looking for love in all the wrong places€¦ · title: looking for love in all the wrong places...

Looking for Love in all the Wrong

Places: Implications of School Reform

for Music Education Programs in Higher

Education

Timothy D. Brakel, The University of Toledo

William K. Guegold, University of Akron

1

4

Fall 2011Enrollment Projection

200 250 300 350 400 450

Gra

de

Le

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College Career

Readiness Standards

• U.S Department of Labor -- 90% of jobs in 21st century

will require some form of post secondary education.

• If U.S. is competitive globally, must eliminate remedial

courses for first year college freshmen.

7

College Career

Readiness Standards

High School Curriculum

Changed to

College Prep Curriculum

Push for dual enrollment, A.P.

courses, International Baccalaureate

8

College Career

Readiness Standards

College remediation needed

63% Low Income

61% African American

59% Hispanic

33% Non-low Income

27% White

9

College Career

Readiness Standards

Course titles and course content

not the same.

10

College Career

Readiness Standards Initiative led by Council of Chief State School

Officers and National Governors Association

College and Career Readiness (CCR)

standards in reading, writing, speaking,

listening, language and mathematics.

June 2010

College Career

Readiness Implications Extensive use of data for interventions

Interventions with students while they are

taking the course including individualized or

differentiated instruction.

End of course exams.

13

Common Core

Standards

Council of Chief State School Officers

National Governors Association Center

for Best Practices

Common Core Standards The criteria used to develop college- and career-readiness

standards, as well as these K-12 standards are:

• Aligned with college and work expectations;

• Include rigorous content and application of knowledge

through high-order skills;

• Build upon strengths and lessons of current state standards;

• Informed by top-performing countries, so that all students

are prepared to succeed in our global economy and society;

and,

• Evidence and/or research-based.

Common Core Standards Grades K-12

English

Math

Common Core Standards

Adopted by all states except

Alaska

Minnesota

Nebraska

Texas

Virginia

National Coalition for

Core Arts Standards

• Revision of 1994 National Standards for Arts

Education

• Scheduled Release Fall 2012

• Currently creating discipline writing teams

• College Board


Core Arts Standards

• Address 21st-century skills

• Ensure all students are college and career

ready

• Affirm the place of arts education in a

balanced core curriculum


Core Arts Standards

• http://nccas.wikispaces.com/

http://nccas.wikispaces.com/

http://www.k12.wa.us/smarter/default.aspx

http://www.k12.wa.us/smarter/default.aspx

Teacher Performance

Assessment

American Association of Colleges of Teacher Education

(AACTE)

Stanford University

Linda Darling-Hammond

Performance Assessment of California Teachers (PACT)

Teacher Performance Assessment Consortium

23

Teacher Performance Assessment

California Iowa Missouri Tennessee

Colorado Maryland New Jersey Virginia

Delaware Massachusetts New York Washington

Idaho Michigan North

Carolina

West Virginia

Illinois Minnesota Ohio Wisconsin

Western

Governors

Univ.

Wyoming

Teacher Performance

Assessment

Complete four tasks for the TPAC assessment:

1. Planning, Instruction and Assessment

2. Instructing and Engaging Students in Learning

3. Assessing Student Learning

4. Analyzing Teaching

Teacher Performance Assessment

Evidence of Teaching Practice: Artifacts and Commentaries

Submit artifacts and commentaries as evidence of

planned and implemented instruction to deepen

student learning in the performing arts.

Artifacts include lesson plans, copies of

instructional and assessment materials, one or two

video clips of teaching, and student work samples

(video, audio, text or other multimedia may be used

as artifacts that demonstrate student work).

Teacher Performance

Assessment

Criteria are in five levels ranging from

Level 1 - the knowledge and skills of a novice

not ready to teach

to

Level 5 – the advanced practices of a highly

accomplished beginning teacher.

Teacher Performance

Assessment

Potential Implications

Server Storage Capacity

Video Recording Equipment & Software

Tracking of Effective Teacher Colleges

Teacher Evaluation

Ohio

129-HB 153 requires State to adopt a framework for

evaluating teachers by Dec. 31, 2011

Boards of Education, in consultation with teachers, must

adopt a standards-based teacher evaluation policy aligned

to the framework by July 1, 2013.

Districts involved with Race to the Top will also implement

teacher and principal evaluation systems aligned to the

state model.

30

Teacher Evaluation

Ohio

Ohio Teacher Evaluation System

10% Goal Setting

30% Assessment of Teacher Performance

10% Communication and Professional

Development

50% Student Growth Measures

Teacher Evaluation

Ohio

Teachers rated

Accomplished

Proficient

Developing

Ineffective

Teacher Evaluation

Michigan

33

Former Law New Law

LENGTH OF PROBATIONARY PERIODLENGTH OF PROBATIONARY PERIOD

4 years

probationary

period before a

teacher obtains

tenure.

5 years probationary

period before a

teacher obtains

tenure.

Teachers under

contract remain on 4

year track.

Tenured teachers

retain tenure status.

Public Act 101Public Act 101 (HB 4625(HB 4625——Rep. Rogers)Rep. Rogers)

Amendments to the Teachers' Tenure ActAmendments to the Teachers' Tenure Act

Former Law

New Law

DISPLACING A PROBATIONARY TEACHER

Tenured teacher

always displaces

a probationary

teacher who is

certified and

qualified to serve

in that position.

A probationary

teacher rated

effective or highly

effective shall not be

displaced by a

tenured teacher

solely because that

teacher has obtained

tenure.



Former Law

New Law

NONRENEWING A PROBATIONARY TEACHER

Notice of non-

renewal at least 60

days before close

of school year.

Failure to submit a

written statement is

considered as

conclusive

evidence that the

teacher’s work was

satisfactory.

Notice of non-

renewal 15 days

before the end of the

school year or

employed for the

following year.

Written notice of

effective/ineffective

before the end of the

school year.



Former Law

New Law

DISMISSAL OF A PROBATIONARY TEACHER

Prior practice was

end-of-year

dismissal with 60

day notice based

on unsatisfactory

performance.

A probationary

teacher may be

dismissed from his

or her employment

by the controlling

board at any time.



Former Law

New Law

EVALUATING PROBATIONARY TEACHERS

Annual year-end

performance

evaluation based on

at least 2 classroom

observations and

held at least 60 days

apart.

Assessment of the

progress toward

goals of IDP.

Annual year-end

evaluations based on

multiple* classroom

observations.

Evaluation must

include at least an

assessment of

progress toward

goals of IDP.

IDP for all years of

probation.

* Note: Sec 1249 of RSC does not require multiple observations for teachers who

received effective or highly effective rating on 2 most recent evaluations.



Former Law

New Law

COMPLETION OF PROBATIONARY PERIOD

Probationary

teachers rated as

unsatisfactory were

subject to

nonrenewal. Teacher

gained tenure by

satisfactory

completion

probationary period.

Teachers must be

rated as effective or

highly effective on 3

most recent annual

year-end

performance

evaluations and

have been employed

at least 5 full school

years.



COMPLETION OF THE PROBATIONARY PERIOD

“Fast Track” provision

If a teacher has been rated as highly effective on 3

consecutive annual year-end performance evaluations

and has completed at least 4 full school years of

employment in a probationary period, the teacher shall

be considered to have successfully completed the

probationary period.



Former Law

New Law

ANNUAL EVALUATIONS FOR TENURED TEACHERS

Performance

Evaluations at least

once every 3 years

based on at least 2

classroom

observations.

IDP for

unsatisfactory

performance,

assessment of IDP

goals, if applicable.

Annual year-end

performance

evaluations, based

on multiple

classroom

observations.

IDP for minimally

effective or

ineffective rating.



Former Law

New Law

INDIVIDUAL DEVELOPMENT PLANS FOR TENURED

TEACHERS

No statutory time

limit for teacher to

accomplish goals of

IDP.

IDP must identify goals

and specify a time limit

not to exceed 180 days

in which teacher must

meet goals.

Annual year-end

performance evaluation,

where applicable, must

assess progress on IDP.



Former Law

New Law

REDUCTION IN DAYS FOR TENURE HEARINGS

Tenure hearing may

not begin more than

60 days after

service of answer

and must not

conclude more than

90 days after claim

of appeal filed.

Tenure hearing may not

begin more than 45

days after service of

answer and must not

conclude more than 75

days after claim of

appeal filed.



DEFINITION OF DEMOTE

Former Law

New Law

To reduce

compensation for

a school year by

more than an

amount

equivalent to 3

school days.

To suspend without pay

for 15 or more

consecutive days, or to

reduce compensation by

more than amount equal

to 30 days.

Public Act 100Public Act 100 (HB 4626(HB 4626——Rep. Scott)Rep. Scott)


STANDARD FOR DISCIPLINE

Former Law

New Law

Tenured teachers

may be discharged

or demoted for

reasonable and just

cause.

Tenured teachers

may be discharged

or demoted for a

reason that is not

arbitrary or

capricious*.

*Michigan Courts have defined “arbitrary” as “to be arrived at through

an exercise of will or caprice, without consideration or adjustment with

reference to principles, circumstances, or significance,” and “capricious”

as “to be apt to change suddenly or to be freakish or whimsical.”

Public Act 100Public Act 100 (HB 4626(HB 4626——Rep. Scott)Rep. Scott)


PROCEDURES FOR LAYOFF AND RECALL

Former Law New Law

Policy of Last

in, First out;

probationary

before tenured

when making

personnel

decisions for

reduction in

force.

Decisions for

layoff and recall

must be based on

teacher

effectiveness as

measured by

annual year-end

performance

evaluation.

Public Act 102Public Act 102 (HB 4627(HB 4627——Rep. O’Brien)Rep. O’Brien)

Amendments to the Revised School CodeAmendments to the Revised School Code

PROCEDURES FOR LAYOFF AND RECALL

Former Law New Law

A probationary

teacher could

never be

retained over a

tenured

teacher for

layoff or recall

decisions.

District may not have

policies which use

length of service or

tenure status as

primary or

determining factor for

layoff or recall

decisions except

where all other

factors are equal.



Measuring Effectiveness

Effectiveness shall be determined by:

1. Individual performance, measured by student growth;

teachers’ demonstrated skills and management of

classroom; and teachers’ attendance and disciplinary

record;

2. Significant Relevant Accomplishments and

Contributions; and

3. Special Training.



CATEGORY OF RATINGS

Old Law New Law

Teachers were

rated as

satisfactory or

unsatisfactory.

Performance

Evaluation

System must

rate teachers as

highly effective,

effective,

minimally

effective or

ineffective.



TEACHER PERFORMANCE EVALUATION SYSTEM

By September 19, 2011, Districts must implement a performance

evaluation system for teachers and administrators which is

“rigorous, transparent, and fair” and which:

• Evaluates teachers’/administrators’ at least annually;

• Establishes clear approaches to measuring student growth;

• Evaluates teachers’/administrators’ performance using

multiple rating categories using student growth as a

“significant factor;”

• Contains rating categories of highly effective, effective,

minimally effective and ineffective; and

• Uses evaluations to inform personnel decisions.




Beginning with the 2013-2014 School Year: Performance Evaluation

System for Teachers must meet ALL of the following:

• Annual year-end evaluation with rating based on student growth

and assessment data;

• Mid Year Progress Report—For all 1st year probationary teachers

or any teachers rated minimally effective or ineffective;

• Multiple Classroom Observations for all teachers who have not

been rated effective or highly effective on 2 most recent annual year-

end evaluations. (Tenure Act requires ―multiple‖ without exception);

and

• Adoption and Implementation of State Evaluation Tool or Local

Equivalent (State tool to be created by April 30, 2012).




Performance Evaluation System must also provide:

• A teacher rated “ineffective” on 3 consecutive annual year-

end evaluations shall be dismissed from employment. This

does not impact district’s ability to dismiss teacher prior to

receipt of 3 ineffective ratings.

• District may choose to conduct a year-end evaluation

biennially for teacher rated as “highly effective” on 3

consecutive annual year-end evaluations.

* NOTE: Tenure Act requires annual evaluations for all

teachers



ANNUAL YEAR-END PERFORMANCE EVALUATION FOR

TEACHERS

Use of Student Growth

• 2013-2014 school year: At least 25% of annual year-end evaluation

must be based on student growth and assessment data.





* Data must be for at least 3 years, or all data available if less than 3

years.




TEACHERS

Specific Performance Goals

Annual year-end evaluation must include specific

performance goals and recommended training to assist in

improving effectiveness.

Goals and training should be determined by school

administrator or designee conducting the evaluation, in

consultation with the teacher.




TEACHERS

Mid-Year Progress Report

A teacher who is in the first year of the probationary period or

any teacher who received a minimally effective or ineffective

rating in most recent evaluation must have a mid-year

progress report which:

•Is based at least in part on student achievement;

•Is aligned with teacher’s IDP; and

•Includes specific performance goals for the remainder of

the school year.



Parental Notification of Teacher Ineffectiveness

Beginning in 2015-2016, if a pupil is assigned to be taught by

a teacher rated as ineffective on 2 most recent annual year-

end evaluations, the board must notify the parent in writing

by July 15 immediately preceding the beginning of the school

year for which the pupil is assigned and identify the teacher

who has been rated ineffective.



Governor’s Council on Educator Effectiveness

By April 30, 2012: the Governor’s Council will recommend

to the State Board, the Governor and the Legislature:

• A student growth and assessment tool;

• A state evaluation tool for teachers;

• A state evaluation tool for school administrators;

• Recommended parameters for effectiveness rating

categories; and

• Process for evaluating local evaluation tools.



Public Act 103 of 2011 (―PA 103‖) adds seven items to the list of

prohibited subjects of bargaining found in Section 15 of PERA.

1. Placement of Teachers:

Any decision made by a public school employer regarding the

placement of teachers, or the impact of that decision on an

individual or the bargaining unit.

This provision requires that a school board create and implement

objective policies and administrative regulations to govern

placement of teachers, particularly where performance evaluation

ratings may impact these decisions.

Public Act 103Public Act 103 (HB 4627(HB 4627——Rep. Yonker’s)Rep. Yonker’s)

Amendments to the Public Employment Relations ActAmendments to the Public Employment Relations Act

PROHIBITED SUBJECTS OF BARGAINING (cont’d)

2. Layoff and Recall for Teachers.

Decisions about the development, content, standards, procedures,

adoption, and implementation of a public school employer’s

policies regarding personnel decisions when conducting a

reduction in force or any other personnel determination resulting in

the elimination of a position or a recall from a reduction in force

pursuant to MCL 380.1248.




3. Performance Evaluations for Teachers and Administrators


adoption, and implementation of a public school employer’s

performance evaluation system pursuant to Section 1249 of the

RSC, or decisions concerning the content of a performance evaluation of

an employee under that section or the correlating section under the TTA.

*NOTE: Where the CBA allows grievances for violations of board policy,

grievance procedure may allow arbitration by displaced employees. Our

BEA contract does not have this as grievable offense.




4. Discipline and Discharge Under the Tenure Act

For employees subject to the TTA, the policy regarding discharge or

discipline of an employee (based on the arbitrary and capricious standard),

or the impact of such a decision on an individual employee or the

bargaining unit; Standard other than ―arbitrary or capricious‖ may not be

implemented.




5. Classroom Observations for Teachers

The format, timing, or number of classroom observations conducted for

the purpose of performance evaluations, or the impact of those decisions

on an individual employee or bargaining unit.

*NOTES:

•It will be necessary to develop administrative regulations providing for ―multiple‖

observations for teachers.

•While the RSC only requires multiple observations for not rated effective or

highly effective on 2 most recent annual year-end evaluations, the TTA requires

multiple observations for all annual year-end evaluations.




6. Additional Pay for Teachers and Administrators


adoption and implementation or their impact about how an employee

performance evaluation is used to determine performance-based

compensation.

The words “merit pay” do not appear anywhere within this package of four

public acts (2011 PA 100-103).




7. Parental Notification

Decision about the development, format, content, and procedures of the

notification to parents and legal guardians required under Section 1249a

of the Revised School Code.



NAfME Teacher Evaluation Position Statement • 1. Measures of student achievement used in teacher evaluation:

• Must be based on student achievement directly attributable to the individual teacher, in the subject area taught by that teacher.

• Must be based on evaluation instruments that accurately reflect the achievements they purport to measure.

• Must be created to evaluate the curriculum that is taught.

• Must be developed and applied in the context of the number of students taught and the instructional time available.

• Must take into account, if they are based on growth models, the beginning level of achievement from which growth is expected to take place. The evaluation instrument must be capable of capturing all levels of achievement, including the very highest levels of mastery.

• Must work on a multi-year cycle to allow for appropriate professional development and growth, enabling the evaluation to meet its primary goal of helping teachers to improve their service to students.

NAfME Teacher Evaluation Position

Statement

• Successful Music Teacher Evaluation:

• Must include a balanced, comprehensive assessment of the teacher’s contributions to student learning through multiple measures. These measures can and should collect information such as: (1) Indicators of teacher practice, such as planning and preparation (2) Indicators of the teacher’s role in maintaining a productive classroom environment (3) Indicators that instruction is designed to reach specified goals (4) Indicators of teacher contribution to the school or district, as well as to the profession of teaching at large (5) Indicators that students attain 21st century skills through instruction


Statement

• Must include measures of music student achievement along with the above indicators, as only one element of a teacher’s evaluation. For evaluation of music teachers, measurements of student achievement should include evaluation in the three general areas of creating, performing, and responding. The relative weighting of measures in these three areas should be carefully designed to be commensurate with the nature of the class taught and the express educational goals for that class.


Statement

• Must, where the most easily observable

outcomes of student learning in music are

customarily measured in a collective manner

(e.g., adjudicated ratings of large ensemble

performances), limit the use of these data to

valid and reliable measures and should form

only part of a teacher’s evaluation.


Statement

• Must avoid using school-wide measures other

than those directly associated with music

achievement. If the use of school-wide

measures of attendance, dropout and

graduation rates, and/or work habits is

mandated, they should for a minimal part of

the music teacher’s evaluation.


Statement

• Must limit observation-based teacher

evaluations to those conducted by individuals

with adequate training in music as well as in

evaluation.

Improving

Teacher Colleges

• $185 million competition (Sept. 30, 2011)

• Reward colleges whose students perform well

on standardized tests.

Improving Teacher

Colleges

• Funding would also be used in part to finance

scholarships for high performing education

majors in exchange for 3 years of teaching in

high need schools.

• Funding also used to support schools with a

proven record of producing high-quality

minority teachers.

Improving Teacher

Colleges

• In exchange, the U.S. department of

Education, would reduce the reporting

requirements for colleges of education.

Currently that is a 440 question evaluation

form it requires states to complete about

teaching programs.

Improving Teacher

Colleges

• Tighten admissions standards

• Bolster curricula -- especially field experience

• Produce greater numbers of high-quality math

and science teachers.

Improving Teacher

Colleges

• Evaluation will also focus on

• Job placement rates

• Continued tracking of teachers as they are

employed and evaluated. Evaluations will be

linked back to teacher colleges.

21st Century Learning

Skills

• Partnership for 21st Century Skills (P21)

21st Century Learning Skills

Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include:

English, reading or language arts

World languages

Arts

Mathematics

Economics

Science

Geography

History

21st Century Learning Skills

In addition to these subjects, schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:

Global Awareness

Financial, economic, business and entrepreneurial literacy

Civic literacy

Health literacy

Environmental literacy

21st Century Learning Skills 21st Century Skills Leadership States include:

Arizona, Illinois, Iowa, Kansas, Kentucky,

Louisiana, Maine, Massachusetts, Nevada, New

Jersey, North Carolina, Ohio, South Dakota,

Wisconsin and West Virginia.

P-21 Arts Map Example

No Child Left Behind

Reauthorization

Several Things Occurring

• Race To The Top

• Issuance of Waivers

• Some Bills have been introduced.

•Elementary and Secondary Education Act (ESEA)


Waivers

Waivers granted in exchange:

• Rigorous and comprehensive State-developed plans designed to improve educational outcomes for all students

• Closing achievement gaps

• Increasing equity between schools

• Improve the quality of instruction


Waivers

Transitioning to college- and career-ready standards and assessments

Developing systems of differentiated recognition, accountability, and support

Evaluating teacher and principal effectiveness and supporting improvement

Concluding Remarks

Questions or Comments?

looking for love in all the wrong places€¦ · title: looking for love in all the wrong places...

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