MSM 124- Summer Blues? We’re still talking.


“In making a sermon, think up a good beginning, then think up a good ending and finally bring these two as close together as you possibly can.”
– Frederick Temple

Graduation Day:
It’s graduation day, and everybody’s going to get their diploma but Josh. At the assembly, the entire senior class stands up and shouts “Let Josh graduate, let Josh graduate!”

The principal agrees to give Josh one last chance. “If I have five apples in my right hand and five in my left hand, Josh, how many apples do I have?” he asked.

Josh thought long and hard and then said: “Ten.”

And the entire senior class stood up and shouted, “Give Josh another chance. Give Josh another chance!”

New Principal:
A new school principal was checking over his school the day before the first school class day. Passing the stockroom, he was startled to see the door wide open and teachers bustling in and out, carrying off books and supplies in preparation for the arrival of students the next day.

The school where he had been a principal the previous year had used a check-out system only slightly less elaborate than that at Fort Knox.

Cautiously, he asked the school’s long time custodian, “Do you think it’s wise to keep the stockroom unlocked and to let the teachers take things without requisitions?”

The custodian looked at him gravely and said, “We trust them with the children, don’t we?”

On Our Mind:

From the Twitterverse:


Send us your Advisory ideas!  What worked well for you?  What do you want to try next year?  Send us an email at


Response to  podcast #123 – UDL article

The points that were made in the Lisa’s Lingo Blog  were right on.  One in particular struck me however,  “UDL means providing all students what they need to be successful.”  Later in the post – it went on to say “Once we wrap our heads around the idea that we, as educators, are responsible for helping every child meet with success, then we begin to examine reasons why some children aren’t.”  This makes it a student centered classroom — where students are the focus  instead of a subject.  (What do you teach, content or students?)

In the very core of my personal and professional being my guiding principle is that students would if they could, so why aren’t they and what can be done so that they can.  In the MSM #123 podcast Troy voiced a concern regarding student responsibility for learning in just such a situation.  My question is, who is responsible when a student is unable to access the curriculum?  Far too often, as the Lisa’s Lingo Blog  post states – “We say all children should be successful but maybe we really mean all children who are engaged and work hard should be successful.”  Far too often the teacher centered perspective assigns a reason behind a student action or behavior  and  – places – not responsibility – but blame — on the student for lack of engagement (in its many forms), lack of work submittal, and failing test scores.  It has been my experience, in my 14 years as a secondary special education instructor working mainly with students receiving services for learning disablitites, that those very behaviors generally are not direct affronts to the teacher or content, but rather mal-adaptive coping/survival mechanisms that the student has developed in order to survive in a classroom where his or her needs are not being met — a classroom where learning is not truly accessible by all. When I work with students I help them to be thinkers about their learning (be meta-cognitive), identify what is working and what isn’t, and what they can do to help themselves as well as what others (i.e. the teacher, me as their advocate) can do to support their learning efforts. I advocate with the teacher for supports that meet both the students’ and the teacher’s needs.  The goal is for my students to be active participants in and to take increased responsibility for their learning.

In my thinking, UDL goes right along with differentiated instruction which means increased /improved access to instruction, content, demonstration of mastery (options), the educational environment and to each and every students personal and academic potential.

I agree whole heartedly with the other points raised in the Lisa’s Lingo blog post. Her last point “educators must give up that position of power to allow students the freedom to do what they need to be successful” calls for a shift in educational paradigms – from teacher centered to student centered and from 20th century to 21st century educational ideals – where opportunities are provided for students to develop basic skills through authentic higher order thinking based activities,  where process is just as important as content, where not everyone has to do everything the same way in order to be considered successful, and where every student has access to and can use to the tools that allow him or her to move beyond an education system that continues to prepare students for the past instead of the future.


Thanks Jenny for the letter and the great discussion starter!

Hi Guys,
I know you commented on a couple of iPad articles on this weeks show, but thought I would share another.  It is from Edutopia and is entitled:  “Could the iPad become a valuable tool to improve student learning?”  You can view the article on my facebook page at: k12science.  It has some great comments, as well.
We received a NASA grant on climate change, for 8th – 12th grade teachers and we are going to be developing apps for the iDevices.  It is pretty exciting.  We are going to have a “kickoff” Climate Change Summit and your 8th grade teacher audience might be interested in attending.  It will be at Wayne RESA on August 24.  The two best things:
a.  It is Free!
b.  We are giving away a WIFI iPad.
You can get full info at:

BTW, my favorite Science apps are:
Climate Change News
Science Friday
NFB (National Film Board of Canada)
Early Edition
Star Walk
and of course MLB At Bat 2010 (had to mention that one).

