Evaluating Evaluations

Survey: Teacher confidence in evaluations lower than two years ago

PHOTO: J. Zubrzycki
A student and teacher at Escuela Tlatelolco work together. "Did the mom FELL something or DROP something?" "She dropped it."

A biennial survey of Colorado teachers finds that while more teachers are satisfied with overall working conditions at their schools than in 2013, fewer are confident in the helpfulness of state teacher evaluation systems and assessment data than in the past.

The Teaching, Empowering, Leading & Learning survey, or TELL, has been administered by the New Teacher Center every two years since 2009. It was commissioned by the state legislature as a way to evaluate the working conditions of teachers.

Overall, 84.8 percent of teachers agreed their school is a good place to work and learn, up from 82.7 percent in 2013. That’s despite a statewide budget crunch and changes to standardized assessments that have drawn complaints from teachers, administrators, and families across the state.

But in the first survey since significant changes to the state’s teacher evaluation system have gone into effect, just 51.7 percent of teachers agreed that teacher evaluations help improve instructional strategies. That’s down from 61.5 percent in 2013. Fewer agreed that teacher evaluations are fair than in the past: 73.7 percent in 2015, compared to 79.8 percent in 2013.

This is the first school year that school districts have been required to implement new evaluation systems for teachers and principals as part of Senate Bill 10-191. The law required annual evaluations for the first time. It also required districts to tie half of teachers’ evaluations to multiple measures of students’ academic growth, though districts had flexibility in how much to weight student growth this year due to changes in the state’s assessment.

The drop in teachers who agree that evaluations are improving instruction and fair doesn’t come as a surprise, said Katy Anthes, the executive director of educator effectiveness at the Colorado Department of Education.

“When you go through a major transformative change in how you do personnel evaluations, it’s not unexpected that we’d see a drop,” Anthes said. “We’re very aware that a lot of learning has to take place.”

Anthes said that data showed that teachers’ trust in their school leadership influenced their views on evaluations: Approximately 84 percent of teachers who ranked their school leader highly said evaluations were fair, more than 10 percentage points more than the state average.

Teachers who are newer also have a more favorable take on evaluations: 60 percent of novice teachers agreed that evaluations positively affect instruction, compared to 48 percent of experienced teachers.

Fewer teachers agreed that data from state assessments is available in time to affect instructional practice. Just 32.1 percent agreed, compared to 44.4 percent in 2013. Due to new standardized tests, teachers will not receive results from this year’s assessments until well into next school year.

Overall, teachers’ opinions on school and teacher leadership in their schools had slightly improved since 2013.

This year, 32,000 Colorado teachers in public and charter schools — 51 percent of all the state’s public schol teachers — completed the survey.

Some districts’ results are not publicly available because too few teachers took the survey. For instance, just 573 of Denver’s 6,729 teachers took the half-hour survey.

In districts where data is available, some interesting local changes are apparent. For instance, in Douglas County, 62.8 percent of teachers felt class sizes are reasonable, compared to 47 percent in 2013. Students in Douglas County had raised concerns about class size in 2012.

getting in

Detroit district moves beyond test scores for admittance to elite high schools like Cass Tech and Renaissance

The Detroit school district is changing its application process for students hoping for a spot at selective high schools like Cass Technical High School.

Detroit’s main school district is changing the way it decides which students gain entry to the city’s elite high schools.

Students applying to Cass Technical High School, Renaissance High School and two other selective high schools will no longer be judged primarily on the results of a single exam.

Instead, an admissions team comprised of teachers and staff from the schools, as well as administrators in the district’s central office, will use a score card that gives students points in various categories.

Students can get up to 40 points for their score on the district’s high school placement exam, up to 30 points for their grades and transcripts, up to 20 points for an essay and up to 10 points for a letter of recommendation. Students already enrolled in the district will also get 10 bonus points that will give them an edge over students applying from charter and suburban schools.

That is a change over past years when  students with the highest test scores largely got automatic admissions to their top-choice schools. Other factors like grades, essays, student interviews, and letters of recommendations were typically only considered during an appeals process for students who didn’t make the first-round cut.

“You can imagine that there was a great deal of subjectivity to that, and if you’re a student who might not be a good test taker, you were at a disadvantage,” said Superintendent Nikolai Vitti, who, as a dyslexic, said he was not a strong test-taker in school.

“I can empathize with that gifted student whose intelligence is not always identified by a standardized test,” he said.

Vitti said he hopes the new process “will have more of a quality control … It’s a consistent process to ensure that we’re being equitable and fair when students are being enrolled in these schools.”

The district’s decision to reduce the role of testing in admission decisions mirrors a trend across the country where college admissions offices are increasingly moving beyond SAT and ACT scores to give more weight to grades and other factors in admissions decisions.

Cities like New York and Boston are reviewing their use of test-based admissions for their elite high schools in the face of an onslaught of criticism that the tests discriminate against students of color and students who come from poor families and reinforce already prevalent segregation in the districts.

“Tests tend to favor kids who come from backgrounds and whose families have the wherewithal to focus on test prep,” said Bob Schaeffer, the public education director at FairTest, an organization critical of schools’ reliance on test scores to make crucial decisions.

In addition to changing the admission criteria for Detroit’s selective high schools, the district is also for the first time requiring all district 8th-graders to take the exam. In the past, only students who applied to the top schools took those tests.

“Not every school emphasized the exam application process, so it would be dependent on an individual parent’s ability to navigate the system,” Vitti said.

Only about half of the district’s 8th graders took the exam last year. Data provided by the district show that several schools had just a handful of students take the test while others had dozens of test-takers. (See the full list of test-takers from district schools here.)

