Evaluations That Make Sense

Did I actually get an email from NYSUT asking for money for the “No NY Convention Fund”, or is it scam email? I know shady people are out there pulling email scam stuff like that. Anyways, I know my union leadership would be motivated to advocate for more respect of my colleagues and inclusion of them in the process of education and constructing/collaborating on a new and more sensible evaluation. That’s why when I saw the “give us more money” I thought it was for a campaign to raise awareness of efforts like Assembly Bill A04016, submitted in January. I hadn’t gotten any emails about it, but it looks promising.

Here is the justification text:

“This bill repeals the current teacher and principal evaluation system.The current method needs to be overhauled as it ties much of a teacher and principal’s evaluation to an admittedly flawed curriculum and high stakes testing regime. This bill empowers the Board of Regents to create a new method for evaluating our state’s teachers and principals and makes sure that they will do so in a manner that takes into account all tried-and-true methods of evaluating an individual’s success. Continue to link our children’s educational future to a flawed system is wrong.”

Go to the NY Assembly page and check it out. Here’s the first ten lines. I’ll donate to get this passed and I believe that many, many teachers that would get behind this.

1 Section 1. Section 3012-d of the education law is REPEALED and a new
2 section 3012-d is added to read as follows:
3 § 3012-d. Teacher and principal evaluation system. 1. The board of
4 regents shall establish a new annual teacher and principal evaluation
5 system.
6 2. The new evaluation system shall be established with requisite input
7 from education experts, school administrators, parents, and teachers.
8 3. The new evaluation system shall be presented to the commissioner,
9 legislature, and governor as a report by no later than January thirty-
10 first, two thousand nineteen.

I’ll be raising awareness to oppose the convention, and I’m assuming dues are already partially spent in that direction. What about this legislation that could make a huge difference and inspire collaboration among all stakeholders?

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Teachers Save Children

Imagine a war zone.

The medics put themselves into the battle, willing to sacrifice themselves for their cause and trying to protect the innocents who are in harm’s way; treating the ones harmed. Of course there are casualties, and there are wounded.

Poverty is like war.

What it does to people, families, and children especially, is like they have been wounded and are being wounded. The deeper the poverty, the deeper the wounds and the more desperate the people trapped in that war zone. What happens to people, and what desperate people trapped in poverty find themselves needing to do to survive are things educators are made well aware of if they are serving that population. In the poorest of communities, the wounds tend to be deeper, more pervasive, fall on children the heaviest, and get more concentrated in classrooms filled with these young bodies and minds coming into school from those homes and those hoods. Traditional public schools, and public school teachers have open doors and open classrooms to take in those “wounded” from the community, regardless of the condition they arrive in. Without a doubt, bad outcomes are more concentrated in areas more impacted by poverty.

In the poorest of communities, the wounds tend to be deeper, more pervasive, fall on children the heaviest…

It’s seems as if everyone actually in the battle, serving students, is aware, while the armchair education “experts” preaching reform from the outside have no clue-or worse, pretend to have no clue. What definitely doesn’t help is when these experts deny the impact of the poverty while wasting their clout and energy trying to undermine the public servants actually in the battle.

Now I’m not trying to shame anyone at all, just instigate a better conversation. Airlifting some selected and non-critically wounded to a safe zone removed from the front lines, administering first-aid and distributing water bottles in the cool shade of evacuation tents is also a part of caring for the wounded. And a hearty slap on the back, a big jerky Trump handshake and a merit badge for supporting positive outcomes for those who got to ride your helicopters and get some R&R because you are due. But it would lean into arrogance to scoff at the survival statistics of the medics on that front line who are treating critically wounded as bullets fly and shells explode nearby-the same way it is arrogance to smugly use “poverty is not an excuse” as a bullshit accusation/catchphrase and use graduation rates and test scores when promoting schools that draw out a selective sampling from poverty; shameful to puff your chest and strut, comparing those stats removed from the front line and under the shady tent-the same way it is shameful to stroke one school’s reputation with stats generated from a manufactured enrollment compared to an open-doors, traditional school.

…it would lean into arrogance to scoff at the survival statistics of the medics on that front line who are treating critically wounded as bullets fly and shells explode nearby…

Maybe replacing draft-dodging from the real war(s) with brave, honest and transparent choices is where the NAACP was coming from with their moratorium on charters.

No fear: the helicopters and tents are needed and there are edupreneurs willing to invest. Serving in that capacity is a choice for those seeking the merit badge-just remember that choice doesn’t exist for the front-line medics.

Those real soldiers will battle on.

A Coleman Blank? UPDATE

I am doing some research and am reading David Coleman’s 2011 talk to NYSED regarding the common core standards.
This is the nysed.gov link to the full transcript I am using. When I get to the part where he says
But it also involved quite wonderfully several other teachers of every stripe from every organizational background who are involved in developing these standards and also of course the NEA and other groups. But if there’s one voice that is loud and clear here, it is the voice of teachers. And let me tell you what we learned as we listened to those voices. (p.4-5)
 
It is followed by a large blank area before going on to the next section, with no mention of what David learned as he listened to actual educators. Did he not learn anything, or was it like the “listening tours” that happen from time to time-where people were talking but it didn’t really impact the process?
If he did learn something, I would like to know what it was. If there is a better link, or more information, please share it with me.

Thank you,
Dan McConnell
I contacted NYSED, and heard back pretty quickly Took me some time but it’s been busy. Daughter graduated, parties, family visits and whatnot. Still confusing, though. Read and see what I mean. 
Me (June 18th):
I am doing some research and am reading David Coleman’s 2011 talk regarding the common core standards.
This is the nysed.gov link to the full transcript I am using
When I get to the part where he says
But it also involved quite wonderfully several other teachers of every stripe from every organizational background who are involved in developing these standards and also of 5 course the NEA and other groups. But if there’s one voice that is loud and clear here, it is the voice of teachers. And let me tell you what we learned as we listened to those voices. (p.4-5)
 
It is followed by a large blank area before going on to the next section, with no mention of what David learned as he listened to actual educators. Did he not learn anything, or was it like the “listening tours” that happen from time to time-where people were talking but it didn’t really impact the process?
If he did learn something, I would like to know what it was. If there is a better link, or more information, please share it with me.
NYSED (June 19th):

Hi Dan, this transcript is complete, although the way it is formatted is a little misleading. If you listen to the video (available athttp://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life.html) , at 13:19 he ends with “…what we learned as we listened to those voices.” The next thing he says starts with the text on page 5. However, whoever created the transcripts added the extra space and added the section headings which makes it seem like there was a break in what was spoken even though there wasn’t. So the text of the transcript is complete and it is not missing anything in this section.

 

If you have any other questions about this, please let me know.

 

Thanks,

Ron

 

I haven’t listened to the video, not this part anyway. I’ve seen the “world doesn’t give a shit” part a dozen times, but not this part. Ron’s word is good enough for now, because why would he lie and then give me the link? My issue, then, is the total disconnect from A) Saying “…let me tell you what we learned from listening to those voices.” to then going on some more about your own ideas and understandings. Very little teacher voice or input seems to come out of what Coleman expresses. In going back to the transcript to see if giving anyone else any credit for informing his thinking comes out…I’m still coming up empty.