Keep up the great work,

We are a 7/8 middle school and we’ve had a “Moving Up Ceremony” every year for the past 25+ years in this building.  It’s too much like a graduation, we’ve even used the graduation theme music one year, and this year with us losing our teaming model, we will probably rethink our Move-Up!

@Troy – your Honors Ceremony sounds like an interesting alternative.  How is that organized and what sorts of “Honors” are presented?


Tech Tools:


Micro Mobs is a free service that allows anyone to create their own public or private micromessaging network. To get started just name your mob (network) pick a URL then register for an account. You can register for a Micro Mobs account or use your Twitter or Facebook account to login into Micro Mobs. Once you’ve created your Micro Mobs network you can invite others by email, Twitter, or Facebook message. If you choose to make your Micro Mobs network private it can only be accessed by the people you have invited.
Micro Mobs could be a good private platform for hosting a backchannel chat in your classroom. Micro Mobs might also be a good platform for keeping in contact with parents or colleagues.


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NCLB damages US education by narrowing the curriculum

No Child Left Behind (NCLB) continues to harm the formal educational experiences of millions of students and teachers in the United States. In her recent book, “The Death and Life of the Great American School System,” Diane Ravitch explains why. In her chapter titled, “Hijacked!” on page 29, Ravitch writes:

Educational Leadership Archives:
Now available for FREE


Teacher Evaluation
Dr. Sally Vaughn, MDE Chief Academic Officer/Deputy Superintendent

State Overview – What we need to accomplish – Race To The Top Update.
Greetings from Mike Flanagan.
To say that it has created anxiety is an understatement.
Many States have also passed this legislation and they’re also trying to figure out what this means.
We have a bit of reform ahead of us.
We have a strong reform package passed through the Legislature.
Michigan has submitted their application.  3.4 Billion available in this round.
The RTTP application is online and the appendices are in two parts.
We expect them to make decisions on the applications very soon.
Michigan asked for 399 million dollars.
Phase One
Michigan did well in some areas and did not do well in some others.
One area was an outlier on the evaluation and that may be the area Michigan didn’t get selected
Michigan did not have labor support and as a result it hurt the application.
Unions and Boards were asked to sign a MOU without the opportunity to reading the application.
The application couldn’t be finished until they had all the MOUs and no one would sign a MOU without reading the application,
As a result of the extra time, they were able to pull together a group of reviewers.
Many groups have signed on to the RTTP application and have given support.
RTTP assessment proposal is due soon.  MSU has been involved in Round Two.
Phase Two
Not as many groups signing on.
The application is strong, but the competition is also strong.
There are some states who aren’t even applying.
End of August or Early September States will know whether or not they have won RTTP funds.
The stakeholder groups didn’t talk to each other.
There are still some tough issues.
1.  More focused on improving student achievement.
Improve the student achievement gap.
2.  Collective capacity.
Profesional Development.
3.  Theme:  Accelerate Michigan Plan
Going to be used whether Michigan gets the RTTP funds or not.

Four things to remember:
1.  Standards and Assessments
Common K-12 Standards for Language Arts and Math
June 15th Board Meeting, Michigan will present theirs.
It looks like DC wants standards to align with standards across the nation.
Assessment (350 million dollars)
Common Assessments
Michigan is in a consortium with 31 other states that will have common standards.
The Feds will fund up to two consortiums.
Assessments will be so critical to a teacher’s instruction.
Assessments will be used to evaluate growth
Assessments will be used to evaluate teachers and administrators.
Assessments will be tied to standards.
2.  Data Systems.
Quick data return for teachers to evaluate what students have learned and what they haven’t learned.
3.  “The List”  Consistently poor performing schools.
Bottom 5%
No official list until the Federal Grants come out.
School Improvement.
It’s not a straight 5% ranking
Tier One
The schools that get Title 1 funds:  Literal 5%.
Tier Two
School SES.
Tier Three
Low scores
MDE is going to fund Tiers One and Two
Do we have effective teachers in those lowest performing schools?
Not talking highly qualified anymore.
4.  Effective Teachers and Leaders
Focuses on Central Office
Measuring Student Growth
Annual evaluation systems that use student growth as a factor
High minority and high poverty schools have effective teachers.
Providing Professional Development.
It’s not blaming teachers if students don’t learn.
How is the system working?
Do teachers and principals have effective PD targeted to meet individual teacher needs?
-This is a MAMSE selling point!
The idea is to support teachers to teach.
Per State Law, evaluations will be tied to pay, tenure, and employment.
Recommendation:  Don’t tie them to teachers in the first three years, the data won’t be stable enough to make that evaluation.
What happens if that teacher gets involuntarily transferred?
We don’t want to set teachers up for failure.
These are uncharted waters.

