Tuesday, May 10, 2016

AV#146-Comparing Colorado with other states - Glad we’re not … but jealous too? Yes!

                                                                                                                                       April 12, 2016

I write from the nation’s capital, where our Colorado Education Policy Fellowship Program is taking part in EPFP’s annual national conference.  One of the main benefits for our Fellows is the chance to talk with many of the 320 Fellows gathered here from the 15 other EPFP states/chapters.  As much as our states differ, we do wrestle with many of the same education policies.  During our year together our eight Fellows have explored several of Colorado’s major policy issues.  This week they will have the chance to share stories with and learn from colleagues active in education and policy in Alabama, Connecticut, Georgia, Louisiana, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, New York, North Carolina, Ohio, Pennsylvania, and South Carolina, and from the EPFP chapter in Washington D.C.

Attending a national conference like this, escaping our too-narrow perspective, listening to and learning from other states—it can make us both thankful, and perhaps a bit envious.  I cannot ask you to join us this week—sorry!  trees in bloom, under gray skies this morning— but you might be amused, intrigued, and/or troubled to take a quick spin across the country with me, noting what many Governors had to say on education in their State of the State addresses this past winter.  As Coloradans, we could say, in some cases: Phew, compared to that state, we’re lucky we’re not in THAT kind of trouble.  However, more than a few times we might say: Darn, I wish we could hear our governor say that! 

(Source—Unless in brackets, all words are from Education Week’s summaries of the speeches given in January and February by 41 governors, from the issues of Jan. 20, Jan 27, Feb. 10, Feb 17, and Feb. 24.)

For comparison purposes, on the final page here, I quote from Gov. John Hickenlooper’s Jan. 14 speech at the state Capitol.  Colorado’s highest elected official on education, the largest item in the state budget.  Inspiring? Specific? Perhaps you too will be jealous when you turn to page 2 here and see ….

I’m glad we’re not ….  or, IT COULD BE WORSE!

First, if it makes us feel any better, we can be glad we’re not Connecticut, Louisiana, or Pennsylvania, and relieved we do not (yet) have a district in the same crisis as Chicago or Detroit. Not nice, but a reminder for the second half of this newsletter—when envy rears its ugly head—that IT COULD BE WORSE!

CONNECTICUT - Gov. Dannel P. Malloy (D) • Feb. 3
The state has to face "new economic realities," and that means making budget reductions to reflect lower revenue projections, the governor told state legislators as he introduced a budget aimed at closing a $570 million deficit. … The proposed state budget adjustment from the governor's office would cut $52.9 million from the $1.8 billion that had been allotted to the education department. About $3.6 million would be pared from the state's $116 million budget for the early-childhood office.

ILLINOIS - Gov. Bruce Rauner (R) • Jan. 27
Last month, Rauner and several Republican legislators proposed a bill that would allow the state to take over the financially struggling Chicago school system. Most notably, the bill would allow the district to declare bankruptcy and establish that the state would not be liable for the school district's debt.*
[*“It has a $1 billion long-term deficit and recently borrowed $725 million at high interest rates to keep running until the end of the school year.” Education Week, 2/24/16.]

LOUISIANA - Gov. John Bel Edwards (D) • Feb. 12
With Louisiana facing a $940 million deficit this fiscal year and a shortfall of nearly $2 billion next year, the freshman governor used his first State of the State speech to focus on steps to put the state’s finances back on track and outline the consequences of not doing so.
                                                                                                                       
MICHIGAN - Gov. Rick Snyder (R) • Jan. 19
The contrite governor spent most of his address to the legislature outlining solutions to a water crisis in Flint …. But Snyder also talked about the ongoing educational crisis in the Detroit public schools, which are being overseen by an emergency manager who was once in charge of managing the fiscally troubled city of Flint. … As now structured, the Detroit district has $515 million in operating debts, and managers have warned it could go bankrupt this spring if its obligations are not restructured.

