Multiple measured madness is underway across the country. No where is this madness more evident than in New York State.
All Hail the Governor!
Last week our own Governor Cuomo “announced a groundbreaking agreement on a new statewide evaluation system that will make New York State a national leader in holding teachers accountable for student achievement.” Standing side by side by side with union leaders they hailed the “state’s commitment to put in place a real and effective teacher evaluation system.”
Governor Cuomo said,”Today’s agreement puts in place a groundbreaking new statewide teacher evaluation system that will put students first and make New York a national leader in holding teachers accountable for student achievement.” Impressive right? Just like a true ‘lobbyist for students’ would be proud to stand up and proclaim. Holding teachers accountable, yeah! bravo Gov!
You would never know that Richard Iannuzzi, president of New York State United Teachers, Michael Mulgrew, president of the United Federation of Teachers were standing alongside our Governor as he spouted those words. It’s pitiful that these union leaders would stand by as anyone would say that teachers should be held accountable.
It’s even more disturbing that they succumbed to the Governor’s threats and approved what will become a death knell for public education in New York State. Yes, it will kill public education in New York!
Multiple Measures Madness
There has been an outcry of disgust and dismay across the state regarding the provisions of the deal. Twitter feeds have been lit up, blogs are being written, teachers are considering their next move, administrators are wondering how to implement, school boards are wondering how to pay for this, consultants are jumping for joy as they await a windfall, students are wondering why another test, parents are confused, local papers are opining as fast as they could, researchers are combing for any supporting research, politicians are plotting their next strategic step, and the madness escalates
Carol Burris’ posting clearly lays out a doomsday scenario that will most like befall many teachers. Diane Ravitch calls the new system ‘madness’. Over 1300 principals have signed a letter asking for the state to hold off on this mandate. They demand more evidence, more research, and a sensible approach towards teacher evaluations. They offered research to back their concerns and were ignored.
What makes this so maddening is the outrageous behavior and comments by our own union. They seem to be doubling down on their decision to bed with the Governor and have blatantly disregarded the concerns of their membership. Nothing is more evident than this tweet sent out by Randi Weingarten last night.
- UFT debunks myths abt new NY teacher eval agreement-bottom line-80% has to be negotiated. 20%,not 100% state tests.. http://bit.ly/A8Vrhe
Debunking myths? Calling concerns myths? From union leaders about union members? Talk about madness.
Debunking the DeBunkers
So let’s really set the record straight Mr. Casey. I’ve read your nasty piece and now it’s my turn.
You claim that multiple measures, evaluations will be more comprehensive, more accurate and fairer. Really, based on what? Your instinct? The state can’t even determine what an effective teacher really is? What’s effective? Is it determined by some value added algorithm? Is it determined by student income potential? Is it determined by whether parents just love their child’s teacher? It seems as though some arbitrarily thought out multiple measures will be used to determine what effective really means.
You call concerns “alarmist alchemy” yet your own explanation of the magical 100 evaluation absurd. You claim that 60 of these magical points may include observations based on the Danielson frameworks. That’s great for Danielson and her company but may not be so great for kids and teachers. There are major concerns with this approach.
There is a major concern that many evaluations will not be accurate. Inconsistent applications of the Danielson framework has been a problem in the past. Let’s say, teachers follows this arbitrary framework, does that make them effective? Where’s the measure, what’s effective? Will the person doing the evaluation recognize innovation? Will innovation in the classroom be allowed? If it’s not on the check off list is it valid? What’s valid? There is a plethora of education research that contradicts Danielson’s methods and frameworks, some have been successful models some not. But then again, how do we measure success.
Mr. Casey you claim,
”Burris incorrectly assumes that the entire 40 points in the measures of student learning will be derived from standardized state exams. But the use of value-added growth measures from state standardized exams need not take up more than 20% of the total teacher evaluation – and then only for a minority of teachers, those teaching English Language Arts and Mathematics, grades 4 through 8.”
You have quite selectively stated that standardized exams need not take up more than 20% of total teacher evaluations. “Need not” also means that they could. Will districts already facing difficult economic times be able to afford to develop local assessments or even pay for their development? You claim it’s negotiable, yet we all know that means trade off based on funding.
You also claim that only a minority of teachers will be effected. Does that mean our union leaders effectively created separate classes of employees. Will we be able to collectively bargain now based on these classes? How does one not affected get to negotiate on the issue?
You also tout that,
A compelling approach to the issue of using value-added scores in teacher evaluations is found in the Hechinger Report blog post of Columbia University sociologist Aaron Pallas. Pallas sensibly suggests that where value-added models of standardized test scores are included in a teacher evaluation, the scoring needs to take into account the margin of error in a teacher’s score.
Quite to the contrary, ”researchers have documented a number of problems with VAM as accurate measures of teachers’ effectiveness.” Yet a very important percentage of teacher ‘effectiveness’ will be determined based on this questionable method. How in the world did our union leaders agree to this?
How does this teacher evaluation take into account outside influences, parental issues, societal issues, medical issues? How does it compensate for the child dealing with a family member that is ill? Or the child that comes to school exhausted? Or the child that is dealing with turmoil at home. what about the child that has a stomach ache the day of a test, or just has test anxiety? How do we account for the child who suffers from allergies every spring? Or the one who came to school upset because their pet died? So many variables out there, yet those who agreed to this terrible deal can’t address them all.
Casey you closed with, “change is necessary.”
I’ll close with, change for the sake of change is dangerous.
We need to stop the multiple measured madness.