Writing assignment:
1.  Write name
2.  Write name using other hand.
This is an example of how difficult it is to do something cognitively different.

Dr. Chris Brandt and Dr. Jane Coggshall, National/Regional Perspective – A Bridge From Research to Practice.
Measuring Teacher Effectiveness

About Learning Point Associates
We partner with educators and policymakers to transform the education system via:
Synthesis and analysis of policy and practice
Techinical Assistance
How Important are school leaders and teachers in supporting students’ academic growth?

How do Current Evaluation policies and praactices support teaching and learning?
Teacher’s impact on student growth (effective vs. ineffective)
One year:  10 percentile points.
Across three years:  50 percentile points.
Principal’s impact on student growth
Account for 25% of total school effects.
Effectively predict student performance through ratings of their teachers.
Actually better than many of the instruments in place now.
State and district policy and guidance
REL Midwest (2008, 2007)
Standards & Criteria
How are they communicated to teachers?
District Policy and Practice
Midwest States’ Policies
Many details were left up to local districts.
Lots of variability among the states.
For tenured teachers only one state required yearly evaluation.
67% districts provided guidance on how to evaluate teachers.
Many districts distunguish between beginning and experienced teachers.
Most evaluations are used for . . .
More than a few teachers fail to do a good job and are going through the motions:  59%
Quite a few:  4%
None:  18%
A few:  18%
Summary of Findings:  Teachers were treated as interchangeable parts.
Widget Effect
All teachers rated “good” or “great” <1%
Excellence indeterminate:  Excellend ratings are the norm making it difficult to identify exceptional teachers.
Rarely used to design Professional Development
Minimal support to novice teachers.
Federal Response:  RTTP
Multiple measures to differentate effectiveness (student growth)
Annual evaluation
Educator involvement in evaluation development
Sharing data on student growth
State/district Responses (Midwest States)
Pay for performance
Portfolio assessment
Individual professional devlopment planning (informed by the evaluation)
Career ladders
Mentoring (encouraging formative evaluation)
Dr. Coggshall’s part of the presentation
Educator Evaluation:  From Federal Policy to Resources for Implementation
Bluepring for Reform:  The Reauthorization of the Elementary and Secondary Education Act
Great Teacher and Leader’s Section
Race To The Top
“Great Teachers and Leaders” section is clearly a “make or break” for states (constitues 128 of 500 points assigned).
School Improvement Grants ($3.5 billion)
Teacher Incentive Fund Grants ($437 million)
33 States have indicated they will use some measure of Student Achievement in Teacher evaluaiton.
Other measures mentioned in Frist Round Race to the Top Applications
Peer reviews
Teacher Reflection statements
Why Evaulate Teachers and Leaders Differently?
Comply with law and ensure continued federal funding.
Advance Teaching and learning by:
Making better personnel decisions (summative).
What are the key fetures of a High-Quality evaluation system?
“Professionally credible, publicly acceptable, legally defensible, adminstratively fesible, and economically affordable”
The goal should be to improve teaching and learning.
What are the key fetures of a high-quality evaluation system?
The system serves the prpose for which it was designed
Valid and reliable
Timely and useful
Meaningflully differentiates between high, middle, and low performers/performances.
The system is based on multiple measures/baried sources of evidence.
Depending on the purpose a high-quality evaluation system also will provide explicit feedback about the quality of current practice, set clear, observable and measureable criteria for higer levels of performance.
(More lost to time)
The sytem has high standards for implementaiton.
Evidence gathering and interpretation procedures are spelled out clearly and fully so they can be implemented uniformly
Assessment conditions and frequency are well specified
High standards are set for evaluatore, selection, training, and montoring.
Evaluator ideally . . .
The system is “smart”; it has a built-in ability to continuously improve over time.
The system ensures systematic assessment and improvement o the evaulatuion system on a regular basis
The sytem needs to be periodically evaluated eo ensure that it is indeed serving the purpose for which it was created.
What are multiple mesures?
Classroom observations
Analysis of Classroom Artifacts
IQA Teacher work samples
Value Added Measures
Tennesee value a. . .
National Board for Professional Teacher Standards
Student work
Getting started makeing critical decisions about Teacher Evaluaiton
Critical decisions guide:  Building teacher reflectiveness systems
Go to their webpage (products)  National Comprehensive Center for Teacher Quality.
New:  80 or so tools used to research . . .
Teacher self report methods
Student surveys
Classroom observations
Washington DC’s Impact Model

