Category Archives: Teachers

Last week I shared with you an update about the Harrison School District’s forward-thinking teacher compensation system. Led by superintendent Mike Miles, the Colorado Springs-area district is one of the few in the state, or even in the nation, to completely discard the old salary schedule and its rigid payment of teachers based on years of experience and graduate course credits. The timing of my update turns out to be really good. This morning I found out that a school district in Michigan, of all places, is pushing forward with a plan to pay its 60 teachers more like attorneys and less like blue-collar factory workers: Suttons Bay Public Schools has achieved a rarity – a teachers union contract that pays teachers for performance and not seniority. While most every other Michigan district has a salary schedule that gives automatic raises to teachers for every year they work, Suttons Bay approved a four-year contract that groups teachers based upon performance, starting in the 2012-2013 school year…. “This is a vast improvement over the factory model compensation system used in nearly every school district throughout the country,” [Mackinac Center for Public Policy education policy director Michael] Van Beek wrote in an […]

At my Education Policy Center friends’ recent series of Colorado school board candidate briefings, one of the local reforms they highlighted was Harrison School District Two’s groundbreaking pay-for-performance system, known as Effectiveness and Results (E & R). Well, who knew during the briefings that a little sensational news would give certain local bloggers a platform to bash performance pay? Let’s help put the overeager presumption to rest. First, Harrison superintendent Mike Miles points out that the Sierra High School student walkout is not the first of its kind in the district, and that its connection to the performance pay changes is tenuous at best. Second, as Ben DeGrow noted earlier this year in his issue paper Pioneering Teacher Compensation Reform, Miles emphasizes the comprehensive approach to performance pay. Effectively overhauling established, inefficient teacher compensation structures is extremely difficult without also taking on other key changes, like Harrison has done:

I’ve got a new, exciting addition to the blogroll to tell you about. Today marks the launch of Choice Media, described in its first official media release as “a non-profit news service devoted to covering all facets of K-12 education quality and reform.” It’s no amateur operation, either. A look at the website will tell you that. Once you realize that the founder is Bob Bowdon, director of the 2010 movie The Cartel, then you sit up and take notice. Choice Media figures to introduce the message of school choice and education reform to some new audiences. Not only will they be featuring short video news pieces that I’ll be tuning in to, and a decent assortment of news aggregation, blog posts and Twitter feeds, a quick tour of the site also reveals some other interesting features:

How about a little “dog bites man” story for education policy geeks? Hey, you can’t drive the point home often enough when you’re making the case for education transformation! A new issue brief for the Manhattan Institute by Marcus Winters (now one of Colorado’s own) highlights the unsurprising but important research he conducted along with Jay Greene and Bruce Dixon: Our study, to be published in the peer-reviewed journal Economics of Education Review, builds on two decades of research from a variety of school systems and confirms a consistent finding: external teacher credentials tell us next to nothing about how well a teacher will perform in the classroom…. As with most previous research, we found no relationship between a teacher’s earning a master’s degree, certification, or years of experience and the teacher’s classroom performance as measured by student test scores….

Colorado teachers have options. That’s why I’m interested by stories like a new one from Fort Wayne, Indiana, where local teachers decided to secede from the state and national teachers union (H/T Education Intelligence Agency Communique): President of the Northwest Allen County Education Association Alan Bodenstein told NewsChannel 15, they’ve been talking about it for about a year. He said it came to a “perfect storm” of a lot of different issues that finally made them vote on it.

Yesterday was Labor Day. Which makes it a coincidence that my Education Policy Center friends decided to publish this report today, titled Nine Key Changes at the Bargaining Table: Of Colorado’s 178 school districts, 41 have a formal bargaining relationship with one or more employee unions. Because Colorado has no defined public-sector labor law, the greatest opportunity to reform restrictive policies and interest group privileges comes at the local school board level. Recent bargaining reforms in other states show the fiscal benefits that may be realized from adopting this approach. The few high-quality academic studies of the question all show that restrictive bargaining policies have a negative impact on student learning.

Time is of the essence today, so one of my Education Policy Center friends will simply take a quick moment and point you to a very insightful blog passage about the dynamics of education reform. Take it away, Dr. Rick Hess: …it strikes me as ludicrous for the unions to sit quietly by and share the blame for timid, tepid leadership, or when unions passively take the blame for weak teachers when teacher preparation programs produce graduates of dubious merit. In doing so, teachers and unions become complicit. The problem, I think, is a variation on Ted Sizer’s famed “Horace’s Compromise.” Teacher unions, superintendent and principal associations, schools of education, and school boards avoid calling each other out on such things, while focusing their energies on presenting a united front demanding more money and deference from taxpayers and policymakers. By the way, this phenomenon is part of what drives “reformers” to distraction. They can’t understand why so many supes and school boards seem to placidly accept onerous collective bargaining requirements, or why quality-conscious teachers don’t do more to call out feckless leadership.

I’m not sure what it is with big people’s fascination with politics, and how discussions about education seem to cross over into the absurd the closer big elections get. Case in point: the Republican governor of Texas announces he is a candidate for President. Less than a week later, the Democratic U.S. Secretary of Education levels a bizarre and scathing critique at the Lone Star State: “Far too few of their high school graduates are actually prepared to go on to college,” Duncan said on Bloomberg Television’s “Political Capital With Al Hunt” airing tonight and tomorrow. “I feel very, very badly for the children there.” “You have seen massive increases in class size,” Duncan said of the Texas public school system during Perry’s terms as governor since December 2000. “You’ve seen cutbacks in funding. It doesn’t serve the children well. It doesn’t serve the state well. It doesn’t serve the state’s economy well. And ultimately it hurts the country.” Eduwonk and Time Magazine education columnist (and Democrat) Andrew Rotherham was as puzzled as anyone by the Secretary’s broadside, and got a chance to follow up directly:

It was to my youthful bemusement that today I ran across several edublog postings about a new “PDK” poll. PDK? At first I wondered that might stand for: Pretty Darn Klever? (or Kute?) Maybe Precociously Delightful Kid? (Guess they weren’t really talking about me, though….) It’s actually the 43rd Phi Delta Kappa poll of American opinion on the public schools. Who has time to actually read it these days? Maybe you do, but instead I’ll just point you to some highlights brought out by more astute commentators:

Many of you know what the big education news around here is. I’m still reeling, and it hurts too much to talk about it. So at least for today, while the emotional wounds are raw, I want to bring your attention to something else you may find of interest. Not long ago I told you about the revealing news of how the teachers union in Connecticut bragged behind closed doors of working to stop parental empowerment. For me at least, it raised questions behind the demise of Colorado’s own “parent trigger” bill earlier this year. No matter what you think of the issue, the “parent trigger” has become a hot topic. And the good people at Public Sector Inc. are hosting an online debate between Ben Boychuk of City Journal and New York City special education teacher Julie Cavanagh about the issue. Personally, I agree with Mr. Boychuk and appreciate the powerful opening to his argument: