ICW Business LEADs Institute | Summer 2009 Dan Weisberg The New Teacher Project Kate Walsh
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Transcript of ICW Business LEADs Institute | Summer 2009 Dan Weisberg The New Teacher Project Kate Walsh
Understanding the Teacher Union Contract and How Business Can Support the Superintendent in Making Improvements
ICW Business LEADs Institute | Summer 2009Dan Weisberg The New Teacher ProjectKate WalshNational Council on Teacher Quality
2© The New Teacher Project 2009
A significant achievement gap separates white and minority students. By high school, minority students are four years behind white students.
Notes: *Accommodations for students with disabilities and English language learners not permitted; Trends similar for Math.
Source: Original analysis of the Education Trust based on Long-Term Trends NAEP ; National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde, NAEP 2004 Trends in Academic Progress
203194
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1992* 1994* 1998 2000 2002 2003 2005 2007
African American Latino White
NAEP Grade 4 Reading
0%
20%
40%
60%
80%
100%
150 200 250 300 350
Scale Score
White 13 Year-Olds
African American 17 Year-Olds
Latino 17 Year-Olds
NAEP Reading
Av
era
ge
Sc
ale
Sc
ore At age 17,
African American and Latino students read at the same levels as 13 year-old white students. P
erc
en
t o
f S
tud
en
ts
3© The New Teacher Project 2009
Research has shown that effective teachers are the solution.
Dallas students who start 2nd grade at about the same level of math achievement…
57
55
0 20 40 60 80 100
Group 2
Group 1
Average Percentile Rank
Beginning of 2nd Grade
27
77
0 20 40 60 80 100
Group 2
Group 1
Average Percentile Rank
End of 5th Grade
After 3 EFFECTIVE Teachers
After 3 INEFFECTIVE
Teachers
…finish 5th grade math at dramatically different levels depending on the quality of their teachers.
Original analysis by the Education Trust.
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
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4© The New Teacher Project 2009
Certification Has a One-Point Impact on Achievement
Source: Gordon, Kane, Staiger, Identifying Effective Teachers Using Performance on the Job, The Hamilton Project, Brookings Institution, April 2006.
5© The New Teacher Project 2009
Two Years of Experience Has a Four-Point Impact
6© The New Teacher Project 2009
Impact of Effective Teachers is Ten Points
7© The New Teacher Project 2009
To realize sustainable improvement, effective teaching must be the guiding concern behind all elements of a district’s human capital system.
Talent PipelineCreate supply of
effective teachers to fill all vacancies.
CORE METRIC
Number and percentage of new teachers who demonstrate
effectiveness above a target threshold
Effectiveness Management
Optimize effectiveness of teacher workforce.
CORE METRICSRetention
rate of top-quartile
teachers:
Retention rate of
bottom-quartile teachers
Average improvement in retained teachers’
effectiveness over time
Recruitment
Selection
Training /Certification
Hiring / Placement
On-Boarding
Evaluation /Prof. Dev.
Compensation
Retention / Dismissal
WorkingConditions
School-Level
Human Cap.Mgmnt.
An effective teacherin every
classroom
Measures of student learning
8© The New Teacher Project 2009
New TNTP study, The Widget Effect, shows that teacher performance is used only for punitive purposes (though rarely) in most districts.
District A
District B
District C
District D
District E
District F
District G
District H
District I
District J
District K
District L
Recruitment
Hiring/Placement x
Professional Development
Compensation
x
Granting Tenure x x
Retention
Layoffs
Remediation x x x X x x x x x x x x
Dismissal x x x X x x x x x x x x
When is teacher performance information taken into account?
9© The New Teacher Project 2009
Key Issues In Collective Bargaining and State Law
• Collective Bargaining Laws• School Time• Teacher Compensation• Teacher Preparation• STEM Teachers• Pensions• Teacher Evaluation/Tenure/Due Process• Teacher Excessing/Layoff
10© The New Teacher Project 2009
Collective Bargaining Laws
11© The New Teacher Project 2009
State laws on collective bargaining What’s wrong with this picture?
School time
13© The New Teacher Project 2009
Seemingly minor differences add up
-10
-8
-6
-4
-2
0
2
Chica
go
Dade
County
, FL
Browar
d, FL
Hawai
i
Los
Angele
s
Hillsb
orou
gh, F
L
Cobb, G
A
Wak
e Coun
ty, N
C
Breva
rd, F
L
Gwin
nett,
GA
Virgin
ia B
each
Detro
it
Denve
r
Cleve
land
Fairf
ax, V
A
Baltim
ore
Nashv
ille
Dalla
s
North
side
, TX
Phila
delp
hia
Mes
a, A
Z
Houst
on
Jord
an, U
T
New Y
ork
Wee
ks i
n a
Sch
oo
l Y
ear
Teacher Compensation
15© The New Teacher Project 2009
Where dollars are going
16© The New Teacher Project 2009
Teacher preparation
18© The New Teacher Project 2009
States have tremendous authority over who gets to be a teacher
No requirement at all
Before admission to an ed school
By the end of ed school17
10
24
STEM teachers
20© The New Teacher Project 2009
State regs block district’s ability to hire
3
16
32
0
5
10
15
20
25
30
35
Test can be used toshow subject matter
knowledge
Test cannot be used;major is required
No alternate route
Pensions
22© The New Teacher Project 2009
A penchant for backloading benefits
23© The New Teacher Project 2009
Is this smart or what?