The TQ Center website:
TQ Tips & Tools Key Issue on Principal Evaluation (coming soon to
Principal Evaluation.

Example of a Model with Multiple Measures:  IMPACT (Washington DC)
Classroom Observation:  Teaching and Learning Framework
Individual Value-Added Student Achievement Growth
Non-Value-Added Student Achievement Growth
Commitment to School Community
Schoolwide Value-Added SVA
Core Professionalism (CP)
Differentiated Weighting
General Education Teachers in Tested Subjects
General Education Teachers in Non-tested subjects
Special Ed
Another one that left the screen too quickly.
Calcualting a teacher’s overall Rating    (There’s a lot of data crunching going on here.  This is a hassle for administrators.)

Panel Discusion
If we put this in the current system, the principal doesn’t stand a chance. (HA!)
The Joint statement between the MEA, AFT, MAASP and the MEMSPA came about over a four day conference (1 day a week).

What brought us together
Meaningful Evaluations
They’ve degenerated into a personality “What have you done for me lately” thing.
“Doable” Process
Data for Student Improvement
Process applicable:
For educators at every level of the system
For educators in all subjecs and support areas.

Sounds like the principals are ganging up on the teachers . . .
MEA feels shared interest in this process.

Let’s respect what we do right now and then proceed from there.
Recognize the importance of the bargaining table.
Develop a framework for items to discuss at the bargaining table.

Common talking points
Every educator wants to improve.
Tenure law still effect for probationary teachers
Goals should be targed/focused on student growth data
Opportunities to create a system built around collaboration
Framework must be flexible/adaptable to the local systems and collective bargaining.
A test run was made with the Accelerate Michigan plan.
Our 3 C’s
Common Language
Comon Understandings
Data Quality Measures
Indicators of Success
Common Professional Development
Goal Setting
Collaboration and Leadership
School Improvement
MEA is likely to ask for common training for the evaluators.
Framework for Educator Evaluations
Individual Professional Development Goals
Professional Team Development Goals
School Improvement Plan and Student Performance Data
This is the beginning of the Framework
Required by law
Contains student data
“Might as well start somewhere . . .”
Get your student data points from here.
Goals and Performance Statement
The Overarching Statement needs to be the School Improvement Plan and needs to be the professional discussion in the building in every corner of the building.  Better communication by the School Improvement Team.
If you’re not part of the “Team” you’re expendable.
So if you don’t look like you’re enthusiastic about the School Improvement Goal(s) you can plan on being moved/unemployed.
Encore, Core, Board Members, and CO need to put this stuff in every communication.  Union needs to frame all their statements in this context.
Paths to Improvement:
1.  Exceeds Goals
2.  Meets Goals
3.  Progressing Towards Goals (No shame in this catagory.)
4.  Not Progressing Towards Goals  (Here’s where there’s a problem.)
This will be collectively bargained.
Meets, Exceeds Goals meets Tenure Law.
If you’re doing this as a team, there should be no surprise to anybody here.
There isn’t anybody in the system that cannot be held to this criteria.
Shared Capacity and Accountability
Central Office
Building Administrators
Teachers and Professional Staff
Paths to Improvement
Challenge and Opportunities
Data access and use
School Culture
School Law
Professional Development
Evaluation Process.
60% of districts and using “Explore” and “Plan” to evaluate students and inform instructional decsions.
Lets decide what the data will be:
Pre-Post Spelling Test data.
CAPS/COPS test for career planning
What data will we use to hold ourselves accountable?
Existing writing assessment stuff we do semesterly?
“A high school is a group if independent contractors using a joint parking lot.”
This will help dissolve the miscommunications.
Principal at this table asked if they could hire someone to help do that.
Professional Development does not have a good reputation across the state and is seen among teachers as being ineffective.
This is a bargaining issue.
Professional Development is required to be tied into the data.