From EDUCATION TRENDS, a summary by ECS of state-of-state addresses. It listed the top 7 priorities for governors in 2016.  The top two:
   School Finance: As states continue to bring funding back to pre-recession levels, new investments in K-12 education were highlighted by at least 21 governors.
   Teaching Quality – Compensation, Recruitment and Retention: At least 16 governors are focused on ensuring that high-quality teachers are recruited, retained and better compensated.
                                                                                                                                   
PENNSYLVANIA - Gov. Tom Wolf (D) • Feb. 9
 Wolf berated Pennsylvania lawmakers for being
more than 200 days late—and counting—in passing a version of his first budget…. "We are sitting at the bottom of a $2 billion hole. It is simply unbelievable that some folks in this chamber want to keep digging.” … If lawmakers don't approve a balanced budget for the current fiscal year, Wolf warned, local property taxes will skyrocket, while teachers and programs will be slashed.

On the other hand, I am jealous to hear … or, CAN’T WE DO BETTER?

1)      I am jealous to hear the amount of additional funding governors intend to commit to education:

ARIZONA - Gov. Doug Ducey (R) • Jan. 11
Ducey used his second annual address to promote Proposition 123, his education-funding ballot initiative that would add $3.5 billion to K-12 public education over the next decade. If voters approve the proposal in May, it would resolve a 5-year-old lawsuit over school underfunding.

CALIFORNIA - Gov. Jerry Brown (D) • Jan. 21
California would pour $72 billion into its K-14 budget in fiscal year 2017, up from $47 billion in the fiscal 2011 budget—when Gov. Brown was new in the office—under a proposal Brown described to lawmakers in his annual address, saying that much of that money will go to districts to spend on low-income students, those in foster care and English-language learners.

FLORIDA - Gov. Rick Scott (R) • Jan. 12
… Scott has proposed investing $91 million more into the state's K-12 school system next year, mostly by using increased revenue from the state's property tax. That's on top of the $13 billion put into K-12 in the current 2016 fiscal year.

IDAHO - Gov. C.L. "Butch" Otter (R) • Jan. 11
The governor made education the cornerstone of his speech, calling for a 7.9 percent increase in K-12 funding, bringing it to nearly $1.6 billion for the state's 291,000 public school students in fiscal 2017.

IOWA - Gov. Terry Branstad (R) • Jan. 12
Even in what he called a "tight" budget year, the Republican governor is pushing for an increase in pre-K-12 funding of more than $145 million….


MISSOURI - Gov. Jay Nixon (D) • Jan. 20
… the governor said he has budgeted $150 million more for public schools this year than the $4.46 billion allocated for 2015-16. His budget proposal also represents an investment of $400 million more in the K-12 foundation formula than when he took office in 2009.  This "record funding" includes dollars earmarked for the foundation formula, special education, transportation, and struggling school districts.
I believe in the promise of education and its potential to serve as the doorway to opportunity. Gov. Andrew Cuomo, N.Y., D.
                                                                                                                         
NEW YORK - Gov. Andrew Cuomo (D) • Jan. 13
Cuomo is proposing that the state spend $25 billion on educating the state's students in the two-year, fiscal 2016 and 2017 budget cycle, an increase of $2.1 billion over those two years.
                                                                                                       
RHODE ISLAND - Gov. Gina Raimondo (D) • Feb. 2 
Her $1.35 billion K-12 budget request, an increase of2.5 percent from fiscal 2016, also would require each school to make its budget publicly available online.

TENNESSEE - Gov. Bill Haslam (R) • Feb. 1
Touting education investment as "the smartest thing we can do for economic development," Haslam
dedicated the bulk of his State of the State speech to reflecting on the state's higher education and K-12 progress and proposing "the largest investment in K-12 education in Tennessee's history without a tax increase."  Haslam proposed $4.8 billion for K-12 and $1.7 billion for higher education in state funding in fiscal 2016-17.

WASHINGTON - Gov. Jay Inslee (D) • Jan. 12
Inslee also praised the bipartisan work lawmakers did last session to increase education spending in the state's 2015-17 biennial budget by $1.3 billion, but he said more needs to be done.

**
2)      I am jealous to hear so many governors focus on teachers and the teaching profession:

DELAWARE - Gov. Jack Markell (D) • Jan. 21
… the governor lauded the growth in Delaware's high school graduation rates…  The governor gave much of the credit for those accomplishments to Delaware's teachers, whom he vowed to continue to support by working to raise their salaries, pilot teacher-leadership programs, and provide stipends for those with national-board certification.  "One of the best things we can do to ensure the prosperity of the generation to follow is to ensure our children have great teachers today."

