Education Week - March 27, 2013 - (Page 29)

EDUCATION WEEK n MARCH 27, 2013 n www.edweek.org 29 COMMENTARY ▲ www.edweek.org/go/commentary Want Effective Teachers? Think About Your Value Proposition By Regis Anne Shields & Karen Hawley Miles W e know that effective teaching is the single most important in-school factor for improving student achievement. It follows that attracting and retaining excellent teachers will improve district performance. How will your district attract these high performers and get them to sign on ... and stay on? By raising teacher salaries? It’s not that simple. Based on our work with large urban school districts and research on teacher and employee motivation, we believe one key lies in formulating and communicating a clear and compelling “value proposition.” A value proposition is the complete set of offerings and experiences provided by the employer to the employee. An effective value proposition reflects the needs of both employer and employee: the employer’s need to attract and retain employees with the right skills and knowledge, and the employees’ need for rewards and working conditions that motivate and engage them to do their best work. While salary and benefits are important to all employees, the value proposition doesn’t stop there. It also encompasses professional growth and career opportunities, work-life-balance structures, professional recognition, and working conditions, including quality of leadership, opportunity for teamwork, student motivation and discipline, and demands and structure of the job. While the private sector has embraced this concept (often calling it “total rewards”), to date it has been a rarity in the public sector, especially in education. Instead, most school systems have instead relied heavily on the intrinsic value of the teaching mission, rarely looking beyond salary and benefits. Even then, they have failed to communicate the totality of what is offered, particularly with respect to benefits such as health, retirement, and fringe. A comprehensive value proposition is well suited to teaching, a profession that values growth, career opportunities, and working conditions that nurture both. Within their limited budgets, school systems must perform a delicate balancing act between professional needs and competitive compensation. A value approach makes this balance transparent, clearly communicating the full investment in teachers’ careers. How can systems break from tradition and define and communicate a compelling value proposition that expands the pool of high-performing applicants? The following is a five-step road map to doing just that. It requires a dramatic change in perspective and deliberate shifts in investments to better meet district needs, while considering teacher priorities. • Flip the Value. The place to begin is at the end, by defining who the “right” candidates are. Most districts have constructed their value propositions the opposite way, focusing on what they will give without clearly defining what they want in return. This has resulted in a compensation and job structure that doesn’t reliably produce the teachers they need. Districts must begin with a clear description of their instructional objectives. Only then can they define the type and quality of teachers they seek to hire, as well as bring about the specific job conditions and supports that nurture professional growth in teachers. • Expand and Assess. School systems must broaden their perspective beyond salary and benefits. We know from surveys that working conditions are critical to teacher job Getting Rid of the GPS Teaching the Common Standards in Math By Alison Crowley W hen I started teaching algebra 12 years ago, I was given a textbook, a day-by-day plan listing the sections in the textbook that I was expected to teach, and a roster of students. I attended various trainings the summer before about state assessments, technology, and special education laws, and boom! I was off and running. One of the things I remember most from those early years was a laminated poster I had that listed all of the state standards for algebra. I was instructed to cross them off as the year progressed so it would be very clear to myself, my students, and any visitors exactly what was happening in my classroom. I have to admit that, as a math person, I loved my standards chart. It gave me a sense of accomplishment at the end of each lesson to cross off that related standard, confident that I was doing exactly what I was supposed to be doing. It gave me a sense of reassurance. If I graded a set of assessments with surprisingly low scores, I would be able to look at my chart and say to myself, “Huh, I wonder why they missed that question about exponents on the test. I mean, I can see right there on my chart that I covered the material. And I remember that I assigned all of the problems in the book. My students really need to spend more time on homework.” Just like that, the responsibility had shifted from me to my students. It wasn’t until much later that I realized that “teaching math” and “covering textbook sections” were not synonymous. Before I started implementing, or had even heard about, the Common Core State Standards, I had already begun shifting my instructional practices to include more hands-on activities and group work, and less book work. Project-based learning began trending in my math-teacher circles, and pursuing national-board certification forced me to rethink my instructional practices. Were my students actually learning the material for mastery, or were they just good at following directions and memorizing steps? Fast forward to the 2011-12 school year, when I heard Ann Shannon, a mathematics educator and consultant then working with the Bill & Melinda Gates Foundation, describe what she refers to as math teachers’ tendency to “gps” students. Think about it: If a teacher is explaining how to solve a system of equations using iStockphoto.com/Akindo satisfaction, and thus retention. Also, a narrow definition of the value proposition makes it difficult to compete with the private sector for highly qualified candidates, making it appear as though districts have less to offer. School systems rarely consider working conditions a core component of their teaching value proposition. Yet evidence suggests that supportive principals, collaborative working conditions, and professional empowerment are particularly important for high-performing teachers. The most recent MetLife Survey of the American Teacher, which reported teacher satisfaction at its lowest level in 25 years, found higher job PAGE 30 > REGIS ANNE SHIELDS works as an independent consultant to schools and districts on improving teaching effectiveness, with a focus on human-capital issues and compensation reform. Previously, she worked as a director at Education Resource Strategies, a nonprofit organization based in Watertown, Mass., that works with urban school systems on organizing talent, time, and money. KAREN HAWLEY MILES is the president and executive director of Education Resource Strategies. the substitution method, she might list on the board a set of steps for students to follow. Step 1: Solve one of the equations for one of the variables; Step 2: Substitute the value or equation found in Step 1 into the other equation. If you peeked inside her classroom on this particular day, you would likely see all the students copying notes, and then probably completing a worksheet with problems similar to the example. From an observer’s perspective, you might think the lesson was going well. “ The good news is that the common-core standards provide an open playing field that encourages teachers to move away from the step-by-step model.” in future math classes? My guess is that the answer to most of these questions is no. What Ann Shannon would say is that in this particular situation, the students have been “gps’ed” from problem to solution. Just as when I drive in a new city using my global positioning system, I can follow the directions and get to where I need to go. But I can’t replicate the journey on my own. I don’t have a real understanding of the layout of the city. If a road were blocked because of a parade, for example, I would be in trouble because I have no real understanding of the city’s geography. So, how can we keep from gps-ing our students, so that they understand the mathematics behind a series of steps? How can teachers help them grasp the why, instead of just the how? The good news is that the common-core standards provide an open playing field that encourages teachers to move away from the step-by-step model. Consider the following high school algebra standard for solving systems of equations: PAGE 31 > But do the students really have a solid understanding of the mathematics they are using? And, more importantly, do they understand why they’re using it? Do they have a graphical understanding of what it means to solve a system of equations? Can they explain their methodology to another student? Can they apply it to real-world situations? Is their knowledge transferable so that they will be able to draw upon it when they are solving more difficult systems of equations ALISON CROWLEY teaches Algebra 2 and Advanced Placement Calculus at Lafayette High School in Lexington, Ky. A national-board-certified teacher with 12 years of experience, she is also a member of the Center for Teaching Quality’s Common Core Lab. For more stories on teachers’ efforts to adapt to the common standards, see Education Week Teacher’s new online package, “Common-Core Instructional Opportunities”: www.edweek.org/go/core_instruction. http://www.edweek.org http://www.edweek.org/go/commentary http://www.iStockphoto.com/Akindo http://www.edweek.org/go/core_instruction

