Tag Archives: Teachers

Recently I told you about a new report from the Friedman Foundation that compares satisfaction between public school and private school teachers, offering an argument for how school choice can benefit teachers, too. Well, it gets better, because the Independence Institute was able to get a co-author of the report, Christian D’Andrea, on an iVoices podcast to discuss it in greater depth: Enjoy.

Hooray for Nancy Mitchell, and so glad she is working at Ed News Colorado these days. Her latest investigation probes the value of our current teacher evaluation system at identifying effective teachers, weeding out ineffective teachers, and providing support where necessary. The results? Not very good: Education News Colorado requested teacher evaluation data from the six largest districts, all in the metro area, which serve more than 40 percent of public school students statewide. The analysis found little difference between the results of evaluations given in affluent, high-performing Douglas County and those doled out in urban Denver Public Schools, where large numbers of students perform below average on state exams. Fewer than 2 percent of teachers in either district – or in Adams Five-Star School District or in Jefferson County Public Schools – were told they needed to improve their instructional skills.

A couple months ago I told you about the Kansas teachers local that fought for and won its independence from the state and national union. I’m excited, because the podcast I posted up there was quoted in the latest edition of School Reform News: In a March 30, 2009 interview with the Independence Institute, a free-market think tank based in Golden, Colorado, [Riley County Educators] spokesman Gary [sic] Sigle explained that last year only 14 of the county’s 56 teachers were NEA members, which gave those 14 members exclusive bargaining power. Others wanted a greater say in what was going on locally. Sarah McIntosh, the writer of the story, also interviewed my Education Policy Center friend Ben DeGrow to get his take on the issue:

Following the Boulder teacher “sickout” that roiled the community recently, my Education Policy Center friends Pam Benigno and Ben DeGrow discuss the problem of public employee strikes and the need to reform teacher pay in a brand-new iVoices podcast: Whatever you think about how teachers ought to be paid, trying to make a point through a collective temper tantrum was not the way to go. If I tried that, I’d at least get sent to my room without dessert. Even worse, I might be grounded and not allowed to play with my Legos or Gameboy Advance. Though they haven’t gone down the path Boulder teachers have taken (at least not yet), similar disputes in Jeffco and Greeley look like they may go unresolved into the next school year.

For some reason these last days of the school year have me busy. So I don’t have a lot of time to write — except that I wanted to point out something especially for teachers (who must be even busier than I am, I guess). A great new study released by the Friedman Foundation compares data from the U.S. Department of Education’s Schools & Staffing Survey and traces the attitudes of public school teachers vs. private school teachers on a whole host of issues. Out of the many results highlighted by co-authors Dr. Greg Forster and Christian D’Andrea, I wanted to bring your attention to a short few: Private school teachers are much more likely to say they will continue teaching as long as they are able (62 percent v. 44 percent), while public school teachers are much more likely to say they’ll leave teaching as soon as they are eligible for retirement (33 percent v. 12 percent) and that they would immediately leave teaching if a higher paying job were available (20 percent v. 12 percent)….

I’ve told you before about Westminster School District’s program to move from seat time to standards — re-thinking the whole traditional grade system that has dominated American education for decades — and the Doogie Howser-like potential such a system could offer me. Well, earlier this week, Rebecca Jones at Ed News Colorado chronicled the fact that the moment of truth has arrived for Westminster (aka Adams 50): It’s the last day of the 2008-09 school year in the district. The last day of life as most students and teachers there have always known it. The last day that categories like “third grade” or “sixth grade” – or A or B+ or C- — will exist in most of Westminster. The district is scrapping traditional notions of grade level and doing away with letter grades. Students will instead progress through academic levels 1-10 based on their mastery of subjects, not on the length of time they’ve been in school. This concept, known as standards-based education, has been tried in individual schools and in some small districts in Alaska, but never before in a large, urban district such as Westminster. The bold step is bringing national attention to the district.

Have you ever tried to pound a square peg into a round hole (or vice versa)? How about after that doesn’t work a couple times, you go out and buy 100 of the same square pegs to keep trying what already failed? It makes about as much sense as most systems we have today for training, developing, paying, and retaining teachers. Sure, we’ve seen some progress with performance pay programs — Colorado has produced some leading examples — but the old-fashioned salary schedule still persists. Pay teachers based on seniority and academic credentials. Never mind, as the Denver Post‘s Jeremy Meyer observes from Urban Institute education director Jane Hannaway (with supporting evidence compiled here), that teachers overwhelmingly improve during the first four years of their career and then just stop: “It’s one of our very consistent findings,” said Hannaway, presenter last week at the American Educational Research Association annual meeting in San Diego, citing at least two recent studies of teacher effectiveness. “The reason of course is not clear, but it’s in study after study,” she said. “Teachers do get better (in the beginning). If you look at the same teacher at Year One, they look a lot better at […]

Every child is always a winner … Children just need better self-esteem … We only need to use positive incentives to help children learn more … Let’s reward the good but pretend like the bad doesn’t exist … I’m only 5 years old, and I get that this is marshmallow world nonsense. In fact, it’s the kind of silliness that makes many people question (sometimes fairly, sometimes not) the value of much of what goes on in public education. It gets even worse when the principle is applied not only to students, but also to teachers. At least if the union has its way. Witness the evidence from Chicago, a city with many failing schools: principal evaluations found only 3 out of every 1,000 teachers had unsatisfactory performance. While unions thrive on fears of bogeyman administrators who take out their vindictiveness on good teachers they don’t like, this evidence at least indicates the problem tips in the other direction. In any case, wouldn’t a more objective data system be better?

That didn’t take long. The Rocky Mountain News is no more, but education reporter extraordinaire Nancy Mitchell is back. Hopefully the first of many, she has posted a lengthy piece on the proposed merger of the Denver Public Schools (DPS) and state PERA retirement systems. DPS officials are pushing the discussion forward, saying that the current set-up costs them funding that could be used in the classrooms: “We pay $685 more per pupil per year in pension and retiree costs than any of the other 177 school districts in Colorado,” [superintendent Tom] Boasberg said, “which comes out to $47 million more per year … “Translate that into teachers, that’s 700 or 800 teachers, that’s a reduction in our class size of 15 to 20 percent. Every class that has 30 students would be a class of 25 students.” Unfortunately, this article didn’t delve into the costly problem that University of Colorado at Denver professor Michael Mannino highlighted in his recent Independence Institute report Deferred Retirement Compensation for Career K-12 Employees: Understanding the Need for Reform (PDF). The average retired DPS career employee can expect to earn $627,570 more in benefits than his or her estimated retirement account balance. It’s a […]

Are Colorado teachers underpaid, overpaid, or compensated about right? Many people have different opinions on the matter, but it’s always good to root opinion in fact when possible. In its most recent estimates the National Education Association ranked Colorado 29th in average teacher salary at $48,707, just a hair under the national average of $48,969. But as Terry Stoops explains in his new John Locke Foundation report (PDF), even the NEA admits that these data aren’t very good for apples-to-apples comparisons. So he went a step further and factor in cost of living, pension contributions, and average experience to see which state’s teachers are getting the most compensation value for their work. What did Stoops find?