As I have mentioned in prior posts, if you are not aware of the new proposals for New York, I think you should take a look at them if you teach in New York. I am following them at my new site www.hybridhighschool.com along with the Virtual High School proposal.

One of the many proposals includes evaluating teachers based on student improvement data. (See more on this in my prior posts) Below is a preliminary list of factors that might be used by attorneys in representing teachers who are being penalized by performance (or possibly let go) as a result of differentials in student performance data..

I would love you to add to this list. Register and post your comments as well!

Things beyond the teachers control…

Student attendance
My students are less motivated than other teachers
My class sizes are different from other teachers
I have different tools– ie computers, smartboards, etc.
I have a co teacher in an inclusion class who teaches part of the time and may not be as familiar or effective as I might be if I were teaching solo?
The students come to my class with fewer skills as a result of teachers effectiveness in prior grades? I cannot get the improvement that another teacher with students with more underlying skills
Student make up– more behavior issues than other teachers
Family situation and personal issues impacting student performance
Course content– more difficult at one grade level than another
Differential opportunities for professional development
Differences in skills as a result of evolution of teacher training programs
Time of day of class being different and impacting student performance
Different physical space impacting learning
Inclusion versus gen ed class impacting overall interaction within the classroom
Differences in teacher schedules– more or less time for extra help
Differences in total numbers of students being taught– less time per student
Differences in testing ability– is the test really measuring the student knowledge or test taking skill?
Differences in student schedules

And the list goes on…..These are just a few I have come up with while typing this post!

Don’t get me wrong…I am all for improving education, student learning and teacher performance. I just see this approach lining the pockets of the lawyers and causing the rest of us to paper our files.

I guess I can always return to the lawyer lady gig if things get too crazy—perhaps retire early thanks to NYSED? Is there a better solution?

What are your thoughts? Add to the list! Visit the www.hybridhighschool.com site for more updates and info.

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Hopefully you are aware of the Race to the Top grant program which the federal government has developed as a carrot to induce states to modify their laws to reform education. Both states and school districts are being induced to modify legislation and contracts to provide for changes in teacher certification, promotion, pay and termination. I’m not going into details however I have provided a link here to the federal program plan and the goals set forth by NYSED for New York.

Most states have applied for the grant money being offered. They have agreed to take necessary steps to inform their education systems appropriately. Here’s a summary of some of the points and reforms included in the plan.

• New rules for closing nonperforming schools, including terminating principals and 50% of the staff, converting them to charter schools, etc.

• A substantial focus on student improvement as the criteria for teacher certification, promotion, compensation, and termination. Use of merit pay to reward teacher performance.

• More incremental assessments and data being made available at the district and state level. (This data will be the basis for the assessments discussed above.)

See the links above for more of the many aspects of the plan.

I am a bit concerned about this plan.

Remember, I have worked much of my career outside the education field as an attorney in corporate America–I am absolutely aware of the differences between education and other professions. I also agree that reform is needed to improve education. I am not sure, however, that using student improvement as a significant factor, (which may mean more than 50%) can be fairly implemented. I believe it will ultimately come down to administrative discretion which is clearly not the intent of the program.

Here’s why…

Let’s look at this scenario. A teacher has five classes, all of which are either inclusion classes or unmotivated students. This teacher is given every learning disabled or at risk student her district can possibly fit into her schedule because of her ability to work with these types of kids. (This sounds very familiar, right?) The goal for most of these kids to get out of school–They don’t plan to go to college, they don’t care about their grades, and are generally unprepared and unmotivated. They come to school on an empty stomach, have been up all night, have little family support, etc.

Other teachers, however, have classes consisting of entirely general education students who are college bound and motivated. They have family support and much different prior skills and experiences. Although this teacher may use fewer “tools and tricks” with these kids, they are striving as they are intrinsically interested and desire to succeed.

Don’t we see our schools set up like this? How can we compare the results of the first teacher with that of the second? We cannot…So here is how I see it playing out.