GEORGIA - Gov. Nathan Deal (R) • Jan. 13
…  Deal told lawmakers he would budget for a 3 percent raise for teachers across the state. The governor said he wants to devote an additional $300 million to K-12 education, money that would flow to Georgia's school districts. He said he expects that individual districts would use that money to support teachers' raises at the amount he targeted.

IDAHO - Gov. C.L. "Butch" Otter (R)
He would devote $38 million to continue implementing the state's teacher career ladder, and about $1.8 million to move non-instructional school staff like counselors, nurses, and speech pathologists onto it. That ladder, based on specific student success measures, "is essential to attracting and retaining the best teachers for Idaho schools." Otter asked for an investment of $5 million for professionals to mentor new teachers.

IOWA - Gov. Terry Branstad (R)
The funding increase would include the state's third installment in what Branstad called "our extraordinary commitment to teacher leadership and compensation." For the past couple years, Iowa has been investing in the "Teacher Leadership and Compensation System," which … focuses on helping high-flying educators serve as instructional leaders. The Hawkeye State has been gradually expanding the program to its 300-plus districts. Right now, the program is in more than 100 districts.

INDIANA - Gov. Mike Pence (R) – Jan. 12
Pence also said he supports a proposed scholarship program proposed by the Indiana House of Representatives Speaker Brian Bosma that would cover up to $7,500 in annual tuition for students who graduate in the top 20 percent of their class and commit to teaching in the state for at least five years.

NEW MEXICO - Gov. Susana Martinez (R) • Jan. 19
…Martinez touted proposals to strengthen and support the state's teaching corps. … To recruit, retain, and reward educators, Martinez wants legislators to raise the minimum starting-teacher salary to $36,000, a $2,000 increase; expand the state's loan-repayment program; award more state-sponsored scholarships [$15,000] for aspiring educators; and offer bonus pay to those who teach special education and science, technology, engineering, and math courses.  The governor also called for expanding existing principal- and teacher-mentorship programs that she says are turning around the state's struggling schools.

OKLAHOMA - Gov. Mary Fallin (R) • Feb. 1
the governor outlined for legislators her proposal to give teachers a $3,000 pay raise next year. The move would cost the state $178 million.…  In 2014, the state's superintendents began complaining about a teacher shortage. A task force concluded that Oklahoma offers teacher pay that is among the lowest in the region, with starting teachers making $31,600.

SOUTH CAROLINA - Gov. Nikki Haley (R) – Jan. 20
Haley called for … $13.5 million to expand the Rural Teacher Recruiting Initiative, a program to increase teacher recruitment in rural and disadvantaged school districts.

SOUTH DAKOTA - Gov. Dennis Daugaard (R) – Jan. 12
An extended call to improve pay for South Dakota teachers, currently the lowest-paid in the country, was the focus of Daugaard's sixth State of the State address. Through a proposed new half-cent sales tax, he seeks to raise more than $100 million annually, most of which would be used to bump the state's average teacher salary [from $40,000] to $48,500. "If South Dakota wants to maintain high student achievement, we need a new generation of high-quality teachers. We are not going to get them unless we become more competitive with surrounding states," especially Montana, Nebraska, and North Dakota.
Think about the teachers who continually rise to the challenges their students might bring through the door every day. Teachers and students are doing more than ever before, and their achievement must be recognized.  Gov. Bill Haslam, Tennessee (R)
                                                                                                                                                                                                               
TENNESSEE - Gov. Bill Haslam (R) • Feb. 1
[Part of his proposed $4.8 billion for K-12 includes] $105 million for teachers' salaries, and $30 million to provide year-round health insurance for teachers, rather than 11 months’.

WASHINGTON - Gov. Jay Inslee (D)
Among the priorities Inslee outlined for the 2016 legislative session is addressing the state's teacher shortage. To recruit the additional 7,000 teachers Washington state needs, the governor proposed raising starting salaries, instituting minimum annual raises for all teachers, and investing more in mentoring programs.
**

3)      I am jealous to hear so many governors focus on our youngest students, especially their reading skills:
ALABAMA - Gov. Robert Bentley (R) • Feb. 2
The governor is also pushing to expand the state's First Class preschool program. Ideally, over the next three years, Bentley would like to give every interested parent the chance to enroll his or her 4-year-old in the program.  "Children who attend pre-K are more likely to read at grade level quicker, their math scores are higher, and they are less likely to need special education services.  We know this program works, we've seen the statistics, but more importantly, we've seen the results in the lives of our students."

