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Cuomo: Process to impose city’s eval system would start in May

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Gov. Andrew Cuomo’s plan to have state education officials impose teacher evaluations on New York City would begin in just three months, he announced today in Albany.

Premiering a slate of budget amendments that he will formally propose on Thursday, Cuomo said he would ask legislators to approve an amendment that would allow the state education commissioner to select a plan well in advance of Sept. 1, the deadline for districts to have evaluation plans in place for the 2013-2014 school year.

“What this law will say is that the State Education Department must render a decision by June 1 for the September deadline,” Cuomo said.

In late May, the city and United Federation of Teachers would be asked to submit their proposals for what an evaluation system should look like, according to Lawrence Schwartz, Cuomo’s top aide. But all of the details would be fully up to State Education Commissioner John King, as long as they follow the state’s evaluation law, Cuomo said.

UFT President Michael Mulgrew signaled that he would not mind letting King have the final say on the evaluation system that is adopted in the city.

“We’ve seen the kinds of plans the state has approved. We are comfortable with them because they are about helping teachers help kids, which is something that we don’t often hear from the city,” Mulgrew said. “So while I would prefer to get to a negotiated settlement, with this in place I know a deal will get done.”

Under the proposed law, King would have “the same legal authority that any school district has in designing an evaluation system,” Cuomo said. That means he could impose a deal for just one year — as many districts across the state did this year and Mayor Bloomberg has refused to do — or for multiple years.

But a multiyear system system that King imposes could be superseded by a deal in the city, Cuomo said. “That’s the prerogative of the mayor — assuming mayoral control continues,” he said.

The law itself would be permanent, so that if New York City in any year in the future does not have an evaluation system in place, the state education commissioner could step in, Cuomo said.

In a joint statement, King and Regents Chancellor Merryl Tisch indicated that they were not eager to receive new authority over teacher evaluations.

“Hopefully, Governor Cuomo’s leadership will push New York City and its bargaining units to reach an agreement,” King and Tisch said in a joint statement. “But if they can’t meet their responsibility, we stand ready to move forward to meet the parameters the governor has laid out.”

Advocates of new teacher evaluations championed Cuomo’s announcement. But they were also cautious, noting that exactly what King would impose is not yet clear.

“Obviously we await the details of the legislation, which are important, and the decisions that face the State Education Department will be critical,” Micah Lasher of StudentsFirstNY said in a statement. “But this is a big day for New York City’s kids, and New York State’s status as a leader on education reform.”

And Jonathan Schleifer, executive director of Educators 4 Excellence, which this week launched a television ad urging Cuomo to take quicker action, praised Cuomo for “taking the bull by the horns and getting something done” in a saga where stalemate has been the rule. But he urged Cuomo to restore the state aid he withheld from New York City when it failed to adopt new teacher evaluations last month.

“With a state plan now imminent, we are urging the governor to revisit the decision to rescind $250 million in aid to New York City students and teachers, who by no fault of their own will face the unfortunate consequences of the failure of their local leaders to get the job done,” Schleifer said.

Cuomo did not put that option on the table today. Schwartz said the objective in having King impose an evaluation system, in addition to helping teachers improve, would be to ensure that “the schoolkids in New York City won’t lose out on the additional $250 million next year.”

  • Guest

    Not best to rule by decree, but better than the binary rating system we have now.

    Assuming it is a reasonable evaluation system, this is a victory for teachers who want to improve their practice, families, and most importantly, kids who will hopefully have better teachers.

    Also, great political strategy by E4E to run advertisements before the announcement It creates the idea in the public mindset that E4E was a significant factor in getting an evaluation system.

  • I noticed that…

    Now, I am UPSET! This means 98.5% of the members have no say-so in this evaluation plan.