Question and Answer time:
1.  Under the framework, is there a guideline for when is it you take them to the tenure hearing when they get an unsatisfactory in year one?  How many unsatisfactoriness does a teacher have before you take them to the tenure hearing?
A.  Untenured generally get 3 unsatisfactory or 3 opportunities to change before the tenure hearing.  If you see a problem, start the “untenure” process.

2.  In reviewing the framework the PGP (Professional Growth Plan) keeps the principal from developing the team goals, but it is in the individual goals.  Are they in both or just the one?
A.  The administrator is assumed to be on multiple teams.  Could be negotiated.

Cautionary note:  References to time “common planning time, professional time” and (this pricipal sees RTTP as the “Race to the Bottom”) references to instructional time being blurred.
We need to rethink the way utilize the time.

3.  How do itinerant Staff fall into the evaluation process?
A.  They need to fall under this.  They need to be on teams.  The evaluation system should apply to them also.  Both Core and Encore teachers should have the same evaluation system.  Difficult, but believed to be doable.

Legal Issues

Lisa Swen, J.D.
Michigan Educator Evaluation:  Implications of the New Legal Requirements
How did we get Here?
What do we have?
RSC Sec. 1249 Evaluations
RSC Sec. 1250:  Compensation
SSAA Sec. 94:  Teacher Identifier System
Interplay with Teacher’s Tenure Act
Interim Teaching Certificate
Collective Barganing Implications

Education Reform
“It’s been one of the most important seasons for education reforme in American History.”  – Jon Schmur, CEO  New Leders for New Schools, NYT, June 1, 2010.

How did we get here?
The Widget Effect:  Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness (June, 2009)
“Excellent teachers cannot be recognized or rewarded, chronically low-performing teachers languish, and the wide majority of teachers performing at the moderate levels do not get the differentiated support and development the need to improvement as professionals.”
Recognize and Support
In binary evaluations, 99& of teachers are “satisfactory”
Excellence goes unrecognized.
No special attention for novices.
No recognition for teachers who go beyond the contract or go beyond their individual responsibilities.
Poor performance goes unaddressed
Inadequate PD
This should not be a “gotcha” to catch teachers, but should be a way to “atta boy” the ones who do well.
Evaluation Practices
“The characteristics above the exacerbated and amplified by cursory evaluaiton practices and poor implementation.  Eval . . .
“These polices were created over the past century to protect the rights of teachers, bu thtey have produced an industrial, factory model of education that treats all teachers like interchangeable widgets.”  – Arne Duncan.

Evaluation Drives Improvement
“Improved evaluation will not only benefit students by driving the systematic improvement and growth of their teachers, but teachers themselves . . .
Reversing the widget effect
“Adopt a  comprehensive performance evaluation that fairly, accurately and credibly differentiates based on their effectivemenss in promoting student achievement.”
Rigorous, Transparent, and Fair assessment instruments.
Evaluation Training
“Train administrators and other evaluators in the teacher performance evaluation system and hold them accountable to using it effectively.”
Not just here’s a form and check it off and call it done.  Those days are short lived.
Integrate Evaluations
“Integrate the performance evaluation system with critical human capital polices and functions such as teacher assignment, professional development, compensation, and . . .
“Adopt dismissal policies that provide lower-stakes options for ineffective teachers to exit the district and a system of due process that is fair but efficient.”