IDAHO - Gov. C.L. "Butch" Otter (R)
Reading proficiency also received attention, with Otter pledging $10.7 million for interventions to support K-3 students who need support.

NEW MEXICO - Gov. Susana Martinez (R)
Martinez touted proposals to … add more prekindergarten classrooms around the state, and spend more money on reading interventions to boost student literacy. … Under her budget, the state would spend $5 million to add pre-K classrooms and $10 million to ensure that more students are reading by 3rd grade.
**
4)      I am jealous to hear so many governors speak of support for charter schools:

MASSACHUSETTS - Gov. Charlie Baker (R) • Jan. 29
Lawmakers should lift the state's cap on charter schools, Baker told them in his annual address [nearly 37,000 students are on waiting lists]….  Massachusetts currently limits charter schools to 120.
Charters in Colorado – reason to be glad we’re not in Ohio!
Returning to “I’m glad …” for a second:  I am proud of the healthy state of charter schools in Colorado, overall, and of efforts by the Colorado League of Charter Schools to support quality charters.  The ugly stories of Ohio’s charters (I don’t vouch for their accuracy) makes us glad our charter world in Colorado is nothing like the one in Ohio!   (First, http://www.edweek.org/ew/articles/2016/02/09/ohio-submits-new-figures-on-states_ap.html. Then, a week later: http://www.edweek.org/ew/articles/2016/02/17/ohio-charter-failures-revised-upward.html“... state education officials … now say Ohio has nearly 10 times as many failing charter schools as previously claimed….”)
The governor would like to add up to 12 new schools annually beyond that cap.                     

MISSISSIPPI-Gov. Phil Bryant (R) • Jan. 26
The governor also wants to see interdistrict school choice and an expansion of charter schools.  "Just imagine that parents could take their hard-earned tax dollars and send their child to a school of their choice.  Imagine the freedom of a parent in a failing school to send an at-risk child to a superior school nearby but outside the district. ... Your ZIP code or income level should not determine your opportunity to get a good education."

NEW JERSEY - Gov. Chris Christie (R) • Jan. 12
… Christie called for cutting back regulations that restrain charter schools, saying they're a pivotal piece of education reform in the Garden State.  With characteristic pugnaciousness, Christie announced that he will "aggressively prioritize" easing regulations on charter schools. He highlighted the work of a Newark charter school teacher who has expanded computer science programs for minority and female students, using her story as an example of innovation that needs more support. 

NEW YORK - Gov. Andrew Cuomo (D)
The governor also said he will continue to invest in charter schools which, he pointed out, cost half as much as traditional public schools.

**
5)      I am jealous to hear so many governors focus on the need to improve school buildings in their state.

ARIZONA - Gov. Doug Ducey (R)
Ducey also discussed school infrastructure, saying the state needs to provide resources for aging schools to repair and rebuild facilities. Arizona leaders are facing the threat of a lawsuit over the condition of the state's crumbling school buildings.

IOWA - Gov. Terry Branstad (R)
Branstad also called on the legislature to extend the state's Secure Advanced Vision for Education, or SAVE, fund for school infrastructure, which was created in 2008 and expires in 2029. The fund has allocated more than $3.2 billion to schools for infrastructure funding. Branstad's proposal would increase those dollars from $458 million this year to $788 million by 2049, or a total of $20.7 billion.

RHODE ISLAND - Gov. Gina Raimondo (D)
In addition, the governor requested $50 million to modernize school buildings ….

