Future of Teaching

State board approves new teacher license policy

The Tennessee board of education voted Friday to replace a policy that meant teachers could lose their licenses if their scores on evaluations were low. Starting in the 2015-16 school year, Tennessee teachers who garner high scores on their evaluations will earn points toward advancing or renewing their licenses and will be responsible for fewer professional development courses than their lower-scoring peers—but low evaluation scores will not prohibit a teacher from renewing a license.

The change is a partial victory for the Tennessee Education Association, which had contested the previous policy. But the Tennessean reported Friday that the TEA questions the legality of tying licenses to evaluations at all. Up to 35 percent of teachers’ evaluations in Tennessee are based on TVAAS, the Tennessee Value Added Assessment System, a measure of students’ growth on the state’s standardized test—a measure the union publicly rejected last school year and is challenging in court.

Tennessee teachers are responsible for earning 30 state-approved “professional development points” in order to have their licenses advanced from “practitioner,” the initial license, to “professional,” and 60 to have their professional licenses renewed. Teachers have traditionally been able to earn points by taking university courses, becoming National Board certified, or taking approved training courses.

The new policy means that high-scoring teachers can also get points for their evaluations: Those who receive a 5, the highest ranking, will receive 20 professional development points. Those who receive a 4 will receive 15 points, and those who receive a 3 will receive 10 points. Those who earn the lowest scores on their evaluations will receive no points for their evaluations, but can still earn points through the traditional route.

B. Fielding Rolston, the chair of the state board of education, said the new policy means “a teacher can choose the direction they want to go in for renewal or advancement: evaluation scores or professional development.”

Gold standard teachers

Tennessee adds nationally certified teachers but continues to trail in the South

PHOTO: Ruma Kumar/Chalkbeat

Twenty Tennessee educators have earned a national certification that’s considered the profession’s highest mark of achievement, although the state continues to lag in the South in growing that community.

The state Department of Education on Tuesday released the list of new educators designated as National Board Certified Teachers.

Their addition brings Tennessee’s number of NBCT educators to more than 700, with another 63 pursuing certification. By comparison, Kentucky has 3,600, Virginia 3,400, and Georgia 2,600.

“We know that teachers are the biggest factor in the success of our students, and it is an honor to celebrate educators who are helping their students grow, while serving as an example of what it means to be a lifelong learner,” Commissioner Candice McQueen said in a statement.

Nationally, 5,470 teachers earned the designation in 2016-17, raising the total to more than 118,000 through the National Board for Professional Teaching Standards. The certification takes from one to three years to complete and includes a performance-based peer-review process. Successful candidates must demonstrate a proven impact on student learning and achievement.

In Tennessee, at least 36 school districts offer at least one type of incentive for achieving the certification. The most common is a salary bonus.

North Carolina continues to lead the nation in certification, with 616 more teachers gaining the endorsement last month from the Arlington, Va.-based organization.

Earning their certification in Tennessee were:

  • John Bourn, Franklin Special School District
  • Christy Brawner, Shelby County Schools
  • James Campbell, Metro Nashville Public Schools
  • Kimberly Coyle, Sumner County Schools
  • Suzanne Edwards, Williamson County Schools
  • Anastasia Fredericksen, Metro Nashville Public Schools
  • Theresa Fuller, Kingsport City Schools
  • Amber Hartzler, Clarksville-Montgomery County School System
  • Jennifer Helm, Williamson County Schools
  • Deborah Higdon, Franklin Special School District
  • Karen Hummer, Franklin Special School District
  • Heather Meston, Metro Nashville Public Schools
  • Melissa Miller, Franklin Special School District
  • Kelsey Peace, Sumner County Schools
  • Lindsey Pellegrin, Franklin Special School District
  • Andrea Reeder, Williamson County Schools
  • Jordan Sims, Metro Nashville Public Schools
  • Susanna Singleton, Williamson County Schools
  • Melissa Stugart, Metro Nashville Public Schools
  • Drew Wilkerson, Franklin Special School District

To learn more, visit the website of the National Board for Professional Teaching Standards.

