Education Week - August 30, 2017 - 20

LETTERS to
the EDITOR

Strategic Support for
'Unexpected' Schools
To the Editor:
Karin Chenoweth's Commentary on
the systems behind "unexpected" schools'
success ("What 'Unexpected' Schools Do
That Other Schools Don't," July 19, 2017)
is right on target. Fundamental to scaling
up that success is the school system within
which each school operates. Districts can
embrace the opportunity to use resources in
ways that enable, support, and encourage
unexpected schools to thrive. Innovative
districts nationwide make bold moves to
restructure resource decisions around
people, time, and money and implement the
systems Chenoweth described-what many
would call strategic school design.
Take the Charlotte-Mecklenburg schools
in Charlotte, N.C., for example. Almost
10 years ago, this district recognized how
the central office could better support
struggling schools and implemented a
strategic staffing initiative. They put
together teams of top leaders and teachers,
provided training and support to those
teams, and gave them flexibility over their
resources to make necessary changes.
Because of this enhanced district support,
many of the schools made significant
academic gains. Similar efforts are taking
place now in Cleveland and Memphis,
Tenn., where district leaders are working
with schools to implement strategic school
design in conjunction with applying
weighted student-funding systems. When
district leaders make the bold changes
necessary to make strategic school design
a possibility for every school, unexpected
schools become the schools that parents
and students can expect.

exams-which makes it "unreasonably
difficult" to get into teaching-while others
eliminate licensing requirements to fill
classrooms ("The Many Ways We Are
De-Professionalizing Teaching," Teacher
in a Strange Land blog, www.edweek.
org, July 20, 2017). She argues that both
policy strategies are deprofessionalizing
teaching. It is quite the opposite. These are
two different policy levers used as a means
to achieve the same end: attracting more
talented teachers.
Without high cutoff scores for licensing
exams, many teachers enter the classroom
without sufficient content knowledge.
We repeatedly face this issue in my own
district in Connecticut. Our teachers often
express discomfort with the content they are
expected to teach, especially those who must
teach math. How have they managed to
get licensed if they're not comfortable with
elementary math? Additionally, there are
young people with strong content knowledge
who want to teach (including myself), but
feel the teaching salary doesn't justify the
time and money required for certification. I
began teaching math in a public high school
as a consultant when I was 21, and six
years later, I still do not feel that completing
a credential before teaching would have
improved my expertise or practice.
If anything has harmed the
professionalism of teaching, it's the
unionization of the teaching force. The
system values experience over talent, limits
hours and responsibilities, and makes it
difficult to terminate ineffective teachers.
While these policies are intended to protect
teachers from wrongful termination and
overexertion, they have unfortunately
smeared the reputation of the profession
with no signs of recovery. I guarantee that
policymakers are not desperate to rip off
teachers. In fact, they are desperate to
attract talent. Though some try to achieve
this through raising teaching standards,
while others eliminate the hurdles to
entering a classroom, the goal is the same:
getting competent teachers where we need
them most.

Karen Hawley Miles

Lauren Seymour

CEO and President
Education Resource Strategies
Watertown, Mass.

Data & Performance Management Analyst
New Beginnings Family Academy
Bridgeport, Conn.

Unions Are Barrier to
Better Teachers

District HR Teams Need
More Support

To the Editor:
Education Week Teacher blogger Nancy
Flanagan recently wrote about how some
states require a higher score on state
certification tests for teacher-licensing

To the Editor:
Education Week's inside look at a sampling
of some states' teacher-evaluation ratings
("Principals Are Loath to Give Their
Teachers Bad Ratings," July 13, 2017)

WHAT DO YOU THINK?
Write a letter
to the editor!
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20 | EDUCATION WEEK | August 30, 2017 | www.edweek.org/go/commentary

raises questions about the data and some
observations about districts' capacity to
properly evaluate teaching.
Only 24 states are included in the sample.
Nor is there differentiation between tenured
and nontenured teachers. This is incomplete
in creating a national picture. In my
work as a school district human-resource
administrator and examiner, I have read
thousands of teacher-evaluation documents.
Most "developing or needs improvement"
final evaluation ratings are given to
nontenured teachers, who may be released
without fanfare or cost. When tenured
teachers receive a "needs improvement"
rating, it is often followed by grievances
or accusations against the evaluator of
some prohibited practice. There are few
terminations.
Many districts without full-time humanresource administrators assign sensitive
oversight of evaluations to untrained
administrators. This leaves many evaluators
in schools without central-office coaching
and support when evaluation complexities
develop. Evaluation forms and timing
are often tremendously burdensome
on evaluators, who must rush through
classroom visits and forms just to meet
protocols and deadlines. Most evaluators do
not hold teaching credentials aligned with
the credentials of those being evaluated,
creating validity and reliability issues, which
are rarely studied.
This leads us to the essential question
about evaluating teachers: In what way do
evaluation systems help the district meet its
goals and develop its staff? A good example
of a long-term successful evaluation process
is the peer-assisted review in Toledo, Ohio.
That process engages tenured teachers in
evaluating peers and mentoring them for
success or for separation. This is a model
worth replicating for our profession.
Thomas P. Johnson
Senior Consultant
HR Associates
Harwich Port, Mass.

Hire Retired Educators for
Classroom Observations
To the Editor:
In the article "Principals are Loath to
Give Their Teachers Bad Ratings" (July
13, 2017), Marilyn Boerke, a director of
district talent development in Washington
state, is quoted as saying, "If you haven't
repeatedly gone into the classroom and
given suggestions for improvements, it's not
really fair to give a poor evaluation."
It is not only unfair, it is unethical. But
it happens all the time. First, let us be
reminded of the fundamental purpose
of assessment. Assessment is only as
good as the information gathered and
its application to the improvement of
the teacher. Keeping that in mind, it
is extremely important to provide an
assessment plan that includes a variety
of classroom observations as well as
teacher feedback. The reality is that school
administrators do not have time to do that.
And it is extremely expensive to hire more
administrators.
The solution is to hire retired teachers
through a college or university to provide
that service. Not only would they have
more time, they would have the experience
to assess and respond to the needs of the
teachers. The issue must no longer be about
a poor vs. a good evaluation. It is no longer
about power, ego, and control by school
administrators. The issue is about the
quality of education and providing students
the best possible teachers available. When

we focus on the needs of students, the
educational world will turn upside down.
Assessment, in turn, will be on an even
playing field.
Eldon "Cap" Lee
Education Consultant
Burnsville, N.C.

A Bridge Between Students
And the Police
To the Editor:
A blog post from earlier this summer
poses interesting questions about whether
students should be required to learn
appropriate behavior when interacting with
police ("Should Students Be Taught How
to Deal With Police?," Curriculum Matters
blog, www.edweek.org, July 7, 2017).
But it fails to discuss the importance of
considering how this information is taught
or by whom, both of which influence what
is taught.
Strategies for Youth, a national nonprofit
organization dedicated to improving
interactions between police and youths and
reducing disproportionate minority contact,
has addressed this issue in schools and on
the streets for seven years. To do so, we use
an interactive game similar to "Jeopardy"
that teaches young people how to navigate
interactions with their peers and the police,
understand the legal consequences of their
conduct, and be aware of the short- and
long-term consequences of arrest and
court records on their educational and
employment opportunities.
We have seen that information regarding
expected student behaviors, rights, and
responsibilities must be made relevant
to youths' lives. The information has to
be presented by a credible adult who is
engaging and committed to keeping youths
out of the juvenile-justice system. By
making a game of questions about what
could happen based on situations in which
youths typically find themselves, we trigger
their sense of competition and challenge
their assumptions and knowledge. Though
they often begin the session disengaged,
they start to jump up, answer questions,
and turn into leaders.
We also have learned that improved
communication and respect between police
and young people is achieved most quickly
when police also participate. Police officers
can learn school codes of conduct and
juvenile law, as well as how adolescents
are influenced by social media and how
they perceive the legal system. They can
also answer difficult questions about racial
and gender disparities in police treatment.
Real progress becomes possible when
both sides move a little closer toward one
another through empathy and greater
understanding of the difficulties they face.
As usual, education can provide the great
bridge to achieve this outcome.
Lisa H. Thurau
Executive Director
Strategies for Youth
Cambridge, Mass.

COMMENTARY POLICY
Education Week takes no editorial positions,
but publishes opinion essays and letters
from outside contributors in its Commentary
section. For information about submitting
an essay or letter for review, visit

www.edweek.org/go/guidelines.


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Table of Contents for the Digital Edition of Education Week - August 30, 2017

Education Week - August 30, 2017
Delayed Start to School Tough Call for Parents
More Americans Give Top Grades To Schools in Latest PDK Poll
An Unlikely ESSA Provision: Warning on Copyright Piracy
Grad. Rate Rule Creates Quandary for States
State Chiefs’ Pay Squeezed Between Duties, Politics
Report Roundup
News in Brief
For Most Students, Closing Failing Schools Doesn’t Help
Obama-Era School Snack Rules Slow to Change Students’ Habits
The District Where Principals Run Their Schools—and Teach
Teacher Fellows Tread Fine Line At Ed. Dept
Federal Judge Finds ‘Racial Animus’ In Ariz. Ethnic-Studies Ban
How States Will Slice ESSA Block-Grant Pie
Hiring Deals Include More Than Base Pay
Monique Darrisaw-Akil: We Can Fix Credit Recovery
Bernard Gassaway: Public School Officials Are Artificially Inflating Graduation Rates. I’ve Seen It Myself
John Kline: ESSA Co-Author: Enforce the Law
Letters
TopSchoolJobs Recruitment Marketplace
Miriam Kurtzig Freedman: Is the SAT Still Valid?
Education Week - August 30, 2017 - State Chiefs’ Pay Squeezed Between Duties, Politics
Education Week - August 30, 2017 - 2
Education Week - August 30, 2017 - 3
Education Week - August 30, 2017 - News in Brief
Education Week - August 30, 2017 - 5
Education Week - August 30, 2017 - Obama-Era School Snack Rules Slow to Change Students’ Habits
Education Week - August 30, 2017 - The District Where Principals Run Their Schools—and Teach
Education Week - August 30, 2017 - Teacher Fellows Tread Fine Line At Ed. Dept
Education Week - August 30, 2017 - 9
Education Week - August 30, 2017 - 10
Education Week - August 30, 2017 - 11
Education Week - August 30, 2017 - 12
Education Week - August 30, 2017 - 13
Education Week - August 30, 2017 - How States Will Slice ESSA Block-Grant Pie
Education Week - August 30, 2017 - 15
Education Week - August 30, 2017 - 16
Education Week - August 30, 2017 - Hiring Deals Include More Than Base Pay
Education Week - August 30, 2017 - Bernard Gassaway: Public School Officials Are Artificially Inflating Graduation Rates. I’ve Seen It Myself
Education Week - August 30, 2017 - John Kline: ESSA Co-Author: Enforce the Law
Education Week - August 30, 2017 - Letters
Education Week - August 30, 2017 - 21
Education Week - August 30, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - August 30, 2017 - 23
Education Week - August 30, 2017 - Miriam Kurtzig Freedman: Is the SAT Still Valid?
Education Week - August 30, 2017 - CW1
Education Week - August 30, 2017 - CW2
Education Week - August 30, 2017 - CW3
Education Week - August 30, 2017 - CW4
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