Evaluate What?!?!

“I’m staying because I haven’t finished reminding our country that students are people not products, and that teachers are people too.”

You can tell Pat your story also! pat.bruns@education.ohio.gov

Hello,

I was told that you are gathering stories from Ohio teachers about their frustrations with legislation, certification, and how they are treated. Thanks for your interest. I’ve been asked more than once while I’m advocating or working for my students and the future of our city: “Are you just a teacher?”

Yep. I’m just a teacher.

If you’re willing to read on, I’m relieved to share what life is like for “just teachers” like me in one Ohio city.

I’ve been teaching in Cleveland for 18 years. I have an extensive resumé. I’ve only wanted to teach in urban schools. I hold an Ohio 5-year Senior Professional license. I am a Master Teacher, an OTES certified evaluator, a certified RE Mentor,  New Tech Certified,  and a certified Class Meetings Trainer. I hold a BA with a triple major and a double minor. I earned an MA in English Lit. I have 50+ hours towards an EdD. In addition to all of my training and education, I love working with kids, especially “those” kids, which is a label pregnant with all of the challenges, obstacles, and disadvantages that your imagination can conjure.

My passion and spirit started to dissipate when the state began to label schools and overwhelm us with testing and absurd mandates. It hurts your soul when you care deeply about kids, but are forced to become an accomplice to their ruin and part of a system that shames. Soon,the state and district threats “if the numbers don’t get higher” began menacingly hovering over our staff at the school I taught at for 13 years. The instability of many different administrators, constantly changing models, and repurposing everything, every year, was too head-spinning for me. So, I left that high school for another one in the same city that didn’t follow a traditional model. It had a consistent national model and innovative approach to education, although the staff and students moved buildings three times in five years. The experience reignited my passion, partly because I joined a staff that had been exclusively selected and were amazing to work alongside.

After completing two years at a New Tech school, the new collective bargaining agreement under The Cleveland Plan took effect. Voters had repealed the signing of Ohio Senate Bill 5, but that did not stop Governor Kasich or the legislature from continuing the attack on public schools. Even though decades of research has indicated that poverty and socioeconomic status far outweigh the impact of anything else on student success, the facts and truth do not stop ed-deformers, corporate profiteers, legislators, or edperialists from continuing to encourage legislation according to whatever whims they fancy. Amid a cluster of chaos and unknowns, the pseudo accountability of tying student test scores to educators and their compensation (salary) began with the year 2013-2014 in Cleveland for some teachers, and the rest would experience the turmoil eventually.

During the 2012-2013 school year, 80% of my students passed the social studies part of the Ohio Graduation Test. It is a test that covers ninth and tenth grade curriculum, but I only taught 10th grade. During the 2013-2014 school year, the new 10th grade class arrived, but they had a different 9th grade teacher than the students before them. There were also more challenging issues that the 2013-2014 10th grade students possessed that the prior year’s class had not. A little over 60% of my students passed the social studies OGT that school year, which was about ten percent higher than the district average. The district assigned predicted scores that my students were supposed to earn on the social studies OGT test, based on reading scores from NWEA tests that the students previously took. Apparently they had examined the numbers and there was a correlation between students’ reading and social studies scores. They didn’t consider other factors when creating predicted scores, such as the fact that some of my students were English Language Learners. There was no causal evidence of a link between reading and social studies scores, and the district only looked at scores from one year, so statistically speaking, the approach was completely flawed. I submitted this statistical analysis to the district as part of the grievance process: Statistical Analysis of the Validity of Using NWEA Reading Scores to Predict Social Studies OGT Results. My students’ scores didn’t match the district’s predictions, and were within a wide range above and below. I thought that the students’ OGT results would count towards half of my overall teacher rating as test scores are required by the state for 50% of teachers’ overall effectiveness ratings. I was incorrect.

Soon after students finished their week of March OGT testing in 2014, which drastically reduced instructional time not just during test week, but during weeks of test prep as well, the test coordinator and principal surprised me with another social studies test that students were to take by April 9th. The student results of this test were to be 35% of my evaluation, and students’ invalidly predicted performance scores on the OGT were the other 15% of my evaluation. The remaining 50% of my evaluation was based on my principal’s subjective placement of my performance on an extensive rubric.

