

Cleveland Mayor Frank Jackson is heading to Columbus today to try and sell state legislators on his plan for overhauling his city’s school system. The Democrat’s proposal is advocated as a model for reforming urban schools across the state by Republican Gov. John Kasich. But there’s a big problem: So far, no legislator from either party has stepped forward to sponsor the plan. Cleveland’s teachers union opposes the proposal, which would allow the district to fire ineffective teachers and share tax revenue with privately operated charter schools. Read More…

• Kindergarten-readiness program SPARKs success in Youngstown (Vindicator)

Youngstown - City school children participating in a kindergarten readiness program scored better on literacy assessments than their classmates. SPARK, Supporting Partnerships to Assure Ready Kids, operated by D&E Counseling Center and funded by the Raymond John Wean Foundation, enrolled 26 students who entered kindergarten at Taft or Williamson Elementary schools in fall 2011. Gregory Cvetkovic, D&E’s executive director, said the program is not only to prepare children but to help parents to help their children in school. Read More…

Local Issues

• Columbus school board looks at sports funding (Dispatch)

It was a big turnout when 42 students joined the South High School football team last summer — so big that the team was short four helmets. Despite repeatedly asking for more helmets, South football coach Felix Catheline said the problem dragged into August training camp. So Catheline had to decide whether to sit four players on the bench or let them participate without helmets in the non-contact drills — when players wear helmets but not pads. Read More…

• Cincinnati Public Schools to lay off 40, cut superintendent pay (Business Courier)

The Cincinnati Board of Education approved layoffs for 40 administrators Monday. Read More…

• East Holmes cuts staff, as expected (Times Reporter)

BERLIN — The East Holmes Board of Education gave its approval Monday to a plan to eliminate 16 full-time teaching or staff positions throughout the district as a cost-cutting measure. The reductions were necessitated by the narrow defeat of a 3.77-mill emergency operating levy by voters March 6. The reduction in force, based on seniority, will take effect during the 2012-2013 school year. The 11 teachers, with 75 years of experience, are paid a total of $445,421. Read More…

• Reynoldsburg schools OK support-staff contract (Dispatch)

Reynoldsburg school-board members unanimously approved a new agreement for the support staff last night that allows the district to keep its budget in the black through 2015, a year later than what officials had promised during a 2010 levy campaign. The agreement, which extends the current contract to June and includes a three-year pact that will expire in 2015, lowers the salary schedule for new employees by 25 percent, allows the district to hire contractors for some operations, raises employee contributions to health insurance, and paves the way for a performance pay plan. Read More…

• Audit adds to allegations of charter misspending (Dayton Daily News)

Tens of thousands of dollars of questionably spent public money has been added to the cloud over several now-defunct Dayton charter schools and former charter treasurer Carl Shye. An audit released today of Petersen Entrepreneurial Training Enterprise singles out nearly $55,000 in undocumented or poorly documented spending before the school closed in 2009. The audit demands this money be repaid by former administrators, including Shye. This is the fifth audit of an Ohio charter school to name Shye since mid-2011. Read More…

VIDEO: Merit Pay, Teacher Pay, and Value Added Measures

Value added measures sound fair, but they are not. In this video Prof. Daniel Willingham describes six problems (some conceptual, some statistical) with evaluating teachers by comparing student achievement in the fall and in the spring.

Recruiting the best?

Interesting

This goal – recruiting and retaining talented people into teaching – is shared by most everyone, but it is among the most central emphases of the diverse group that might be called market-based reformers. Their idea is to change compensation structures, performance evaluations and other systems in order to create the kind of environment that will be appealing to high-achieving, less risk-averse people, as well as to ensure that those who aren’t cut out for the job are compelled to leave. This will, so the argument goes, create a “dynamic profession” more in line with the high risk, high reward model common among the private sector firms competing for the same pool of young workers.

No matter your feelings on TFA, it’s more than fair to say that their corps members fit this profile perfectly. On paper, they aren’t just “top third,” but top third of the top third. TFA cohorts enter the labor market having been among the highest achievers in the best colleges and universities in the nation. Getting accepted to the program is very, very difficult. Those who make it are not only service-oriented, but also smart, hard-working and ambitious. They are exactly the kind of worker that employers crave, and market-based reformers have made it among their central purposes to attract to the profession.