The administrators looks at the results of the first teacher and seeing all of the work he/she has put in to the program makes an exception—note to file saying that her results are ok because of these factors. As soon as that happens, and I think it will as it has to because it is the truth—that administrator is going to have a much more difficult time disciplining, adjusting compensation or terminating anyone else who is remotely in the same boat or situation. All of the teachers with at risk kids are off the hook? Let’s look at the teachers with the stronger students—There will be a myriad of arguments as to why a teacher’s results can be distinguished—(Ex..I don’t have a smart board—she does; I have a collaborating teacher who teaches part of the time; My subject is tougher than hers; I am being targeted because of my age or salary, etc…) The list will be as long as the lawyers can make it. We will see a new niche of litigation and negotiation over these issues which will result in real administrative problems.

In essence, I see this system evolving into one of administrative discretion—various interpretations of situations and data which create new problems and costs of money and time for everyone. Teachers and administrators will be papering our files to protect our agendas or jobs, at the expense of time with students.

The only way this can work in my view is to have totally heterogeneous classes. Most schools use some degree of tracking and select students best suited for their teachers. Changing that is not necessarily good for kids!

In the states’ race to the bank, I wonder if they are really thinking about any of this. Unlike business, teachers cannot choose their customers, the product they are selling, the time they have to do so, the price, or the resourses they have to sell it. We are given a more homogeneous than heterogeneous group of students, told the curriculum, told the grade to be achieved, given limited time and resources, and often times asked to motivate students who come from worlds totally uninterested in our product!

I am anxious to see how this can work. What do you think?

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I must admit, however, that I think 2010 is going to be a significant year–maybe even a transformative year for me and many of us for a few reasons.

Personally, I will be the “mother of the groom” for the first time this year.  This is a new role for me, for sure.  I will also turn another milestone age..(I won’t share the actual year)…but it takes me to a new level.    When I made my resolution list this year, I had to take those things into account and up the anti a bit on some of my health goals.

I see the biggest changes happening professionally in 2010.  In a prior blog post I have already mentioned the changes on the horizon in New York with rule changes proposed for seat time, credit recovery and a virtual school. ( Go to www.hybridhighschool.com to follow the news and my posts on that specifically.) Most of the teachers I work with seem to think this is no big deal;  I totally disagree.  I think the face of education will change in the next two to five years.  I believe that many new teachers who have jobs currently, and maybe even tenure, may never be able to retire in this profession as a result.

Oh yes, and of course, it is an election year…

I am not passing judgment here as to whether these changes are good or bad.  These changes will be transformative and occur while many teachers are asleep at the wheel.

I am not worried– I am wide awake and see 2010 as a HUGELY important year

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I recently launched a new Blog—www.hybridhighschool.com!  Did you know that the NYSED and Board of Regents have begun to look at the creation of a virtual high school in New York?

The purpose of the site is to facilitate the discussion of online learning….I hope you will visit the site and pass the link along to others to share the information and engage in this transoformational issue.

Listen to my most recent podcast in MasteryCast Chat which covers some important information on recent developments on this issue!

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Over the last few weeks I have seen a flurry of activity online when researching credit recovery ideas online and off.  The term “credit recovery” is used to mean many things.  Many generalizations are thrown around which can be confusing and sometimes misleading. Here is my attempt to simplify and clarify a few of them…

Statement 1- “Credit Recovery has been around a long time”.

Well, the concept of credit recovery has been around for a long time.  Credit recovery really refers to granting credit without full satisfactory completion of all original course requirements.  This has been done in many ways– from programs in schools, to special projects run by teachers or administrators.  There ve been many blogs on the topic recently, as many have seen abuses and are unhappy with the way it is being used by districts to deal with the pressures to raise scores and reduce dropouts.  As a result, NYSED has approved a new policy to clarify the use of credit recovery, according to the New York Post, October 21,2009.  This policy deals with credit recovery programs online and otherwise.  Credit recovery does not have to be online.

Statement 2- “Online  credit recovery programs such as NovaNet have been used for a long time”.

NovaNet and other similar programs have been used in many states which have laws allowing for online learning for many years.  New York has not had any laws which authorize learning and teaching online at the k12 level.  Online learning can be used by a teacher as a tool as part of a course of instruction.  Downstate schools have used these programs for a few years to save schools at risk of closing.  Although still controversial, many believe teachers in these areas have not raised some issues as the programs are keeping their schools open.

Statement 3- ” There are no rules for credit recovery programs”.