When I was emailed the blueprint for the test chosen, I noted that it did not align with our district’s scope and sequence. I wrote the final version of the American History portion of the scope and sequence for the district that school year, so I was very aware of what was to be taught. There were also topics on the blueprint that we hadn’t been able to cover yet in class, because testing and test prep took up so much time that could have been used for instruction. Plus, the school year didn’t end until June, but the students had to take the test before April 9th, 2014. There was seven weeks of learning left, but they had to take a test on things that they were GOING to learn over the next seven weeks, and on content that was not even on our scope and sequence. I decided that I didn’t choose to be a teacher to make students feel stupid, and intended to resign. I started applying for non-teaching jobs.

In May, even though I had 29 “accomplished” and 13 “skilled” marks on my teacher evaluations throughout the school year, and was chosen as the Cleveland Metropolitan Bar Association Teacher of the Year, and earned Master Teacher status that year, and was interviewed by a national blog about a happiness project that February, and presented at national conferences, the principal stated at my composite conference that my students’ test scores just weren’t high enough for her to give me an overall “Accomplished” rating. That was the chalk that broke the teacher’s back. My salary is tied to my rating in Cleveland, which meant that I would not be getting a raise. Meanwhile, teachers of electives earned “Accomplished” ratings in the same building because not only are they “accomplished,” but they also did not have any tests tied to their composite ratings.

Neither I, nor my students, nor their families, have ever received the student performance results of the April 2014 test. Someone in our district mysteriously assigned me a “3” or “average” rating for the April 2014 student test scores. I have no idea how they concluded that I was average because I have never seen my students’ test results. This year, my former students from spring 2014 are high school seniors.

In May 2014, when discussing the torment that the students and I were experiencing because of test anxiety, a colleague mentioned a job opening for a teacher at the county juvenile detention center. Only state or federally mandated tests are required there, and current student test scores are not tied to educators’ evaluations (yet) because the population literally changes every day. I interviewed and accepted a position at our juvenile detention facility for significantly less pay than my previous position provided.

My first year at the county detention center (2014-2015) revived my teaching soul, and reminded me why I became a teacher: to facilitate and inspire learning. At the end of the year, my principal reviewed the 3 walk throughs that he completed, and the two formal observations (one announced and one unannounced) he conducted, as required by the teacher evaluation system. I earned an overwhelmingly “accomplished” composite rating. I felt vindicated. Then, in June 2015, I received an email from our Student Learning Outcome email account. It stated that my final rating for the 2014-2015 school year was going to be “skilled.” With shock and anger, I asked them how that was possible. The response has been that our legislature and collective bargaining agreement both allowed for the district to use those student test score results from the spring of 2014, from the school that I no longer taught at, from students that I no longer taught, from a test that I never received student results from, for three years. Regardless of how “accomplished” I am as an educator, scores that have nothing to do with my performance as a teacher, and scores that I never received results for, will hold me to a “skilled” rating for three years. This means that I will not receive an annual raise because an “accomplished” rating is what equals that raise. Educator ratings are also considered when reviewing applications for stipend positions that could supplement a teacher’s salary, so additional monetary losses accumulate.

If this sort of evaluation system is supposed to reward “great teachers,” then the system has epically failed. It certainly hasn’t made me feel appreciated, respected, or inspired either. I would give the teacher evaluation system an overall rating of “ineffective.” It is not even “developing.” (Those are two other ratings in the teacher evaluation system that can be assigned to educators.)

One may wonder…

Why then do I continue to stay late at work, continue to advocate, blog, network, and organize? Continue to monitor and communicate with my students and their families once they are released from me? Why do I continue to collaborate with staff, mentor other teachers, participate in national conferences, and attend additional professional development? Why do I plan engaging, meaningful lessons connected to students’ lives and provide them with effective feedback? And why do I differentiate, assess, and develop empathy and self advocacy in my students every day, if all I am ever going to be, according to the district and state, is “skilled?” If I know that I am not going to be paid more for doing more, then why am I always doing more?

