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When Gov. Andrew Cuomo issued his state budget speech two weeks ago, he offered a stark choice to districts and unions working on new teacher evaluations: agree, or face the consequences.

In Albany today, Chancellor Dennis Walcott suggested that the city would prefer the consequences — widely assumed to be an effort by Cuomo to use his budgeting process to impose new evaluations without the consent of local teachers unions

“I think the law, and the governor is so right about this, is broken,” Walcott said. “It’s not going to work as constructed.”

Walcott would not comment on the status of negotiations with the United Federation of Teachers but said that the issue dividing them — the appeals process for teachers rated ineffective — had not been solved.

Cuomo, who has said the 2010 evaluation law was “destined to fail,” seemed willing but not eager to expend political capital on changing the law when he delivered his budget address. He said he preferred districts and their unions to agree on a “protocol” for new evaluations within 30 days.

But, Cuomo said, “If they can’t do that then we’ll do it for them.”

Walcott’s comments reflect pessimism about the state of negotiations in the city just days after UFT President Michael Mulgrew praised Cuomo for his “intervention” to induce the city back to the table. Walcott said he was in Albany to lobby them about changing the law. (more…)

The study measured teachers against the criteria in Charlotte Danielson's Framework for Effective Teaching rubric, which is used in New York as a tool for observing teachers. Teachers scored better at classroom management than they did on measures of higher-order instructional challenges, such as asking productive questions.

A historic look inside the nation’s classrooms, including some in New York City, painted a bleak picture, according to a report released by the Bill and Melinda Gates Foundation today.

The second installment of the foundation’s ambitious Measures of Effective Teaching study, the report focuses on the picture of teaching yielded by five different classroom observation tools. It also scrutinizes those tools themselves, concluding that they are valuable as a way to help teachers improve but only useful as evaluation tools when combined with measures of student learning known as value-added scores.

The conclusion is a strong endorsement of the Obama administration’s approach to improving teaching by implementing new evaluations of teachers that draw on both observations and value-added measures. New York State took this approach to overhauling its evaluation system when it applied for federal Race to the Top funding.

Among the group of five observation tools the foundation studied is the rubric now being piloted in New York City classrooms as part of stalled efforts to implement the changes to teacher evaluation, Charlotte Danielson’s Framework for Effective Teaching.

Through all five lenses, instruction looked mediocre in an overwhelming majority of more than 1,000 classrooms studied, the report concludes. There were some bright spots. Many teachers were scored relatively well for the aspect of teaching known as “classroom management” — keeping students well-behaved, making sure they are engaged.

But teachers often fell short when it came to other elements of teaching, such as facilitating discussions, speaking precisely about concepts, and carefully modeling skills that students need to master. These higher-order skill sets, the report notes, are crucial in order for students to meet the raised standards outlined in the Common Core. (more…)

Before union leaders blasted off an angry letter to the Department of Education to complain about teacher evaluation abuse last month, they had to confirm that their complaints were warranted. To do that, they went straight to the woman who designed the evaluation model the city favors: Charlotte Danielson.

Danielson’s “Framework for Teaching” has been adopted for evaluation purposes at 33 struggling schools. But the union was receiving reports from chapter leaders that principals in at least one other network of schools were using a checklist based on the model to evaluate teachers.

When the UFT obtained a copy of one of the checklists, it shared it with Danielson herself to get her thoughts.

Danielson was troubled by the checklists and disapproved of them, union officials said. With that endorsement, UFT Secretary Michael Mendel wrote a letter to the DOE and demanded an immediate end to the practice. He even threatened to cut off negotiations toward a larger evaluation deal that is required by the end of the school year.

In a follow-up phone interview last week, I asked Danielson about the checklists in question while she was out on the road pitching her framework to teachers and administrators in Oregon and Washington. (This week, Danielson is in Chile, where schools are using a model based on her framework.) (more…)

A new challenge to the Educators 4 Excellence group comes from an unlikely source: a school administrator who says he agrees with many of the group’s positions.

In a new post in our Community section, John Galvin, the assistant principal at I.S. 318 in Brooklyn, targets the group’s requirement that people who attend certain E4E events sign the group’s “Declaration of Principles and Beliefs.” Galvin writes:

If you want to sponsor events that are closed to the public and only open to your members, that is your right. However, if you want to engage the public in debate and to test your ideas to the widest audience possible, then it makes no sense. It raises questions about the motives of your group and the commitment of your group to engage in honest debate with those that agree and disagree with you.

Galvin describes attempting to sign up to attend the group’s panel last week on teacher evaluation, and then being disappointed to find out that, in order to RSVP, he had to click a button indicating that he signed on to the declaration. (Many of our commenters logged similar complaints.)

In an e-mail, Educators 4 Excellence founder Sydney Morris explained that teachers become members of the group by signing the statement. She defended the group’s right to hold private members-only meetings.

Her full statement: (more…)

A panel discussion that featured officials on each side of the teacher evaluation stand-off was halted abruptly last night after a disagreement escalated. The disruption did not stem from the teachers union and Department of Education official on the panel, but from a small group of audience members protesting the event itself.

“Okay, I’m going to cut it off,” said moderator Evan Stone, following a crescendo of interruptions that built up for nearly five minutes. Stone is a founder of Educators 4 Excellence, which hosted the event. “Clearly, we’ve broken a lot of norms of respectability.”

The interruptions came from at least three people in an audience of more than 100, most of them teachers. They began in response to Stone’s handling of the panel and then escalated into an airing of grievances that targeted Educators 4 Excellence and its teacher evaluation recommendations, released yesterday, which the protesters said did not reflect their views.