SOUTH CAROLINA - Gov. Nikki Haley (R)
In an address that dealt extensively with education issues, Haley pledged to overhaul outdated school facilities … The governor dedicated $2.5 million from her executive budget to pay for a statewide review of school facilities and to devise new, more rigorous building standards for schools. She would also set aside 1 percent of the state's bond capacity for K-12 bonds, of up to $200 million each, to help schools update their buildings. "Our students and our teachers deserve no less than to go to school each day in a place that is safe and clean," she said.
**
6)      Finally, I am jealous to hear a governor eager to find a way for the state’s leading elected official to play a more significant role in who holds leadership roles for education in his or her state
Colorado … one of only 6 states where …
We’ve been lucky. Gov. Bill Ritter had one of the state’s most powerful education advocates in his lieutenant governor, Barbara O’Brien; Gov. Hickenlooper will soon lose his lieutenant governor, Joe Garcia, an equally passionate spokesperson for better schools.  We do not expect Donna Lynne to carry on in that tradition—nor should we.  When K-12 education is not a top priority for our governor, the absence of leadership on this critical issue invites fractures and/or paralysis. Keep in mind that Colorado is one of only six states where our Governor has no role in appointing either state board members or the state commissioner.  A number of us (including Bill Ritter) believe this must change.  Shouldn’t the Governor have a voice?
                                                                                                                               
SOUTH CAROLINA -
Gov. Nikki Haley (R)

Haley also urged voters to make the state education chief a position appointed by the governor rather than elected—though that change would not take effect while she is in office.


**
  
From Colorado Gov. John Hickenlooper’s state-of-the state, Jan. 14, 2016
We’ll continue to support concurrent enrollment, as well as high standards and aligned assessments that improve student outcomes and teacher performance.

Last session, you came together and passed bipartisan legislation to reduce testing by 30 hours, so we can accurately measure our kids’ progress toward meeting standards without overwhelming them or their teachers.

But there are pivotal moments in our kids’ academic careers when we need to know exactly where they stand on the learning curve, so we can adjust course if needed before it’s too late.  That’s why we’re standing firm on 9th grade assessments.

It’s not going to be easy to meet the challenges we face in advancing our education system: our budget request calls for a $20 million dollar cut to higher education, and no increase for financial aid.

This is not the direction we want to be moving, but it’s a direct result of conflicting budget mandates that are forcing painful choices like this one.

Our economy can’t reach its full potential until every Coloradan can be a productive part of it.

(Near the end of the speech, the governor spoke of fixing the Hospital Provider Fee enterprise designation.)

If we can’t make this very reasonable change – like many already allowed under TABOR – then what choice do we have but to re-examine TABOR?
Right now, no one can say with a straight face that our budget rules are working for us.
Coloradans know we’re not fully funding education. They’re fed up with traffic congestion, they’re fed up with potholes and they’re fed up with our inability to expand our highway system.

Virtually every chamber of commerce and editorial board across the state, as well as CACI, Club 20, Action 22 and Progressive 15 all agree that fixing the Hospital Provider Fee makes sense.
Let’s fix it and lock-in funding for education and transportation.
Let’s move forward.
Our roads and schools are waiting.
                                     https://www.colorado.gov/governor/news/2016-state-state-address#sthash.SyAXAtiD.dpuf



Monday, March 21, 2016

AV#145 - Teacher Leadership & Collaboration: DPS develops a better way to evaluate and support teachers

                                                                                                                                   March 22, 2016


“This is an enormous paradigm shift from the traditional way we’ve done school. We’re still learning
and there are bumps along the road. But it’s been extraordinarily positive so far.”
Superintendent Tom Boasberg (“DPS to expand teacher leadership program,” Chalkbeat Colorado, 2/9/16)

Teacher Leadership & Collaboration Model 
# of schools with Team Leads keeps growing
2013-14
14
2014-15
40
2015-16
72
2016-17
110 (projection)
It is not, I hope, a sign of the Apocalypse—to learn that the largest school district in Colorado has adopted policies around teacher evaluation and support that address concerns raised in Another View, over several years, about Senate Bill 191, the Educator Effectiveness law: AV#62, #68, #74B, #84, #113 (see page 4).  I, for one, applaud Denver Public Schools for deciding that we do a better job of supporting teachers by peer review than by expecting principals to “evaluate” 40-50 members of the faculty. 

If my criticism and warnings now seem justified, for at least one school district, I take no pride in this.  All I ever said was based on my experience, especially of the benefits of colleagues, not administrators, observing my classes and talking with me about what was and was not working well.  If DPS wants to call this change “innovative,” fine.  I simply note it is similar to what I witnessed in two private schools in the 1970’s and 1980’s.  The point is: this development deserves our attention.