I do what I do because I want what is best for my students. I treat my students the way I want my sons to be treated: with care, respect, compassion, confidence, and integrity. I didn’t decide to become a teacher because I wanted to be rich. However, it becomes increasingly difficult to not want to curse and attack the unfairness that surrounds public education, or to not be compelled to run away from it all. The string of teacher-resignation letters being published around the country is not without cause.

I’m not going anywhere, but obviously it isn’t the rewards I’ve received from the state or district for working hard that keep me around. I stay because I’m naive enough to hope that one day the oligarchy will wake up from their dreams of profiteering, deforming, and controlling, and restore control of public education to the professionals: educators. I’m staying because I know that money and greed have given rise to an opposition force of revolutionaries who want to reclaim the profession and our democracy. I want to bear witness as the resistance continues to swell. I want to remain in the fight until all public schools are equipped with the resources to provide equal access and opportunity to all citizens; because democracy is the people. The right to educational equity should also belong to the people. I’m staying because I haven’t finished reminding our country that students are people not products, and that teachers are people too.

If you’re reading this… thank a teacher.

Skilled I remain,

Melissa

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Now is Always the Time to Do What is Right

    Recently, the Ohio Department of Education(ODE) held a phone propaganda conference to inform Ohioans about the state tests that they want students to take this school year (2015-2016). The new (but not really new) tests from AIR will replace the PARCC tests, but will still incorporate PARCC-like questions and possibly even the exact same questions used on tests that AIR created for purchasers in other states. AIR tests in the states of Utah and Florida this past year received less than positive accolades. Recruited for part of the ODE’s propaganda effort was Ohio’s 2015 Teacher of the Year, a high school teacher from Tallmadge, Ohio, and ODE Associate Superintendent, Lonny Rivera, who will soon be replacing retiring State Superintendent, Richard Ross. The following is my sincere plea to those educators who may not recognize the damage that high stakes standardized testing wreaks upon public education as a whole, but particularly on the schooling of underprivileged children.

Dear 2015 Teacher of the Year (and Any Other Educators Who Have Yet to Join The Force),

    I applaud the efforts and dedication that earned you the recognition bestowed upon you. Obviously, like the vast majority of educators I know, you care deeply about your subject, position and students. You have recognized and harnessed the power that teachers possess to impact lives. This ability, that only certain people can master, requires a combination of intellect, heart, endurance, passion, patience, dedication, and crafting. Knowing that, the entire profession should be held in high regard and well respected by politicians, leaders, and society in general. Being a “Teacher of the Year,” provides you with a potentially stronger voice to influence others. Listeners may even offer you a certain level of respect that they will not afford to the profession in general.

    With this great respect, comes great responsibility.

    When you convey to an audience of listeners that standardized high stakes testing is not punitive, or does not require you to teach to a test, you not only misinform that audience, but you forget that while you are lovingly nurturing and nourishing the minds of your students in a supportive community, with a democratically elected and locally controlled school board, there are other students and educators in the state who are enduring the dismantling of democracy, and the enforcement of harmful, non-researched based approaches designed to punish and label children and schools, even if those students and teachers are working just as hard, if not harder, than the staff and student body in Tallmadge.

Below is a comparison of Tallmadge, Ohio, to Cleveland, Ohio.

The cities are 37 miles apart.

2013 Tallmadge, Ohio Cleveland, Ohio
Unemployment Rate 1.8% 15.2%
Median Household Income $53,748 $26,096
Estimated Median House or Condo Value $154,170 $66,600
Average Monthly Rent $655 $631
Foreign Born Residents 2.7% 4.6%

http://www.city-data.com/

    The implications of the data should not need explanation, but it may be necessary to highlight that even when students are from families with a parent working full-time, year-round, they can still be living in a low-income household because wages are so low that many families cannot survive solely on what they earn.