24© The New Teacher Project 2009
Teacher Evaluation/Tenure/Due Process
25© The New Teacher Project 2009
State allows student performance information to be considered in teacher evaluations
State requires student performance information to be considered in teacher evaluations
State requires student performance information be the preponderant criterion in teacher evaluations
Teacher Evaluation – State ImpactOnly a handful of states require student performance information to be considered in teacher evaluations.
Source: National Council on Teacher Quality Teacher Roles, Rules and Rights database located at http://www.nctq.org/tr3/.
26© The New Teacher Project 2009
64% 63%
40%
72%78% 75%
46%
58%
Akron Chicago Little Rock Springdale
Teachers Principals
Teacher Evaluation – Teacher/Principal ViewsTeachers and principals agree that poor instruction is pervasive.
Source: TNTP survey of 7,318 teachers across 4 sites conducted February to April 2009
“Are there tenured/non-probationary teachers in your school who deliver poor instruction?”
(Percent responding “Yes”)
0% 0.4% n/a 0%
Percent of All Ratings that Indicated “Unsatisfactory” Performance
27© The New Teacher Project 2009
Teacher Evaluation – Dismissal DataDismissal for poor instructional performance virtually
never occurs.
Frequency of Teacher Dismissals for Performance (Non-Probationary Teachers)
28© The New Teacher Project 2009
Teacher Excessing/Layoff
29© The New Teacher Project 2009 DRAFT
Teacher Excessing and Layoff: Teacher/Principal ViewsThough excessing and layoff are nearly always done based on seniority, teachers and principals support additional factors
being used.
“In [District Name], length of service teaching (seniority) in the district determines who should be laid off during a Reduction in Force (RIF).
Should additional factors be considered?”
Teachers Principals
Yes
74% 98%
*Answer choices: Yes or NoSource: TNTP survey conducted in February 2009 of 1,673 teachers and 61 principals.
30© The New Teacher Project 2009
Roles for Business Community in Contract Reform
• Funding Research in Advance of Negotiationso Teacher Impact on Student Achievemento Differential Retention Rateso Alignment of District Investments with Teacher Effectiveness
• Spotlighting Key Issues in Advance of Negotiations
• Lobbying for State Statutory/Regulatory Reform to Promote Contract Reform Goalso Impact on Student Achievement as Preponderant Criterion in
Teacher Evaluation
• Public Accountability During and After Negotiationso Providing Alternative Views to Parentso Strategic Support for School Funding
31© The New Teacher Project 2009
The foundation for state reform has already been laid through ARRA.
Essential Areas for Reform-Outlined by Secretary Duncan on April 1, 2009
o Making improvements in teacher effectiveness and ensuring that all schools have highly qualified teachers.
o Making progress toward college and career-ready standards and rigorous assessments that will improve both teaching and learning.
o Improving achievement in low-performing schools, by providing intensive support and effective interventions in schools that need them the most.
o Gathering information to improve student learning, teacher performance and college and career-readiness through enhanced data systems that track progress.
Improving teacher effectiveness and ensuring that all schools have highly qualified teachers
A state would report on the extent to which all students have access to qualified and effective teachers and whether or not teachers are evaluated based on how well their students perform. More specifically, a state would report:
o The number and percent of teachers in the highest-poverty and lowest-poverty schools in the state who are highly qualified
o The number and percent of teachers and principals rated at each performance level in each local educational agency’s (LEA’s) teacher evaluation system
o The number and percent of LEA teacher and principal evaluation systems that require evidence of student achievement outcomes
32© The New Teacher Project 2009
Comprehensive Teacher Effectiveness Legislation
Mandate measurement of instructional effectiveness and base critical decisions on effectiveness outcomeso Teacher Identifier: Allow for specific teacher identifiers to allow matching
of students and teachers vis-à-vis state standardized testso Teacher Evaluation:
Establish a multiple rating teacher evaluation system Allow student performance, as measured through test scores and
analysis of student work, to be a component of teacher evaluation. Meaningfully differentiate instructional performance, and hold
districts and administrators accountable for doing soo Granting Non-Probationary Status: base the granting of non-probationary
status on student learning outcomes; specifically, it may be advisable to demand that third year teachers be at least as effective as the average first year teacher if they are to receive non-probationary status in the state
o Layoffs: when positions are reduced, effectiveness in the classroom should carry more weight than district seniority
o Professional Development/Support: require professional development and support systems to align with individual teacher development needs, to increase impact on student learning, with demonstrable results