icw business leads institute | summer 2009 dan weisberg the new teacher project kate walsh

Understanding the Teacher Union Contract and How Business Can Support the Superintendent in Making Improvements

ICW Business LEADs Institute | Summer 2009Dan Weisberg The New Teacher ProjectKate WalshNational Council on Teacher Quality

2© The New Teacher Project 2009

A significant achievement gap separates white and minority students. By high school, minority students are four years behind white students.

Notes: *Accommodations for students with disabilities and English language learners not permitted; Trends similar for Math.

Source: Original analysis of the Education Trust based on Long-Term Trends NAEP ; National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde, NAEP 2004 Trends in Academic Progress

203194

204

223

230

192

198

191

199

199

192

201

223

227228

170

180

190

200

210

220

230

240

1992* 1994* 1998 2000 2002 2003 2005 2007

African American Latino White

NAEP Grade 4 Reading

0%

20%

40%

60%

80%

100%

150 200 250 300 350

Scale Score

White 13 Year-Olds

African American 17 Year-Olds

Latino 17 Year-Olds

NAEP Reading

Av

era

ge

Sc

ale

Sc

ore At age 17,

African American and Latino students read at the same levels as 13 year-old white students. P

erc

en

t o

f S

tud

en

ts

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Research has shown that effective teachers are the solution.

Dallas students who start 2nd grade at about the same level of math achievement…

57

55

0 20 40 60 80 100

Group 2

Group 1

Average Percentile Rank

Beginning of 2nd Grade

27

77

0 20 40 60 80 100

Group 2

Group 1

Average Percentile Rank

End of 5th Grade

After 3 EFFECTIVE Teachers

After 3 INEFFECTIVE

Teachers

…finish 5th grade math at dramatically different levels depending on the quality of their teachers.

Original analysis by the Education Trust.

Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.

50

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Certification Has a One-Point Impact on Achievement

Source: Gordon, Kane, Staiger, Identifying Effective Teachers Using Performance on the Job, The Hamilton Project, Brookings Institution, April 2006.

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Two Years of Experience Has a Four-Point Impact

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Impact of Effective Teachers is Ten Points

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To realize sustainable improvement, effective teaching must be the guiding concern behind all elements of a district’s human capital system.

Talent PipelineCreate supply of

effective teachers to fill all vacancies.

CORE METRIC

Number and percentage of new teachers who demonstrate

effectiveness above a target threshold

Effectiveness Management

Optimize effectiveness of teacher workforce.

CORE METRICSRetention

rate of top-quartile

teachers:

Retention rate of

bottom-quartile teachers

Average improvement in retained teachers’

effectiveness over time

Recruitment

Selection

Training /Certification

Hiring / Placement

On-Boarding

Evaluation /Prof. Dev.

Compensation

Retention / Dismissal

WorkingConditions

School-Level

Human Cap.Mgmnt.

An effective teacherin every

classroom

Measures of student learning

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New TNTP study, The Widget Effect, shows that teacher performance is used only for punitive purposes (though rarely) in most districts.

District A

District B

District C

District D

District E

District F

District G

District H

District I

District J

District K

District L

Recruitment

Hiring/Placement x

Professional Development

Compensation

x

Granting Tenure x x

Retention

Layoffs

Remediation x x x X x x x x x x x x

Dismissal x x x X x x x x x x x x

When is teacher performance information taken into account?

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Key Issues In Collective Bargaining and State Law

• Collective Bargaining Laws• School Time• Teacher Compensation• Teacher Preparation• STEM Teachers• Pensions• Teacher Evaluation/Tenure/Due Process• Teacher Excessing/Layoff

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Collective Bargaining Laws

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State laws on collective bargaining What’s wrong with this picture?

School time

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Seemingly minor differences add up

-10

-8

-6

-4

-2

0

2

Chica

go

Dade

County

, FL

Browar

d, FL

Hawai

i

Los

Angele

s

Hillsb

orou

gh, F

L

Cobb, G

A

Wak

e Coun

ty, N

C

Breva

rd, F

L

Gwin

nett,

GA

Virgin

ia B

each

Detro

it

Denve

r

Cleve

land

Fairf

ax, V

A

Baltim

ore

Nashv

ille

Dalla

s

North

side

, TX

Phila

delp

hia

Mes

a, A

Z

Houst

on

Jord

an, U

T

New Y

ork

Wee

ks i

n a

Sch

oo

l Y

ear

Teacher Compensation

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Where dollars are going

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Teacher preparation

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States have tremendous authority over who gets to be a teacher

No requirement at all

Before admission to an ed school

By the end of ed school17

10

24

STEM teachers

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State regs block district’s ability to hire

3

16

32

0

5

10

15

20

25

30

35

Test can be used toshow subject matter

knowledge

Test cannot be used;major is required

No alternate route

Pensions

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A penchant for backloading benefits

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Is this smart or what?