The state of teaching in Colorado – shortage, turnover, frustration

First, stepping back a bit–the big picture. Stories and reports this year continue to raise alarms about the state of the teaching profession in Colorado—and across the country.  In our state we hear of the teacher shortage as “crisis” in rural communities; fewer grads earning a teaching degree from Colorado universities; fewer applications for Teach for America; and the on-going challenge of how best to recruit and keep teachers of color.  Here in Douglas County, we read of Ponderosa High students protesting the high turnover of their teachers.  One reason they leave, students gather, is the district’s teacher evaluation policy.  Courtney Smith, president of the Douglas County Federation, points to this as a cause as well the higher turnover across the district, telling The Denver Post that “… teacher morale has never been lower. She counts the teacher evaluation system — which she said was mostly about ‘uploading evidence’ rather than true assessment of teaching skills — among the chief problems” (http://www.denverpost.com/news/ci_29615913/douglas-county-students-walk-out-protest-teacher-turnover).

Implied in all this is the larger question as to whether state (and federal) teacher evaluation policies designed to improve learning has had the unexpected (or was it?) result of burdening teachers—and principals—in ways that actually do more damage than good.  In particular, due to its impact on (both a principal and a teacher’s) time—and that key intangible: trust. (Did SB 191 aim to judge, or to support?)

Two of the most influential voices in the country on teacher evaluation suggest they also see ways in which the effort might have been—and still could be—implemented in ways more helpful to teachers.

    When we focus on ratings, how much do teachers—and students—benefit?
We learn that in Jefferson County in 2014-15, 98% were rated effective or highly effective. Which says what—exactly? Is that what we wanted SB 191 to do?
Vicki Phillips recently stepped down after eight years heading education grant-making at the Bill and Melinda Gates Foundation.  Under her leadership, the Gates Foundation played a significant role in seeing 33 states with “teacher evaluation systems based on the (Foundation’s) “Measures of Effective Teaching Practices” (MET) (https://www.edsurge.com/news/2015-10-27-vicki-phillips-to-leave-gates-foundation).

Asked about the foundation’s biggest successes and missteps during her tenure, she answered:
"One of the things I am most proud of in this job is the way we have worked to put teachers in the center of everything….”  That said, Phillips said the foundation does have a bit of a mea culpa when it comes to teacher evaluation. “In the best of all worlds, everyone would have loved it if [the MET study] had come out in time to inform all the changes and policies around teacher evaluation, so people didn't jump too quickly and overemphasize one component over another....  And as that happened and other things happened, people would think the Gates Foundation is only about evaluation of teachers, when we were, all along, about meaningful improvement and actionable feedback.” (Bold mine)                               (http://blogs.edweek.org/edweek/teacherbeat/2015/10/gates_vicki_phillips_announces.html
                                                                       
U.S. Secretary of Education John King – and formerly Commissioner of Education in New York, where he saw the battle lines drawn on teacher evaluation–went a step further in his remarks this past January:
Rethink Teacher-Evaluation Systems if They're Not Working, John King Says  -  bAlyson Klein 
        The Every Student Succeeds Act presents states, districts, and educators with a chance for a "fresh start" and "much needed do-over" on the very testy issue of teacher evaluation through student outcomes, acting U.S. Secretary of Education John King said at a town hall meeting for teachers ….
What educators say of the old paradigm
“Administrators who already wear several hats find themselves trying to carve out more time to observe teachers in the classroom and score them against the CDE's rubric for teaching practices.  ‘Now we've got to be in the classroom a lot more and actually help teachers, coach the teachers in how they can provide the quality instruction we want,’ said Centennial Superintendent Brian Crowther. ‘So right now, that's the overwhelming piece.’" http://www.denverpost.com/news/ci_24847810/districts-roll-out-new-colorado-teacher-evaluations-during
Nicole Veltze, the principal of North High, said that the new role (of teacher leaders) was helping. “As a principal, having to manage 70 teachers is unrealistic if I’m really trying to improve their practice. It’s done a lot to create ownership for professional learning and built relationships among teachers.”
      "I'll start by being frank, if maybe also obvious, and say this conversation hasn't always gone well.  A discussion that began with shared interests and shared values—the importance of learning and growth for all our children—ended up with a lot of teachers feeling attacked and blamed. Teachers were not always adequately engaged by policymakers in the development of new systems. And when they disagreed with evaluation systems, it appeared to pit them against those who they cherished most—their students. That was no one's desire." He said states should be prepared to rethink their evaluation systems if they're not really helping teachers get better. (http://blogs.edweek.org/edweek/campaign-k-12/2016/01/john_king_if_teacher_evaluatio.html?cmp=eml-enl-eu-news3)          (Bold mine)                                    