Table of Contents for the Digital Edition of Education Week - March 27, 2013

Education Week - March 27, 2013
N.Y.C. System School-Match Gaps Tracked
INDUSTRY & INNOVATION: Educators Questioning Timing of
Resident Teachers Are Getting More ‘Practice’
DIGITAL DIRECTIONS: Race to Top Districts ‘Personalize’ Plans
Contents
News in Brief
Report Roundup
Study Finds Gaps in ‘College Ready’ Math Offerings
Early-Algebra Push Found to Yield No NAEP Boost
Math Teachers Break Down Standards For At-Risk Students
More Teachers Group Students by Ability
San Diego Superintendent Pick Has Deep Parental Ties
Partnership Combines Science Instruction and English Learning
States’ Score Cards Pinpoint Problems Of School Climate
Experts: Later School Start Helps Sleep-Deprived Teens
Blogs of the Week
Project Aims to Expand Web Access
New NAEP Demands Application of Knowledge
Elementary Students Tackling Windmills
Policy Brief
'Parent Trigger’ Laws Catching Fresh Wave
School Angles Seen in Same-Sex-Marriage Cases
‘Sequester’ Cuts Still in Place Amid Budget Wrangling
Political Storm Rages as Acting N.M. Chief Presses on With Job
Congress Eyes Pre-K
REGIS ANNE SHIELDS & KAREN HAWLEY MILES: Want Effective Teachers? Think About Your Value Proposition
ALISON CROWLEY: Getting Rid of the GPS: Teaching the Common Standards in Math
STEPHEN R. HERR: Celebrating Without Accomplishing
Letters
TopSchoolJobs Recruitment
Marketplace
AMANDA GARDNER: The Many Keys To Radical Classroom Change

Education Week - March 27, 2013

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