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Teacher Evaluation/Tenure/Due Process

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State allows student performance information to be considered in teacher evaluations

State requires student performance information to be considered in teacher evaluations

State requires student performance information be the preponderant criterion in teacher evaluations

Teacher Evaluation – State ImpactOnly a handful of states require student performance information to be considered in teacher evaluations.

Source: National Council on Teacher Quality Teacher Roles, Rules and Rights database located at http://www.nctq.org/tr3/.

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64% 63%

40%

72%78% 75%

46%

58%

Akron Chicago Little Rock Springdale

Teachers Principals

Teacher Evaluation – Teacher/Principal ViewsTeachers and principals agree that poor instruction is pervasive.

Source: TNTP survey of 7,318 teachers across 4 sites conducted February to April 2009

“Are there tenured/non-probationary teachers in your school who deliver poor instruction?”

(Percent responding “Yes”)

0% 0.4% n/a 0%

Percent of All Ratings that Indicated “Unsatisfactory” Performance

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Teacher Evaluation – Dismissal DataDismissal for poor instructional performance virtually

never occurs.

Frequency of Teacher Dismissals for Performance (Non-Probationary Teachers)

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Teacher Excessing/Layoff

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Teacher Excessing and Layoff: Teacher/Principal ViewsThough excessing and layoff are nearly always done based on seniority, teachers and principals support additional factors

being used.

“In [District Name], length of service teaching (seniority) in the district determines who should be laid off during a Reduction in Force (RIF).

Should additional factors be considered?”

Teachers Principals

Yes

74% 98%

*Answer choices: Yes or NoSource: TNTP survey conducted in February 2009 of 1,673 teachers and 61 principals.

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Roles for Business Community in Contract Reform

• Funding Research in Advance of Negotiationso Teacher Impact on Student Achievemento Differential Retention Rateso Alignment of District Investments with Teacher Effectiveness

• Spotlighting Key Issues in Advance of Negotiations

• Lobbying for State Statutory/Regulatory Reform to Promote Contract Reform Goalso Impact on Student Achievement as Preponderant Criterion in

Teacher Evaluation

• Public Accountability During and After Negotiationso Providing Alternative Views to Parentso Strategic Support for School Funding

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The foundation for state reform has already been laid through ARRA.

Essential Areas for Reform-Outlined by Secretary Duncan on April 1, 2009

o Making improvements in teacher effectiveness and ensuring that all schools have highly qualified teachers.

o Making progress toward college and career-ready standards and rigorous assessments that will improve both teaching and learning.

o Improving achievement in low-performing schools, by providing intensive support and effective interventions in schools that need them the most.

o Gathering information to improve student learning, teacher performance and college and career-readiness through enhanced data systems that track progress.

Improving teacher effectiveness and ensuring that all schools have highly qualified teachers

A state would report on the extent to which all students have access to qualified and effective teachers and whether or not teachers are evaluated based on how well their students perform. More specifically, a state would report:

o The number and percent of teachers in the highest-poverty and lowest-poverty schools in the state who are highly qualified

o The number and percent of teachers and principals rated at each performance level in each local educational agency’s (LEA’s) teacher evaluation system

o The number and percent of LEA teacher and principal evaluation systems that require evidence of student achievement outcomes

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Comprehensive Teacher Effectiveness Legislation

Mandate measurement of instructional effectiveness and base critical decisions on effectiveness outcomeso Teacher Identifier: Allow for specific teacher identifiers to allow matching

of students and teachers vis-à-vis state standardized testso Teacher Evaluation:

Establish a multiple rating teacher evaluation system Allow student performance, as measured through test scores and

analysis of student work, to be a component of teacher evaluation. Meaningfully differentiate instructional performance, and hold

districts and administrators accountable for doing soo Granting Non-Probationary Status: base the granting of non-probationary

status on student learning outcomes; specifically, it may be advisable to demand that third year teachers be at least as effective as the average first year teacher if they are to receive non-probationary status in the state

o Layoffs: when positions are reduced, effectiveness in the classroom should carry more weight than district seniority

o Professional Development/Support: require professional development and support systems to align with individual teacher development needs, to increase impact on student learning, with demonstrable results