The rethinking done by DPS—focusing on feedback and support for teachers, by the men and  women who teach in their buildings, often in their subject—might be exactly what King hopes to see.
Team Leads in DPS  
“Support support support” for 6-7 colleagues

Superintendent Tom Boasberg has been a persuasive advocate for this change—in part due to his understanding of leadership. In January 2014 he told The Denver Post: “So long as schools are structured where one principal is responsible for coaching, supporting and evaluating 30 or 40 people, any system in the world is not going to work” (http://www.denverpost.com/news/ci_24847810/districts-roll-out-new-colorado-teacher-evaluations-during).  In September 2015 he told an A Plus Denver audience that, in a “knowledge intensive” workplace, “this model is broken…. In other sectors we see managers develop six to seven people.” 

Which is exactly what Denver Public Schools asks its Team Leads to do, thereby getting at my fundamental problem with SB 191 as I understood the bill: expecting principals to spend a much greater percentage of their time observing and evaluating their teachers, when – in my experience – school leaders often have little expertise in good classroom instruction, while the school itself has a host of teachers better suited to helping their colleagues grow. 

Denver’s Teacher Leadership program began in 2013-14. Now in its third year, there are nearly 250 Team Leads in more than 70 DPS schools.  They stay classroom teachers half of the time, “and the rest of the day (are) coaching, engaging in planning sessions and providing feedback for a small team of educators”—usually six to seven teachers (http://www.denverpost.com/news/ci_25129131/denver-public-schools-expands-teacher-leadership-program).  Laney Shaler, Associate Director for New Educator Development at DPS, anticipates 2016-17 will see another huge growth: about 400 Team Leads in 110 schools.  

Boasberg’s goal is to have Team Leads in every district school by the fall of 2018.

“Both teachers and principals say teacher-leaders, who teach some classes while taking on additional responsibilities, offer support to and play a bridging role between administrators and teachers. ‘It’s not always easy to go to the principal or assistant principals, so I like that I’ve been able to take on that role. I can really stand up for what teachers need so students can achieve and be successful,’ said Mandy Israel, a high school history teacher who is in her second year as a team lead—one of the new hybrid roles for teachers—at Kunsmiller Creative Arts Academy." http://co.chalkbeat.org/2015/02/09/dps-to-expand-teacher-leadership-program/#.VuHdAZwrLIU
                                                                                                                                    
In this new structure in DPS, principals are still ultimately responsible for the evaluation of the teaching staff in a way that fulfills the goals of the Education Effectiveness legislation. They still observe classrooms.  But, as Shaler puts it, the Team Leads are the ones giving teachers “on a weekly basis … high quality feedback and support.”

In the process, this change also advances two goals:
1) develops leadership skills in these teacher-leaders, perhaps encouraging them to become school leaders themselves; while at the same time 2) allows exceptional teachers who want to keep teaching—but who are also eager to share what they have learned in their teaching career and support colleagues, especially those in their first few years in the classroom—another avenue to grow, without taking them out of the classroom altogether.

It addresses another key goal: higher retention. Shaler is deeply troubled to see over 25% of Denver teachers leave after 1-2 years.  Today, less than half of DPS teachers, she says, have been in the district over five years. She hopes more effective support in these first few years DPS can significantly improve teacher retention.  Absolutely critical, I am sure you will agree.  Schools want to hire and invest in terrific young teachers who will find the job do-able and fulfilling—and stay a while.  I love what Jim Shelton, former Deputy Secretary at the U.S. Department of Education, told a Hot Lunch crowd this past January regarding the time we spend on teacher evaluation: “Support support support needs to be the focus.”