In April NYSED began developing proposals for policy on this issue.  After receiving feedback, they have now developed a policy for credit recovery generally and online credit recovery.

Statement 4- “Programs like NovaNet have been approved by NYSED”.

Book publishers who create these programs often say they are based on NY standards.  As of this writing, according to NYSED officials, no online program has been approved. It is up to each district to determine if the curriculum is consistant with state standards. (Remember it is the responsibility of the district to provide education in alignment with these standards.)  Districts look to teachers and curriculum experts to bless these programs and determine their alignment with state requirements.

Statement 4- “Online learning is here to stay.”

There is no question that online learning is here to stay.  Colleges are offering more and more courses online;companies are using online learning for staff development and training.  Credit recovery is a particular type of online learning.  District policies for credit recovery vary according to the needs and philosophies of the district.  Remember, credit recovery really refers to the fact that it is a program granting credit with fewer requirements.  It can be accomplished by many types of programs– online is just one option being used. The new proposal by NYSED calls for several things.  It clearly indicates that online programs may be used as long as they include tests, essays or other assessments consistent with state standards, instruction, and programs are run under the supervidion of certified teachers in the subject area.  Programs are to address individual student needs as well. NYSED also wants some thought given to who is offered these programs.  A committee is to be established comprised of teachers and administrators to decide who is allowed to gain credit via credit recovery. See the new policy for more details.

What are some of the issues we see in the discussions concerning credit recovery?

• Is it improving our schools and education system?
• Is it fair to students who do not participate in these programs?  What about students who might like another opportunity to raise their grade?  Shouldn’t all students have the opportunity?
• Are the progams delaying the inevitable as students are not getting the skills they need to be successful in later courses?
• Is failure no longer an option?  Should it be?
• How does it impact teacher motivation?  Can this impact the overall program in a school for all students?
• Are the costs of these programs disproportionate as they impact so few students?
• Are programs which are reading based providing differentiation for students with special needs?  Are they consistent with IEP’s?
• Do these programs really provide education consistant with NY Standards?
• What other solutions are available?
• What is going to be your schools policy on credit recovery?  How is it going to be used and when? What will be the components of the courses? Who will run them?
• Who will determine who participates?  Who will determine the members of the committee in NYSED policy?

Lots to think about?  You bet!

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After just two days of this new year, I can already see many opportunities to help kids this year.  Five classes and four different variations of instruction reflect the needs I face.  This cannot be a “cookie cutter” year.  This group will really require me to customize more than ever before! I have many levels of ability and motivation.

I am also rolling out my online learning site…H159 Online as well.  I plan to have online learning activities for every topic and chapter.  I can already see from just one day how the addition of online activities may help me keep the behaviorally challenging students on task and interested in the material. Using individualized video and online assignments will give me more options to deal with the extreme variations between students and classes.

This is going to involve a ton of work. I do become frustrated and exhausted….no doubt about it!  Working 10-12  hour days for what I make is tough to take, at times.  I walked out of school on the first day after 6pm, and saying to my self….”Once again, I am the last car in the parking lot…Why am I doing this?”

The next day, when the kids were engaged and loving the opportunities I had given them through the online space, my question was answered…

So it is another beginning…I will try to stay focused on the opportunities that these challenges bring when I am ready to throw in the towel.

These are the years when we can really make a difference and be a true “profession”.

Wish me luck!  I think I am going to need it.

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I really love making videos and screencasts!  I think they make my class much more interesting and fun.  Learning can be fun, can’t it?  Making videos sure can be if you are into it as I am.

Check out Animoto.  It now allows the use of video clips as well.  I think it is a nifty little tool.  Students enjoy it as well.

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Check it out and be a fan or friend or something! I am embarassed to say how much time it took me to figure it out!

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I am rewarded every time I sign into the site and see new registered users from all over the world who are using my “masterycasts” to help with their studies. Personally, the podcasts have been and continue to be a great resource for my students. The skills I have learned in creating them have enabled me to move on to online learning in a more effective way with screencasts.

Happy Birthday MasteryMaze!

Remember that you can access the podcasts in iTunes for free as well. They are listed as “MasteryCast”. My teacher podcast is called “MasteryCast Chat”.

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