“I am a teacher and I have never been asked what I thought,” yelled out Stuart Kramer Kaplan, one of the protesters.

(Click here for video of the exchange.)
(more…)

John King (left), the new state education commissioner, meeting with a teacher in February.

John King is New York’s new state education commissioner, after a unanimous vote by the state Board of Regents this morning.

King, the deputy state education commissioner, replaces David Steiner, who announced he was planning to leave at the end of the academic year in April. The announcement was a surprise, but concerns that Steiner might leave the state in the lurch were tampered by the expectation that King, his close partner, would likely succeed Steiner as commissioner.

King and Steiner’s ambitious agenda has included changing the way teachers are prepared and certified, overhauling the state’s standards, curriculum, and assessments, and implementing a slew of other innovations laid out in New York’s winning Race to the Top application.

Part of that plan was an effort to change the way teachers are evaluated. Members of the Regents vote today on whether to approve the plan that state education officials are proposing. Under urging from Governor Cuomo, the plan increases the portion of a teacher’s evaluation that would depend on student test scores to 40%. Any actual teacher evaluation system, though, will have to be bargained in each local district by school officials and local teachers unions. (more…)

If Governor Andrew Cuomo angered Mayor Bloomberg by batting off his calls to end seniority-based layoffs, perhaps the governor redeemed himself in the mayor’s eyes today. Cuomo sent the chancellor of New York’s Board of Regents, Merryl Tisch, a letter saying he believes that student test scores should count for a larger portion of teachers’ annual evaluations.

His comments are a critique of a set of regulations put out by the Board of Regents that they will vote on next week. The regulations are to be used by New York City and other districts as a guide to implementing the state’s new teacher evaluation system.

In a statement today, Tisch vowed to support Cuomo’s recommendations at the meeting next week, saying that they “will lead to an even stronger teacher and principal evaluation system for New York.” It’s not clear if the other members of the board will agree with Tisch. A recent appointee to the board, the former city school official Kathleen Cashin, is a quiet critic of Bloomberg’s.

Another hurdle involves getting the teacher evaluations implemented in school districts. The new state law revising the evaluation system granted final power to local collective bargaining talks between districts and unions. That means that no evaluation system will become final without local unions’ approval.

United Federation of Teachers President Michael Mulgrew responded to Cuomo’s letter obliquely, saying only: “We look forward to discussing the Governor’s recommendations with the Regents.”

Bloomberg’s reaction was more effusive:

“The thoughtful recommendations made today by Governor Cuomo will greatly improve the rigor of these new evaluations, and I am heartened that the Regents agreed to adopt them. But it will take the sustained commitment of all invested parties – and perhaps most importantly, the cooperation of the teachers union – if we are to make this evaluation system a reality.”

Here’s Cuomo’s complete letter: (more…)

A bill that would end the “last in, first out” layoff policy for New York City teachers passed in the State Senate today, but faces an uphill battle in the Assembly.

Introduced late last week by State Senator John Flanagan, a Long Island Republican, the bill rules out seniority as the sole factor in determining who gets laid off. Instead, the bill offers eight pages of an extraordinarily complicated, prioritized list of which teachers and school supervisors would be first in line to be laid off.

The bill passed the Senate 33-27, with support from Republicans and two Democratic Senators — Jeff Klein and David Valesky.

Following the vote, Governor Andrew Cuomo put out a statement saying he plans to introduce a bill that would “expedite and expand ongoing plans to implement a statewide, objective teacher evaluation system.”

Rather than replacing “last in, first out” with other measures, which Flanagan’s bill does, Cuomo’s bill would put New York’s new teacher evaluation system in place sooner than was previously planned. The original law had it covering math and English teachers who teach grades 4-8 next year and expanding to all teachers and all subjects by 2012-13. Under Cuomo’s bill, the evaluation would cover all teachers beginning next year. (more…)

PS 58 special education teacher Mark Anderson (right) talks to State Deputy Education Commissioner John King and Regents Research Fellow Amy McIntosh about teacher evaluations.

Teachers often complain that politicians and bureaucrats rarely craft education policy with an eye towards their experiences inside the classroom.

Hoping to help fix that problem, a new project has vaulted the conversations and insights of one group of New York teachers from online message boards onto the desks of the state’s top education officials.

Last October, a group of about 60 teachers began logging onto a website called the VIVA Project. On the site, they began discussing a question: What measures should considered as part of the state’s new system for evaluating teachers?

In January, four of those teachers delivered lessons from that conversation to State Deputy Education Commissioner John King, one of the officials charged with creating the regulations that the new evaluations will follow. (more…)

City officials are planning to unveil a new evaluation system for un-tenured teachers and have enlisted the help of a prominent educator.

The Danielson Group — run by Charlotte Danielson, the creator of a widely-used taxonomy of teaching called the Framework for Teaching — is consulting with the Department of Education to create measures of good teaching tailored for the city.

Sources said the new evaluation system will be used for probationary teachers — those who typically have fewer than three years experience — and will guide principals in making tenure decisions. The new evaluation system has yet to be unveiled to teachers and principals, but DOE officials have shown it to network leaders, who will be charged with training principals in its use.

Meant to be in place by the time tenure decisions are made this spring, the new framework is part of Mayor Bloomberg’s push to make tenure more difficult to attain. In a speech delivered on NBC in September, the mayor said that tenure should not be a “formality” for teachers and vowed that this year, principals would use a new evaluation system. (more…)