  • MrKotter

    There are more teachers in one large, comprehensive high school (and who have actually earned tenure) than there are members of E$E, yet once again they are given legitimacy as a group representing teacher interests. Philissa, maybe you should call the Chapter Leader of any decent sized high school left in NYC and ask them for a quote; at least they are legitimate representatives elected by a constituency of novice and veteran, tenured and non-tenured, experienced teachers – each one of them represents a larger number of pedagogues than Jonathan Schliefer. E$E are bought and paid for by reformers; how else could a handful of teachers blow $ 250,000 on a commercial?

  • MrKotter

    “Great political strategy by E4E” – that’s like giving the dummy praise for the routine the ventriloquist created.

  • http://www.facebook.com/peter.goodman.35 Peter Goodman

    The NYSED has posted model evaluation plans (http://usny.nysed.gov/rttt/teachers-leaders/plans/home.html) – the plans are remarkedly similiar … one announced and one unannounced observation per teacher, student learning objectives for the 70% in untested subjects, detailed examples on the EngageNY site and an annual reexamination of the plan – as theNYC plan was beginning negotiated sections were sent to SED for review and approval – for reasons only Mayor Bloomberg knows he sunk the plan after the DoE and the Tweed negotiators agreed on a plan … if King imposes a settlement he will become the bad guy … attacked by Bloomberg and the (de)formers … Bloomberg has no incentive to finalize a plan … he can simply sit back and allow King to take the heat … the plans are incredibly complex … well over a hundred pages and will require revision after revision … maybe under another mayor and another chancellor the plan will assist teachers – of course – under another mayor the E4E Gates dollars will disappear – maybe in the fall of 2015 an undetermined number of teachers will before an arbitrator – how many tens of millions will have been wasted?

  • http://twitter.com/MrPortelos Francesco Portelos

    UFT leadership told me they had agreed to only 13% of teachers rated ineffective can appeal. What is that about? 87% are out of luck? Will it be first come first serve?

  • vanna

    IF NY STATE WAS SERIOUS ABOUT EDUCATION
    By Kara Kane
    Since becoming a School Board member, I’ve had a crash course in the financial, instructional, regulatory and political aspects of New York State’s education system. This list outlines a sample of my observations. If New York State was serious about education …
    • New regulations for reporting, school safety, training and instruction would come in two flavors: fully funded and optional.
    •  Languages other than English would begin in early elementary grades, not middle school. Research shows that when it comes to learning a foreign language, younger is better.
    • The governor’s budget would not use state aid as a weapon to punish low-performing, high-poverty districts while rewarding high-performing, affluent communities.
    •  Board of Regents’ appointees would have a background in public education, not philanthropy, politics, law or private education.
    •  The education commissioner would have unquestioned experience in public education – or enough to qualify for a permanent teaching certificate in New York State.
    • District administrators would be encouraged – not mandated – to spend more time mentoring teachers, collaborating with other administrators and working with students than they do dealing with regulations.
    • Appointees of the state Education Department would be required to work as substitute teachers or aides, at no cost to a district, for one week each year. They would teach in districts that are bordering on insolvency, or saddled with high turnover, or in high-crime neighborhoods.
    • Full-day prekindergarten would become a standard. Investing in social skills and basics like letters and numbers sets children up for success.
    • Instead of paying lip service to the “career” part of “college- and career-ready,” New York would invest in programs that educate students for jobs. Our districts cannot innovate with career programs because the money is already spent, and if a program isn’t mandated, it doesn’t have a chance.
    • “Achievement” would be reframed to incorporate accomplishments beyond test taking and memorization.
    •  Elected and appointed state officials would be required to send their school-age children to a public school. If they prefer a private school, make them pay a sizable fee each year and submit paperwork that justifies why public school is not a good choice.
    Some may call these suggestions wishful thinking. I would rather pin my children’s educational future on wishful thoughts than the empty promises of this state’s politicians and policy makers.
    Kara Kane is a School Board member in the Springville-Griffith Institute Central School District. She does not speak for the board or the district.

  • vanna

    Interesting article below posted on line

  • vanna

    i love the term “(de)formers…..great

  • I noticed that…

    I’m impressed by her list of what the board should be. Why don’t we here in NYC make similar demands?

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