Recap

Five takeaways from Chalkbeat’s legislative preview discussion with lawmakers

Colorado lawmakers at Chalkbeat's 2018 legislative preview event. (Photo by Yesenia Robles, Chalkbeat)

Less than a week before legislators head back to the state Capitol, four lawmakers who work on education issues shared their thoughts at a forum Thursday morning as they prepare bills to introduce this session.

The event, hosted by Chalkbeat, featured four panelists: state Sen. Rachel Zenzinger, an Arvada Democrat; state Sen. Kevin Priola, a Henderson Republican; state Rep. Barbara McLachlan, a Durango Democrat; and state Rep. Paul Lundeen, a Monument Republican.

Here are five quick takeaways from the discussion:

On the teacher shortage issue: No minimum wage for teachers
Legislators lauded the state-prepared report on how the teacher shortage is playing out in Colorado, but said there are still many ways for them to take those suggestions to change laws.

The four panelists discussed how pay, principal leadership, and accountability rules affect teachers.

“Is it absolutely imperative that we evaluate excellent teachers every single year, or not?” Zenzinger asked.

All four panelists said there is no appetite for setting a minimum wage for teachers. There may still be other ways to talk about increasing pay, however.

Lundeen said he would like to see increased flexibility at the school level and a reduction in unfunded mandates that steer money away from teacher pay.

In discussing pension reforms, he also noted that reforming the state’s pension system is important to do soon because while current teachers need a raise, money from the districts is increasingly going to teachers who already retired.

On school funding: Agreement that a lot needs to change, but it’s early in the process
Lawmakers discussed various inequities in the system and McLachlan highlighted disparities for rural communities.

Last year, lawmakers created an interim legislative committee to study how the state funds its schools and recommend changes. Two panelists, Zenzinger and Lundeen, are on the committee.

Zenzinger said that the group is looking at many aspects of school funding, but that she wants to go back to the basics.

“To me it’s a little frustrating we just kind of made an assumption that the base amount is adequate,” she said. “How did we come to that base amount in the first place?”

Lundeen said the discussions first have to be around values.

“We are just now approaching the difficult conversations we need to have around our values,” he said. “What do we care about? Is stability more important than innovation or not?”

On the state’s READ Act: It’s still causing problems
Zenzinger said some teachers who have students flagged for reading problems don’t have help from their schools or districts to better teach students to read.

She said — and McLachlan agreed — that the system needs to be evaluated to see what’s working and what’s not.

“I agree there needs to be tweaks,” Priola said. “We can’t throw the baby out with the bathwater.”

On funding kindergarten: One possible solution would be to decrease funding for some high school students
Priola said a bill he’s working on would increase the amount of money districts get for kindergarten students so they may expand full-day kindergarten classrooms. To make the bill more likely to survive, he said, the bill would not require new money because it would also decrease the amount of funding districts get for high school students if they are no longer attending school full-time.

Schools would still qualify for full funding for students not attending full-time if it’s because they are enrolled in college classes through concurrent enrollment programs, he said.

“That’s our hope to keep the bill revenue neutral, but to provide those structural changes to encourage better outcomes, and discourage outcomes that are, in my opinion and others’, not the best use of our resources,” Priola said.

On accountability: “You can’t legislate everything”
An Aurora high school teacher asked lawmakers how students and parents might be held accountable for test scores. She said, as a teacher, she is held accountable for the test scores of students who sleep during tests because they, or their parents, don’t take the tests seriously.

Lawmakers said that’s an issue of culture that needs to change, but can’t be legislated.

“At the end of the day it still comes down to students and parents caring,” Priola said.

Said Zenzinger: “You can’t legislate everything.”

You can watch a Facebook Live recording of the discussion here: