The Future of Education in Colorado

S. B. 10-191

National Debate Regarding Education Reform

No Child Left Behind Act (2002)

Numerous States Have Recently

Enacted Education Reform

Several States Have Attempted Reforms

But Have Failed

In Colorado the Debate Culminated With The

Passage of S.B. 10-191

Sponsored by Senator Michael Johnston, D-Denver

Signed into Law by Governor Bill Ritter on May 21st, 2010

Impetus Behind Education Reform

Race to the Top

Quality of Teacher in the Classroom

Colorado Student Performance

Changes Implemented by S.B. 10-191

Repealed the State Licensed Personnel Performance Evaluation Council

Redefined Non-Probationary Teacher

Development of a System that Measures Teacher Effectiveness Through a Set of Quality Standards

State Licensed Personnel Performance Evaluation Council was Repealed

Replaced by the Governor’s Council for Educator Effectiveness (Council)

By Executive Order on January 13th, 2010

15 Member Body

Representatives Chosen and Elected From Throughout the Colorado Public School System

Duties of the CouncilPromulgate Rules Concerning a System to Evaluate the Effectiveness of Educators

Establish Guidelines for Establishing Performance Standards for Different Categories of Educators

Determine the Involvement of Parents in a Child’s Education as it Relates to Teacher Effectiveness

Create a Statewide Definition of Principal and Teacher Effectiveness, to be Centered on a Demonstrated Ability to Achieve and Sustain Adequate Student Academic Growth

Measure Effectiveness Through a Set of Quality Standards

Design a Process by Which a Non-Probationary Teacher May Appeal Rating of Ineffectiveness

Timeline March 2011 – Council provides the State Board of Education with recommendations regarding a new teacher-principal evaluation system

September 2011 – State Board promulgates rules using the Council’s recommendations and submits them to the Legislature by January 2012

January 2012 – Council submits its recommendation for a process by which a non-probationary teacher may appeal a second consecutive “ineffective” performance rating

September 2012 (2012-13 school year) – New evaluation system is pilot tested; non-probationary teachers begin to be evaluated annually

September 2013 (2013-14 school year) – New system is fully implemented statewide; teachers are evaluated on quality standards during this school year; demonstrated effectiveness is considered in determining probationary and non-probationary status

September 2014 (2014-15 school year) – New evaluation system is finalized and put into full statewide use

Teacher “Tenure” Redefined

History of Teacher Tenure in Colorado

The Word “Tenure” was Literally Removed from Colorado Law in 1990 with Passage of House Bill 90-1159 The Teacher Employment, Compensation and Dismissal Act of 1990

The System Remained in Tact

In Place of Tenure, Teachers Became Classified as Either Probationary or Non-Probationary

Probationary Teachers Were Defined as a Teacher who has not Completed Three Full Years of Continuous Employment with the Employing School District and who has not Been Reemployed for the Fourth Year

Advantages and Protections Granted by Tenure

Probationary Teachers may be Dismissed for Virtually any Reason

Non-Probationary Teachers cannot be Dismissed without Due-Process

14th Amendment Provides Property Interests in Teacher’s Jobs

Non-Probationary Teachers cannot be Dismissed without Cause

S.B. 10-191: Effects on TenureRedefines Probationary Teacher as a Teacher who has not Completed Three Consecutive Years of Demonstrated Effectiveness or a Non-Probationary Teacher who has had Two Consecutive Years of Demonstrated Ineffectiveness

Does Make Provision for a Teacher to Appeal Ineffective Rating

Does not Challenge 14th Amendment Rights

Burden of Proof and Shared Cost of Review

Why was this Deemed Necessary?

Estimated that 5% of Teachers are Ineffective Yet Only 1% are Dismissed

Can Take up to 3 Years to Dismiss a Teacher

Can Cost up to $100,000 to Dismiss a Teacher

Quality Standards

System that Measures Teacher Effectiveness Through a Set of Quality

Standards

Unknown What the System Will be Until March of 2011

By Law, 50% of Teachers Evaluation Will be Determined by the Academic Growth of the Teacher’s Students

High Probability That System Will Include Value-Added Analysis Through the use of Standardized Tests

The Problems with Standardized Tests

Problems with Standardized Tests and Value-Added Analysis

25% of Value-Added Assessments are Likely to be in Error

National Academy of Sciences Discourages Sole Use

Fear of Teaching to the Test

Recognition of the Weaknesses of Value-Added Analysis by S.B. 10-191

Special Education

Student Mobility

Student Population Composed of 95% of High-Risk Students

Unsure What the Criteria for the Other 50% of a Teacher’s Evaluation Will be Comprised Of

Conclusion and Questions

Alters Teacher Tenure

Links Teacher Effectiveness with Student Performance

Funding

Potential Teachers and Veteran Teachers May Chose to Leave the Profession

Transfer by Mutual Consent