Vitti hopes that requiring 8th graders to take the test and encouraging more of them to write essays and gather letters of recommendation to apply will help prepare them to apply to college four years later.

“We’re creating a culture of college readiness,” he said.

The district is also using the exam to survey students about their career ambitions and plans to make high school programming decisions based on their answers, Vitti said, adding that high schools will also use the exam results to determine which students could benefit from advanced classes and which ones need more help.

Some parents and educators say they welcome efforts to make the application process more equitable.

Hope Gibson, the dean of students at Bethune Elementary-Middle School on the city’s west side, said students were excited when the school encouraged them to apply to the selective schools.

“They feel like we believe in them,” she said.

The changes, however, have put some families on edge as they worry about how the new approach will affect students’ chances at landing a spot in their first-choice school.

Aliya Moore, a parent leader at Paul Robeson Malcolm X Academy, a K-8 school that typically sends roughly half of its graduates to Cass and Renaissance, said parents had trouble getting information about the process and have been frustrated with Vitti and the school officials he brought to Detroit with him from his last job running schools in Jacksonville, Florida.

“I don’t like these new people coming here and criticizing our old ways,” said Moore, who graduated from Cass Tech in 1998 and has a daughter enrolled there now. “The district is now full of changes. Some are good, but some are like, if something is not broken, why are you trying to fix it? We support Dr. Vitti. We have nothing negative to say. But when you come in and you just totally dismantle what was, even if it was working, we don’t understand that.”

Among Moore’s concerns is the district’s use of  a new test this year, which makes it more difficult for the school to help students prepare. Also, this year’s test is being administered online while prior tests were on paper.

Vitti said the district is using a new test this year because last year’s exam wasn’t an option.

“The license expired years ago and the district was illegally using it,” he said.

The new test will be online, he said, though students with disabilities and other students whose parents request it will be allowed to take the test on paper.

The Detroit district now has four examination schools including Cass, Renaissance and Martin Luther King Jr. High School. The district this year converted Southeastern High School into an exam school after Southeastern returned to the district from five years in the Education Achievement Authority, a now-dissolved state-run recovery district.

How I Teach

From bikes to blue hair: how one Denver kindergarten teacher shares his passion with students

Andres Pazo, a kindergarten teacher at Denver's Maxwell Elementary, with his class.

How do teachers captivate their students? Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in this series here.

Andres Pazo, a kindergarten teacher in an ESL Spanish class at Denver’s Maxwell Elementary School, doesn’t do things halfway. Before Denver Broncos home games, he’ll come to school with his face and hair painted orange and navy. For holidays or school book fairs, he wears full themed costumes. A passionate cyclist, he dresses in professional cycling gear to teach bike safety to children.

Pazo, who colleagues say has a smile for everyone he meets, received one of Denver Public Schools’ four Leadership Lamp awards last summer.

He talked with Chalkbeat about the teachers who inspired him to enter the field, why he uses secret codes to get his students’ attention, and how he gets to know students before school starts.

This interview has been condensed and lightly edited.

Why did you become a teacher?
I’m from Caracas, Venezuela, and decided to become a teacher during my last year in my country. For all the universities that I applied to, I put elementary education as my first choice, and I got accepted.

During high school, I had some teachers that impacted my life — I think because they taught with their hearts and reached mine. Hector Zamora was my geography teacher in college. He didn’t care about scores. He just wanted us to know, love, and feel geography. Also, I can add Evelia Mujica, my eighth grade biology teacher. She was super-strict and funny, but in the end, I think she just wanted us to love and really know about biology. These two still inspire me every single day to be a good teacher.

What does your classroom look like?
My classroom is a room where my students feel safe and loved, and where they try hard all year long. It’s also messy, and you can see many masks and hats that I use to engage my students in lessons, and, of course, their projects throughout the year.

Fill in the blank. I couldn’t teach without my _____. Why?
Motivation. It is what keeps me thinking of activities, projects, lessons, and ideas so my students enjoy anything that they need to learn.

What is one of your favorite lessons to teach? How did you come up with the idea?
My favorite lesson to teach is a writing unit at the end of the year, called “All About.” I always bring in things that I love — like my bikes — and write about them. I let students write about any small moment: about something that they love, the food their parents make, a family trip, a family visiting them, a good or sad day … anything they would like to share. They usually bring in their favorite toys.

The students’ writing is amazing because they apply everything they’ve been learning. They try so hard to write everything about their toys. You can hear them sharing their stories with others, and their pictures are incredible. Writing is a good indicator of how much they have grown during the school year.

How do you respond when a student doesn’t understand your lesson?
I sit with him or her after the lesson is taught and work on the skill that needs to be mastered.

How do you get your class’s attention if students are talking or off task?
I use a lot of “secret codes” with my students. For example, when I say “mustache code,” they put a finger across their upper lips. They can be working, reading, or playing, and when I say it, I have 100 percent of students’ attention right away.

How do you get to know your students and build relationships with them? What questions do you ask or what actions do you take?
It starts before the first day of class. I usually write letters to them or do home visits. I take the first two weeks of school to get to know them and what they like to do. I take time to welcome them so they can feel safe and confident in the classroom.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
When I was working at Denver Center for International Studies at Ford, we started a home visiting program. We first thought parents didn’t have time for us or that they didn’t want to take the time. But, once we started making the calls and found that parents wanted us to come, we understood that parents didn’t know about the program. After that, some parents became more involved in their kids’ education and with the school.

What are you reading for enjoyment?
A lot of mountain bike reviews about bicycles, parts, or trails to ride.

What’s the best advice you ever received?
Never change my personality.