Posting/Defining an Impossible Job Description (and we wonder why they can’t succeed?)

This is more than an academic matter; what we ask our principals to do, and not do, reveals a lot about our understanding of how good schools work. I close with a pointed comment on Aurora’s failed efforts to improve Aurora Central High.  Spring 2013: APS hires a new principal for ACHS.  Spring 2015: APS hires a new principal.  Spring 2016: any guess?  Yes, APS plans to hire again, and posts a job description* where we see, among the principal’s “duties and responsibilities,” at a school with close to 90 teachers:   
-“Hire, supervise, and evaluate all staff.” (Estimated to involve 14% of his/her time.)
-“SUPERVISION/TECHNICAL RESPONSIBILITY: Directly supervises all school personnel; may delegate some supervisory responsibilities to Administrative Team. … Responsibilities include interviewing, hiring and training employees; … planning, assigning and directing work; appraising performance….” (Bold mine)                          

  

Concerns expressed in past newsletters—Principal as chief evaluator? Why not more peer review?

From AV#62 – So “teacher evaluation” is broken – but is it worth fixing?    -   Dec 12, 2009
Besides, how many principals have taught our grade, our subject, and really know the dynamics of this particular eighth grade group we are struggling with as well as our colleagues do, those men and women teaching many or all of the same kids?  It is natural, then, that we turn to our fellow teachers for advice and affirmation, not to the too-busy principal who lives in another part of the campus or building, and in reality, who inhabits a different world.
And I would never fault the principal for being in that different place! It’s the world of major disciplinary issues and unhappy parents, of budgets, hiring, fire drills—and countless personnel issues that don’t even begin to touch on good instruction.  Along with guiding the school towards its larger goals, fulfilling its mission… no, I do not expect my principal to have a good handle on what is and is not working well in my classes.  But several of my colleagues do.
… In six years (teaching in two private schools) no school head ever visited my classes. It was tremendously helpful, though, to have the academic dean come in and observe—Jack was still teaching, he had twenty years of teaching experience on me, and we had co-taught an AP English class together.  It was equally valuable to have Donna, the chair of the English Department, visit and take notes.  It felt less like a judgment by an outsider and more like a much appreciated review by a friend.  I looked forward to the conversations that followed. I taught WITH these people every day, on one level we were peers, and I knew they understood the challenge of engaging the group of students they saw in the room that morning.  Yes, let’s explore the possibilities of peer review.
From AV#68 – A skeptic on SB 191 takes a closer look    -      Sept. 26, 2010
Principals as chief evaluator? I hope not. Allow flexibility on who does the evaluation.
Legislation that expects the current generation of administrators—who often found their way to these positions in spite of their lack of “instructional leadership”—to suddenly be trained well enough to offer sound evaluations is unrealistic.  I suppose in a perfect world, where principals and school leaders have a rare insight into good classroom management and teaching techniques across a wide range of grades – K-5 in many schools, K-8 in some, 9-12 in most high schools (and just consider the diversity of classroom subjects a principal might be asked to “evaluate”—physics and Shakespeare, calculus and studio art, economics and band, technology and dance)–well, if such folks exist, God Bless them and more power to them.  But for mere mortals it’s probably not going to happen.
From AV#113 – Uncomfortable Questions     -        May 7, 2014
Many acknowledge that a large percentage of principals were not hired to be, first and foremost, instructional leaders, and that—prior to the passage of SB 191—many were not well trained in how best to evaluate teachers.  Do teachers believe their principals are now well prepared to handle the evaluations? What concerns do they express about the capacity of their school leaders to handle this more substantial (and potentially high-stakes) role regarding these evaluations?
In some professions employees are evaluated by a senior colleague who has similar responsibilities.  Do teachers compare how they are evaluated by people in positions who do not do their jobs—often principals who do not teach—with how people in other professions are evaluated, and feel the evaluation system in education is placed in the wrong hands?
If teachers could determine who would be the men and women whose evaluations and recommendations for improvement would be most meaningful to them, who would it be, and why?  (Colleagues, department chairs, peers from other schools teaching the same age/subject?)  Are those people conducting the evaluations today?  Does SB 191 allow the flexibility so that those who can be most helpful to a teacher in terms of improving instruction are conducting the evaluations?