DATA AND RESEARCH IMPORTANT, EXCEPT WHEN IT COMES TO FIRING TEACHERS

Last week I testified before the HISD School Boardprotesting the use of EVAAS scores as a measure by which teachers would lose their jobs. My reasoning is not because I don't think teachers need to be accountable for student learning, but because I find it hard to be a hypocrite. We talk about the need for research-based solutions that are quantifiable, replicable and valid. The EVAAS model meets none of the above stated measures.

Here is a reprint of my remarks--

Ross, Stringfield, Sanders, and Wright argue that summative uses of EVAAS data in isolation from other indicators of effectiveness would be negligent, especially if high stakes are attached to the results. Well, you don’t get any higher stakes than holding student’s back or firing teachers based on a snap-shot test score.

As stated by Professor Beardsley of Arizona State University, “there is no evidence that research reports conducted internally, and especially externally, have validated the claims made by the developers of the EVAAS system. Several specific concerns with the EVAAS system cited in multiple research findings have yet to be addressed.

Randi Weingarten stated in her speech “A New Path Forward” stated that test scores should only be part of a comprehensive system for evaluation that includes, observations, self-evaluation, portfolio reviews, appraisal of lesson plans, review’s of student work and other projects. Using snapshot test scores for employment evaluations is flawed and unproductive. Teacher evaluation needs to be a continuous process throughout a teacher’s career.

Our position on the use of value-added data in Houston has always been to begin using value-added data as a tool to improve instruction. Two years ago I was here to ask for time to ensure that a critical mass of teachers and their instructional leaders were well versed in understanding and utilizing the value-added reports to help them improve practice. Instead of allocating adequate resources and providing accountability to guarantee that sufficient understanding levels were in place you chose to take the politically expedient path of layering high-stakes compensation into the equation. The ASPIRE program has yet to quantifiably deliver on the outcomes it was intended to produce. Adding the even higher stakes of teacher termination based on this flawed system will only exacerbate the problem and eventually dig you into a deeper hole.

The real travesty in all of this is that because the board and certain members of the community have bought into these simplistic approaches to improving urban education we have neglected the real problems of poverty and generational inequity within our society. We have misused scare resources waging a war on teachers and principals that could have been used to heal scars created in the past and to right the wrongs created by greed and indifference.

As long as all kids don’t come to school on par with their peers we will never end the achievement gap. It is politically

correct to talk about serving ALL children, but the rubber meets the road when it comes to making those hard decisions of providing the additional inputs necessary to close the gap or to more equitably distribute the available inputs district-wide. Several of you serve on this board to represent kids and communities with the most need yet you buy into the propaganda advocated by the same people that’s only answer to your kids is to….just work harder.

Stop failing your kids and your teachers with this divisive political manuvering and get back to focusing the big-picture needs of our students.

BOARD SAYS TO TEACHERS- WE DON'T WANT TO FIRE YOU, WE WANT TO HELP YOU.

I don't think a policy change to add test scores to the list of 34 possible reasons to be fired is the best way to make me believe your overall goal is to help me as a teacher. What about you?

The levels of hypocrisy rose to new "heights" yesterday at the board meeting as members of the board attempted to disguise this move to fire teachers based on test scores behind offers of professional support to help them. Funny, we've had a contract for two years to work with the District on providing on-going , research-based professional development based on trends identified through the ASPIRE program. The training has been extremely successful according to responses from teachers and principals as the major focus has been on managing anti-social behavior and delivering foundational research on teacher effectiveness. The one part that has been missing is the shared discussion on needs or trends identified by the ASPIRE program. We can't accomplish that part of the contractual mandate without the district stepping up to be part of the conversation.

Yesterday the superintendent vowed to work with "Teacher Organizations" on this very issue. I plan to put that to the test next week by contacting the superintendent to discuss this very issue and ask how we can work to ensure that our teachers better understand the EVAAS data as it relates to their classroom, how we design training that reflects the needs identified through the data, and how we do a better job of asking our teachers what they feel their priority needs are in this area.

Fire the Teacher over Testing is BAD POLICY

Only a monumental dumb ass would advocate for the policy to tie one shot test scores to teacher evaluations and terminations being proposed by HISD at the board meeting today. The supporters of this policy have abandoned research-based practices in favor of political expediency that will damage our ability to attract and retain teachers in some of the hardest to staff schools in the state.

I am betting that our District leaders will vote for taking the quick and easy route over doing the real work to improve schools. It is easiest to blame everything on the teacher or even the principal. We have a very important role in the process, however teachers who have the least amount of power in the process also are the targets of the most extreme examples of "accountability" gone amok. Don't get me wrong, I have no problem with accountability. I want fairness and equity for everyone: our students, parents, and yes-- our teachers. What we will undoubtedly end up with once this is implemented is 110% teaching to the test and an increase in teacher turnover. Schools will be marginally better, at best. The dropout rate will continue to rise because our efforts are being spent on fighting teachers instead of fighting stressers that lead students to drop out.

More later, but if you haven't read the peer-reviewed journal, "Methodological Concerns About the Education Value-Added Assessment System, " then I suggest you take a look at it for explanations why I feel the way I do. It was written by Audrey Amrein-Beardsley, Professor at Arizona State University.