Category Archives: Teachers

Being a little kid and all, I can be sensitive to what my peers think sometimes. Have you ever stuck your neck out there, the only one in the crowd choosing something different from everyone else? If it’s a flavor of ice cream, that’s no big deal. But if it’s a True or False question, and you are the only one who chooses the wrong answer, that can be a little bit harder to take. If it’s big people making the wrong choice on something that doesn’t help students, then it’s even worse. In case you missed it, the big news around here yesterday was the teachers union’s lawsuit and legislative attack on Senate Bill 191. The bottom line is they don’t like part of the law that gives principals the authority to keep ineffective teachers out of classrooms (known as “mutual consent”). My Education Policy Center friends quickly responded:

When was the last time you asked a kid, “What do you want to be when you grow up?” and got the answer: “A Learning Engineer!” If you’re being honest, you likely would say it’s never happened. But maybe that all will begin to change soon. Rick Hess and Bror Saxberg give life to the concept in a new book that’s excerpted as “Education Rebooted” at Education Next: When it comes to realizing the promise of digital technology, educators need to start approaching classroom challenges as learning engineers. While such a label may sound unfamiliar at first, stick with us for a moment. The fact is that learning engineering is what tech-savvy education leaders—and more than a few who aren’t so tech-savvy—already do every day (whether they know it or not). These educators ask what problems need to be solved for students, turn to research to identify solutions, and devise smarter, better ways to promote terrific teaching and learning. What is education technology’s role in all of this? Learning engineers see this technology as a tool, not a solution. At times I’ve thought about becoming a railroad engineer (I kind of like the tall, striped hats!). A lot better than […]

Have you ever watched a scene in an action movie (in my case, one that’s obviously edited for younger viewers to enjoy) where two cars, or trains, or planes are on a collision course? The characters in the movie may not realize what’s coming, but everyone watching in the theater or at home can sense that they are about to crash into each other. Then 3-2-1… BOOM!!! Bent metal, broken glass, and explosions… cool stuff. I exaggerate just a little to say that’s kind of how I feel today. Minding my own business at Chalkbeat Colorado, I’m directed to a Denver Post story with the headline “Douglas schools seek to opt out of federal, state standardized testing.” This is the super-conservative school board that’s transforming education, right?

Crafting policy often can be much more art than science. Several years back research showed us that educator evaluation systems were not making meaningful distinctions, and that 98 or 99 percent of teachers were rated effective on a two-tier scale. As a result of such findings, the move to update evaluations has been a big agenda item in many states, with Colorado one of the pioneers. You know what I’m talking about… SB 191? Right. A core piece of the legislation required that at least 50 percent of the evaluation must be tied to measures of student academic growth (including multiple measures beyond the state assessment regime). School districts could use their own systems that abide by the standard. But most districts adopted the state’s model plan, which clearly defines the other 50 percent of the evaluation. One of the great strengths of SB 191 was that it focused on upgrading evaluations for school principals, parallel with teachers. Union officials thrive off the fear that building leaders might subjectively and unfairly target instructors. That (real or apparent) threat is greatly diminished if a principal is rated on the same standard.

Some people may wonder why I like talking about report cards on schools and state education policies so much. Well, the answer is simple: Because they’re not MY report cards that MY parents have to sign. It’s hard for me to be objective about that “Unsatisfactory” mark I got in finger painting. Seriously harder than sharing about the latest round of Colorado School Grades or where Colorado districts rank on the new Choice and Competition Index. This time around it’s the second annual Students First State Policy Report Card. A year ago, when I was still 5, I highlighted the good new/bad news that came with the inaugural release. Colorado ranked ninth among all the states plus D.C., but only earned a C grade. Well, there’s two sides to the coin again this year. Colorado’s “GPA” improved enough to push us from number 9 to number 7 on the list. When it comes to student-centered policies that move the ball and bring opportunity and results, we’re still looking up at the likes of:

Well, that’s new. You get used to the name, and to the appearance, of a website you visit almost on a daily basis. Then one day, a Tuesday early in January, it changes. Ed News Colorado as we knew it is no more, but now is part of a four-state online education news service. From now on, I turn to Chalkbeat Colorado as a vital source to find out what’s going on in schools, districts, and of course, at the State Capitol. Oh yes, the Capitol. Tomorrow after all is the beginning of another legislative session, a time for parents and taxpayers to hold their breath and, if need be, get ready to do battle. A good place to start is reading the Legislative Preview 2014 by Ed News Chalkbeat Colorado’s Todd Engdahl.

Unbelievably, another new year is already underway, and I’m left to ponder what kind of hopes it holds out for Colorado kids and families seeking the best educational opportunities and outcomes possible. While I recover from the blissful batch of toys, games, and goodies, it seems like a perfect time to ponder what might emerge out of the chaos in 2014:

The national teachers unions have christened today a “National Day of Action.” So rather than spend too much time sitting here working on the blog, I am going to get busy and play ball outside. Then after awhile when I get cold, it will be time to go inside and take action with my Legos and video games (until my parents make me participate in cleaning up and setting the dinner table, that is). But that doesn’t mean you can’t learn more about the National Day of Action. In (almost) 12 Days of Christmas style, Mike Antonucci breaks down the union-sponsored list of activities. For some reason, it looks different than my own plan to commemorate the second Monday in December.

For Colorado public educators, it’s that time of year again. Current members of many CEA local affiliates who want or need to drop their membership and stop their dues payments have to wait until next school year. For those who want to keep their membership but would rather decide how to spend their (as much as $63 in) Every Member Option automatic political deduction on their own, the clock is ticking to request one or both refunds. Every year my Education Policy Center friends reach out to thousands of Colorado educators with the information. General awareness of the EMO political refund has grown, but every year they still encounter union members who hadn’t known about the scheme.

Sometimes it’s the small ideas that deserve big attention. No single one of these ideas can solve all the problems and shortcomings in education, but reformers and transformers might find pleasing results from one such strategic change. That’s what we find in a newly released Fordham Institute study by Michael Hansen, “Right-sizing the Classroom: Making the Most of Great Teachers.” What’s the result when a school shifts a few students from the weakest teacher’s classroom to the most effective teacher’s classroom? Hansen digs into years of 5th grade and 8th grade data from North Carolina to figure out how well the approach works: