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Testing Kids To Rate Teachers? There’s A Better Way

Standardized exams didn’t become the high-intensity debate that it is now until New York State exam achievement was tied to teacher evaluation through the Annual Professional Performance Review (APPR) law. 

 

Unfortunately, no discussion currently underway addresses the genesis of the problem.  

 

The purpose of teacher evaluations is to improve teacher performance. However, a review of APPR reveals that the system was not designed to achieve that purpose. Consider the following:

 

• The same system was imposed upon all teachers across the state without any differentiation. No consideration was given to how a teacher or district was performing.

 

• The tests used to assess teacher performance are similar to using a patient’s blood work to determine the efficacy of a doctor. There are too many variables to establish a direct correlation.

 

• Even in the face of universal agreement that the common core standards have been poorly implemented, there were those who insist that teacher evaluation continue in unmodified fashion simply because it is time to do so.

 

• The implementation of lower scores on the tests used to evaluate teacher performance makes obvious the alternative motives at work.

 

Each special interest group—including private corporations that see financial opportunity in creating and scoring tests—has attempted to explain this disconnect. Perhaps by painting public education as a failure, certain groups or elected officials will find it easier to privatize. The failure to address the obvious flaws lends credibility to this argument. 

No one who has been paying attention to the drama surrounding the teacher evaluation debate over the last few years believes that the system that has been designed will provide meaningful performance reviews.

 

The convoluted system currently in place essentially tests children to assess adults. The traditional 3-8 state exams (as required by federal law) represent scores for approximately 20 percent of the state’s teachers. In order to evaluate the remaining 80 percent of teachers, many districts implemented additional exams. Districts had to submit and obtain approval on Student Learning Objectives that demonstrated how each teacher would be assessed for 20 percent local and 20 percent state exams (areas for which a state exam didn’t exist the district created one). The over-testing of children was inevitable; more importantly it was unnecessary.  

 

A more productive process would gather data over a period of time. To determine whether a teacher retains certification, reviewers should consider live teaching observations, student achievement and teacher certification exams over a five-year period. The current requirement of 175 development hours is loosely constructed and offers little teacher assessment.  

 

The law should group teachers into two categories: 1) classroom teachers whose students take a state exam and 2) all others. Sixty percent of the evaluation for both groups should be based on classroom observation and performance. For test-year teachers, the remaining 40 percent should be 20 percent student achievement and 20 percent content exam, developed by an outside vendor. All inputs should be averaged over five years to determine recertification, and teachers who fail should get a year to address deficiencies. In category two, no student achievement data need be considered. That 20 percent should be replaced with an additional certification exam for the teacher. 

 

This proposal can be tweaked and adjusted but the critical piece is simple: stop testing children to rate adults. This scenario eases parental concerns about high stake testing and allows teachers a five-year window to demonstrate that they are effective. Isn’t this a win-win for everyone involved? 

 

For the full version of this column, visit “Nagler’s Notions” at http://blog.mineola.k12.ny.us/

News

Educating The Underprivileged Girl

As I tried to make my way through the unforgiving monsoon season, rain pouring as far as the eye could see, dodging puddles I rushed inside the school building. The guard yelled in the background for the children to come in quickly before they dragged in even more mud inside. Trying hard not to slip on the wet dirty floor, I pondered to myself what

exactly I was doing here. The words of Mahatma Gandhi resonated inside my head, “The best way to find yourself is to lose yourself in the service of others.”

 

Here I was at a school in Mumbai India, 7800 miles from my home in Mineola, volunteering with “Aseema,” a non-governmental organization whose mission is to empower and educate the under privileged children. Children living on the streets or in slums and in inhuman conditions.

East Williston resident Brian Advocate-Ross addressed the Village of East Williston Board of Trustees earlier this month about an alleged drug problem at 386 Roslyn Rd.  Advocate-Ross lives next to the house, and alleged to the village that there is “abundant drug use going on there—they’ve got people coming and going all day long, parking all over the place, and I have a little museum of drug paraphernalia that they throw over the fence.”

 

Advocate-Ross, who said a school two blocks away from the house, is primarily concerned about the safety of his four young children, and said he has called the police at the Third Precinct numerous times and expressed disappointment.

 

“I’m tired of calling them, they do nothing,” Advocate-Ross said.  “My 6-year-old is finding what they throw over the fence and bringing them to me. I’m not going to tolerate it.”

 

The Third Precinct declined to comment.


Sports

The Mineola Mustangs varsity football team defeated the Roosevelt Roughriders 47-38 on Saturday, Sept. 20.

 

Senior quarterback James Gerstner led the Mustangs (2-0) to victory by rushing 212 yards and securing five touchdowns on 23 carries.  He also completed 11 of 13 passes for 229 yards and one touchdown.

 

“This was a big game—we were ready and pumped up all week,” Gerstner said.  “We came in ranked third but we knew we could beat them.”

Mustangs Shut Out Valley Stream

The Mineola Varsity Football team’s defense dominated Valley Stream South, winning 21-0 on Sept. 13. The Falcons never got further then Mineola’s 30 yard line. The defense was lead by senior linebackers Eric Guardado (8 tackles 6 assist), Ed Hincapie (6 tackles, 5 assist) and safety John Clancy (tackles, 3 assist).

 

Defensive linemen Anthony Sarno, Luigi Athan, Victor Tineo, Matt Lafaye and Chris Brenes controlled the line of scrimmage. Defensive backs Peter McCormack and Chris Lockwood played very well as they combined for eight tackles and only allowed two pass completions. Linebacker Kyle Dunleavy, Ben Carbone, Matt Kosowski and Brian Smith also played very well.


Calendar

Exercise Class - September 24

Silver Sneaker Fitness - September 25

International Night - September 25


Columns

1959: The Year The Music Stopped Playing
Written by Michael A. Miller, mmillercolumn@gmail.com

The Eccentric Heiress Of ‘Empty Mansions’
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Yellow Margarine And A Pitch For The Ages
Written by Michael A. Miller, mmillercolumn@gmail.com