Michigan’s Race to the Top (RT3) Education Reform Legislation (PA 201-205 2009)
Section 1249 SEC
“With the involvement of teachers and school administrators, the board . . . SHALL adopt and implement for all teachers and school administrators a rigorous, transparent, and fair performance evaluaiton system that does all of the following . . . ”
Evaluate teacher/adiminstrator’s job performance “at least annually while providing timely and constructive feedback.”
Establish “clear approaches to measuring student growth.”
Provide teachers/administrators with “relevant data on student growth”
Use “multiple rating categories that take into account data on student growth as a significant factor.’
For these purposes, “student growth shall be measured by national, state, or local assessments and other objective criteria.”  (MCL 380.1249)
Effetiveness of teacher’administrators.  “ensuring that they are given ample opportunities for improvement”
The key is “given the opportunity to improve.”
A one year window was deemed sufficient.
Most school attornies aren’t comfortable with a one year window.
This needs to be addressed at the bargaining table, so as not to go beyond the timeframe in the law.
Requisite observations 60 days apart, was it 60 days before the end of the school year?
“Promotion, retention, and development” of teachers/administrators, including providing “relevant coaching, instruction support, or professional development”  MCL 380.1249.
These words aren’t in the tenure act, but the ideas are in the IDP langauage.
Decisionmaking Framework
Use “rigorous standards and streamlined, transparent, and fair procedures” to determine
“Whether to grant tenure or full certification, or both, to teachers and administrators.”
Remove ineffective tenured and untenured teachers and administrators after “ample opportunities to improve”
This language suggests a probationary teacher must be given an ample opportunity to improve.  This language is not in the tenure act.

Implementation Timeline
State effective Jan 4, 2010.
Unlike section 1250 (compensation), section 1249 does not expressly condition duty to adopt and implement a performance evaluation system upon compatibility with, or expiration of, applicable CBA.
Evlautation considerations
Mandatory bargaining subjects include
Reappointment, retention, and promtion criteria.  CMU Faculty v. CMU, 404 Mich 268 (1978)
Compensation method
A district SHALL implement a compensation method for its teachers and administrators that includes “job performance and job accomplishments as a significant factor” to determine compensation and additional compensation.
Collective Bargaining Agreement
If a CBA is in effect, it doesn’t apply until the CBA is done.
Constitutional Considreation
Article VI, Section 6 of Michigan Constitution
Permits “merit system” except for teachers under contract or tenure.
Requires approval by local electorate.
This hasn’t been challenged . . . yet. . .
Undefined terms
Note:  Tenure ACt does not define “satisfactory”
Rules of Statury Interpretation
“Cours must give effect every word, phrase, and clause ina statue, and must avoid an interpretation that would render any part of the state surphisage or migatory.  Further, we give undefined statutory terms their plain and ordinary meanings.  In those situations, we may consult dictionary definitions.”  Kootz v. Ameritech Services, Inc.  466 Mich 304.312 (2002)