Yet, at least by the standard of test-based productivity, TFA teachers really don’t do better, on average, than their peers, and when there are demonstrated differences, they are often relatively small and concentrated in math (the latter, by the way, might suggest the role of unobserved differences in content knowledge). Now, again, there is some variation in the findings, and the number and scope of these analyses are limited – we’re nowhere near some kind of research consensus on these comparisons of test-based productivity, to say nothing of other sorts of student outcomes.
[...]
But, to me, one of the big, underdiscussed lessons of TFA is less about the program itself than what the test-based empirical research on its corps members suggests about the larger issue of teacher recruitment. Namely, it indicates that “talent” as typically gauged in the private sector may not make much of a difference in the classroom, at least not by itself. This doesn’t necessarily mean that market-based policies won’t lure great teachers, but it does suggest that, if we’re going to enact massive changes in personnel policy to attract a certain “type” of person to teaching, we might reexamine our assumptions on who we’re trying to attract and what they want.

Via.

What 10,000 teachers think

Scholastic and Bill & Melinda Gates Foundation have just released a survey of nearly 10,000 public school teachers titled "Primary Sources: America’s Teachers on the Teaching Profession". Teachers were asked about their schools and classrooms, about student and teacher performance and about the ways it should be evaluated, supported and rewarded. They shared their honest, professional opinions on everything from the role of standardized tests to teacher tenure, from family involvement to job satisfaction, from digital content to salaries.

In this survey, teachers told us:

• Raising Student Achievement Requires the Work Of Many

  – Teachers agree that their primary goal is helping all students learn and achieve, but a hardworking, committed teacher cannot do it alone.

  – Other factors that teachers identify as essential to raising student achievement include: family involvement, quality curriculum, and a community of educators and school leaders committed to the success of all students.

• Teaching and Learning Are Too Complex to Be Measured by One Test

  – Teachers are clear in their call for multiple measures of student achievement, and they say that standardized tests do not accurately reflect their students’ growth. In fact, we were surprised to learn that only 45% of teachers say their students take such tests seriously. – They also call for more frequent evaluation of their own practice from a variety of sources, including in-class observation, assessment of student work, and performance reviews from principals, peers and even students.

  – Teachers are open to tenure reform, including regular reevaluation of tenured teachers and requiring more years of experience before tenure is granted. On average, teachers say that tenure should be granted after 5.4 years of teaching, more than the typical two to three years in most states today.

• Challenges Facing America’s Schools Are Significant and Growing

  Teachers are concerned about their students’ academic preparedness. They tell us that, on average, only 63% of their students could leave high school prepared to succeed in college.

  When we asked veteran teachers to identify what is changing in their classrooms, they told us:

  – Academic challenges are growing. Veteran teachers see more students struggling with reading and math today than they did when they began teaching in their current schools.

  – Populations of students who require special in-school services are growing as well. Veteran teachers report increasing numbers of students living in poverty, students who are hungry and homeless, and students who have behavioral issues.

• School and Community Supports Are Essential to Keeping Good Teachers in the Classroom

  When asked to identify the factors that most impact teacher retention, teachers agree that monetary rewards like higher salaries or merit pay are less important than other factors

  – though some of these factors require additional funding – including strong school leaders, family involvement, high-quality curriculum and resources, and in-school support personnel.

Here are some of the interesting highlights from the survey, but be sure to check it all out yourself below.

Teachers work long hours

Teachers work, on average 53 hours a week, or 10 hours and 40 minutes a day.

Of the time during the required school day, here is how teachers reported it being spent

The survey has lots of information, including how teachers like to and would prefer not to, spend their time.

Classroom Issues

The graph below shows how teachers feel about class sizes (hint: they think it is very important)

And what do teachers think impact student achievement? (this one's a bit harder to read, but you can see it in large size in the document below). Common core appears at the bottom, family involvement at the top

On student assessments, teachers are in serious disagreement with current reform trends that lean heavily on standardized testing to measure student achievement.

Contentious Issues

Moving on to more contentious issues, reformers should take note - teachers could be your allies if you ever decide to collaborate. Higher salaries are viewed poisitively, but pay for performance is not seen as an important or driving force

But higher salaries fall well down the list of important issues for improving teacher retention. Parental involvement and quality leadership top the list

Finally, on tenure. Teachers do not think tenure ought to be automatic, or bad teachers protected by it. There should be a lot of opportunity for reformers and educators to collaborate in this area.

PRIMARY SOURCES: 2012