     Growing up in poverty, or in a low-income household, can have significant effects on learning and brain development that have been known about for over a decade. According to the UNC-Chapel Hill School of Education, “Biological factors include toxin exposure (e.g., lead paint in older buildings), malnourishment, premature birth from prenatal drug and alcohol use, and vitamin deficiencies in the mother (e.g., folic acid). The NRC identified time between parents and their children to be the most important factor in early child development, and parents in low-income households often do not have the time to devote to their children. Less time with parents means less verbal discussion, less vocabulary development, and less social skill development — all contributing to a tougher time in school.”

    The organization  Zero to Three notes, “Research shows that major adversity, such as extreme poverty, can weaken  developing brain architecture and permanently set the body’s stress response system on  high alert.” Children from low-income families are  “at greater risk than middle‐ or  high‐income infants and toddlers for a variety of poorer outcomes and vulnerabilities, such as later school failure, learning disabilities, behavior problems, mental retardation, developmental delay, and health impairments.” None of this research reveals an actual deficit for the potential to learn, but it does reveal that standardization of learning is inappropriate and abusive to the mindsets of children who already have considerable odds to confront. Massive testing that has never been appropriately vetted to eliminate cultural biases, in addition to the dozens of other reasons high stakes testing lacks validity, has been punitive to our most vulnerable citizens, and has neglected the needs of our most gifted learners.

    Before even considering the disparities in access to resources and opportunities for students in Cleveland compared to those in Tallmadge, there is already an established pattern of risk for students that has nothing to do with the school systems, and everything to do with factors related to family backgrounds and socioeconomic status. Testing is not going to change that. An historical account of housing segregation and job discrimination in Cleveland, and other northern urban areas, reveals that the U.S. government contributed to segregated poverty when returning World War II white GI’s could get low-cost federal home loans to move to the suburbs, while black veterans could not. Then, there is the history of “sun-down towns”  and sun-down suburbs in Ohio and other northern parts of the U.S.  These areas still remain purposefully all white, or nearly all-white today, because they were intentionally designed to exclude other groups, particularly African Americans (3.4% of Tallmadge residents are African American). Testing does not promote integration or support equity. 

    There are adversities for Cleveland students that the majority of the population in Tallmadge and other suburbs may never encounter. Being a teacher anywhere means being a member of an important and necessary profession. We have the power to impact individuals and a collective future. However, when a teacher states from a perspective of privilege, that test scores are not punitive or that teachers do not have to teach to the test, then that someone is either lying or sorely lacks knowledge. If anyone believes that testing does not castigate, then they should go teach in one of the most economically devastated neighborhoods in a city, at a public school that cannot turn away students deemed as “less desirable,” and compare that experience to wherever they are coming from. Were the students retained because of a test, even when the professional educators who worked with the student all year saw growth?

     Take all of the teachers from a school rated “A” by the Ohio Department of Education in a suburb like Tallmadge, and swap them with the teachers at a school labeled “F” by the Ohio Department of Education for a year. Will the grades of the schools automatically be reversed the next school year after a year with new staffs? The odds are in strong favor of the state grades for both schools remaining the same, regardless of a staff swap. Does going to a school with despicable overhead labels hovering every day motivate students or teachers, or does that feel punitive? Teachers work hard wherever we are, but we can’t solve systemic poverty that was cast upon marginalized groups in our society, through generations of discriminatory and oppressive practices, all by ourselves. Educators need society to finally decide that rectifying past wrongs and caring for other people is worth the effort. We do not need another member of the profession touting false information to an audience of listeners or proclaiming that testing is not punitive. 

    We cannot change our country’s history or mistakes made in the past, and we should not regret wanting what is best for our children and working for that aim. Yet, we should also not be a society that continues to ignore the fact that the time to do what is right, is always NOW.

    NOW is the time to reject the high stakes test and punish system that has been discredited and exposed as producing little, but costing much. 

    NOW is the time to stand against punitive labels and inequities.

    NOW is the time to proclaim that our children are not products, and that they do not come standardized.

    NOW is the time to say that access to a quality education should not be a competition. It is a right.

    NOW is the time to decide that our children deserve much better.

    And to decide that other people’s children deserve better also.

    A better time than NOW will not arrive. The time to do what is right is always NOW.

Please join us.

Sincerely,

Just A Teacher