State School Aid Act Sec. 94a Teacher Identifier System
In cooperation with MDE, CEPI SHALL implement a tecaher identifier system with ability to match an individual teacher to individual stdents the teacher has taught.
Subject to student privacy laws, the teacher identifieer system SHALL:
Make accessible annual state assessment records of individual students
Correlation of individual student academic achievement data, including growth in academic achievement, to each teacher who has taught the student.
School board members, teachers, and administrators access to the data so they can make informed decisions to improve instruction and student achievement MCL 388.1694a(i)
State Tenure Commission
“This Commission has long held that neither students’ mastery of the subject matter sufficient to enter the next grade nor their test scores on standardized tests are conclusive evidence of the teacher’s competency.”  Gantz v. Detroit STC 96-17 (1997)
Educational Malpractice
“The ultimate responsibility for what is learned, however, remains in the studetn, and many considerations, beyond teacher misfeasance, can factor into whether a student recieves the inteded message. Further, teaching methods vary and what is considered appropriate by some, may considered inappropriate by others.”  Nalepa v. Plymouth-Canton SD 207 Mich App 580 (1994)
The ultimate responsibility of learning is with the student.  According to Michigan Court of Appeals.  INTERESTING
Cases of “You Didn’t Do Your Job” of students suing districts have been thrown out.
Job Evaluation should not be “Gotcha” time.
Tenure Act:  Probationary Teacher Annual Year-End Evaluation
Board “SHALL ensure . . . that the teacher is provided with at least an annual year-end performance evaluaiton each year during the teacher’s probationary period.”  MCL 38.83a(1)
“The annual yea-rend performance evaluation SHALL be based on, but is not limited to, at least 2 classroomobservations held at least 60 dyas apart, unless a shorter interval between the 2 classroom observations.”
Garcia v. Eaton Rapids PS STC 99-13
Teacher’s year-end evaluation based on 11 observations, bu tthere were not 60 days between EACH observation
The 60-day standard “is satisfied l. . . ”
Duration of Classroom Observation
Tenure Act does not specify amount of time for classroom observation
Advisable to spend sufficient time to form fair appraisal of effectiveness of teaching
Secondary:  Full class period
Elementary:  Full Lesson
Follow collective bargaining agreement.
Evaluation “SHALL  . . .
“Failure of a school instruct to compy with a subsection (1) with respect to an individual teacher. . . shall be deemed satisfactury”
Impact on Non-renewal Process
“At least 60 dyas before the close of each school year the controlling board shall provide the probationary teacher with a definite written statement as to whether or not his work has been satisfactory.”  MCL 38.83
Cartoon:  Teacher after 35 years of service
Tenure ACt:  Tenured
“The controlling board of the school district empoying a teacher on continuing tenure SHALL ensure that the teacher is provided with a prerformance evaluation at least once every 3 years…”  MCL 38.93(1)
1249 says that each teacher will be evaluated at least annually.
“… if the teacher has received a less than satisfactory performance evaluation, the school district SHALL provide the teaher with an IDP developed by appropriate administrative personnel in consultation with the teacher.”  MCL 38.93(1)
1993 amendments to the tenure act impose on principals the need to document and address that need.  Must show the deficiences to the teacher and provide a way to improve.
In re Scharrett (STC 98-01)
School district may use IDP for tenured teacher when performance problems are observed that do not warrent a “less than satisfactory” formal evaluation, but whch still necessitate remedial assistance.
A tenured teacher may be put on an IDP without an unsatisfactory evalluation.  The IDP should not be a “gotcha” document.
A teacher does not need to meet all IDP goals  (review this)
“The performance . .
“Failure of a school district to comply”  defaults to satisfactory
“…discharge or demotion of a teacher on contuing tenure may be made only for reasonable and just cause, and only as provided in this act.”  MCL 38.101
The 5 BB standards
1.  Knowledge of subject
2.  Ability to teach
3.  Classroom discipline
4.  Ability to handle the stress.
Interim Teaching Certificate ITC
SPI must establish process for ITC that qualifies persons to teach in public schools and earn MI teaching certificate
Must align with NCLB
No ITC for special education
SPI must devlop rules, astandards, and procedures.
ITC Eligibliity
participate in approved laternative teaching program.
Pass a test
one more . . .
District may employ person with ITC just as a person with an teaching cert with lots of observations.
Will they qualifiy for the Tenure Act, (yes.)
Collective Bargaining AGreements
Evaluation criteria
Limitations on Assessment
Number frequency
Presumption of compentency
Grievance procedure
CBA Provisions


Evaluation of individual growth should be at the building level
Don’t use the first system that comes down the pike  but you’ve got 30 days.

We need to look at Danielson as a model.
You need buy-in from the teachers
It puts a burden on the teacher to promote the goals of a building.

For special ec use the IEP process to determine student progress and teacher evaluation

Tied into prosessional learning communities

Teachers learn more from each other ran they do from other sources

How much time will a letter of understanding buy us?

How will we get our people together to vote on this?  Train on this?

We need to follow Collins’ plan of the “to do” list and the “to stop doing” list

There seems to be a push to shove thisbdown to the teachers in the building.
Bring in CO to take the principal’s job so they can do the evaluation.

Took care of the anxiety by having the teachers do a self evaluation.
Teachers collaborate on a piece and that shows their collaboration talents

IEPDP is online for personal use

Contract language needs to include criteria about attendance and longevity.
Where is the qualitative data or goal in this?

Graduation rate for US high-schoolers falls for second straight year

By Stacy Teicher Khadaroo, Staff writer / June 10, 2010

The national high school graduation rate has slipped in recent years, despite an array of public and private efforts to boost the percentage of students going on to college. But some districts are beating the odds, succeeding with many students who otherwise may have fallen through the cracks.
The numbers can be important even for families with no children in school, Ms. Pinkus notes. If dropouts were reduced by half in America’s 50 largest cities, the graduates’ extra earnings would add up to about $4.1 billion a year, which would increase state and local tax revenue by as much as $536 million, according to a recent analysis by the Alliance for Excellent Education.

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