Education Week - March 30, 2016 - 16
BLOGS
www.edweek.org/go/blogs
Newly Elected N.Y. Schools Chancellor
Voices Sympathy for Testing Opt-Outs
| STATE EDWATCH | Betty Rosa, New York's new schools
chancellor, lost no time in making waves after the state's board
of regents elected her March 21 to succeed Merryl Tisch, who
stepped down as chancellor that same day.
At a news conference, Rosa put herself on the side of those
seeking to opt their children out of the state's standardized tests, a
long-running topic of controversy in New York.
"I want to be crystal clear," Rosa said, according to Newsday. "If
I was a parent and not on the board of regents, I would opt out at
this time."
Further, Rosa said she believes the state's standardized tests,
which are aligned to the Common Core State Standards, were
designed so that many students would fail, giving policymakers
a chance to point to a crisis in the state's school system.
Students are set to take the state's test, the New York
State Testing Program, throughout April. Last year, 200,000,
or a fifth of the state's students, opted out of the test, the
newspaper said.
Rosa's position on parents opting their children out of the
tests veers sharply from that of Tisch, who led the state
through its adoption of the common core and tying test results
to teacher evaluations-moves that the state's governor no
longer supports. Tisch, whose 20-year tenure on the state
board ends this month, has long dismissed the opt-out
movement as destructive.
Rosa started her career as a bilingual teacher in New York City
before moving up the ranks to serve as a principal and district
administrator. She was appointed to the board in 2008. In recent
years, she's run B.D.J. & J. Associates, a consulting agency that
works with urban districts to turn around failing schools.
-DAAREL BURNETTE II
Six Additional District Superintendents
Named as Chiefs for Change Members
| DISTRICT DOSSIER | Six district superintendents are new
members of Chiefs for Change, the national education
advocacy group that focuses on implementation of the Every
Student Succeeds Act, diversifying education leadership, and
promoting innovative education practices. It includes both local
superintendents and state education chiefs, current and former.
Three of the six announced last week are from Florida:
Robert Avossa of Palm Beach County; Desmond Blackburn of
Brevard County; and Barbara Jenkins of Orange County.
The others are Tom Boasberg, the longtime superintendent in
Denver, who is currently on sabbatical; Antwan Wilson of Oakland
Unified in California; and Chris Cerf, the state superintendent of
the school system in Newark, N.J.
-DENISA SUPERVILLE
U.S. Supreme Court Backs Indian Tribe
In Case Eyed by Local School Districts
| THE SCHOOL LAW BLOG | In a case being watched by school
districts on or near American Indian reservations, the U.S.
Supreme Court has upheld the right of a tribe in Nebraska to
impose a liquor tax on retailers in a part of its reservation that
long ago lost its Native American character.
The concern for the 350-student Pender public schools, and for
similarly situated districts, is that an Indian tribe may assert
greater authority in areas such as employment law and taxes.
The case, Nebraska v. Parker (Case No. 14-1406) concerns
a 50,000-acre territory once considered an active part of the
Omaha Tribe reservation in northeastern Nebraska. The
reservation was divided by a railroad right-of-way in 1880,
and eventually, the western half was settled by non-Indians.
The state of Nebraska exercised jurisdiction over the western
section beginning in 1882, creating municipal governments and
the Pender school district.
In 2006, the Omaha tribal council approved an ordinance
imposing a license requirement and sales tax on liquor on the
reservation, including in the western section.
Several residents of the western section sued the tribe in federal
district court, arguing that the reservation had been "diminished"
under federal Indian law. The district court ruled that the
plaintiffs had to first take their case to the Omaha Tribal Court.
That court ruled that the original boundaries of the reservation
had not been diminished.
In its unanimous decision last week, the Supreme Court ruled
for the Omaha Tribe.
-MARK WALSH
16 | EDUCATION WEEK | March 30, 2016 | www.edweek.org
State Teams See Mixed Progress
On Teacher-Leadership Initiatives
CONTINUED FROM PAGE 14
school [when], for teachers, that is
where so much of our energy goes,"
said Robert Hallock, a member of
the Washington state team and a
high school history teacher in the
Bellevue district.
Washington's team had mulled
a fellowship for teachers that included a semester of release time
to do research, but the idea never
gained much ground after communication fell apart this fall.
Arizona's team, meanwhile, had
to face the realities of a heated
political climate. The state board
of education has been locked in a
power struggle with state schools
Superintendent Diane Douglas, a
Republican. The state was struggling with a high teacher-attrition
rate. And a legislative change to
the education funding formula
meant dozens of districts stood
to lose money during the 2016-17
school year.
Communication Breakdowns
Jonathan Parker teaches in one
such district, Glendale Union High
School, and had served on the
state's Teach to Lead team. He said
that while the summit had been
affirming, he's heard nothing from
the group since the meeting.
Many of the goals of the Arizona
team were absorbed into a preexisting state task force-dubbed
the Educator Retention and Recruitment Task Force-but despite
having 49 members, that group included only four of the nine people
Arizona sent to the Teach to Lead
summit.
The state's department of education has continued to press forward
on several of the goals outlined by
the state's Teach to Lead team,
including working to increase the
number of national-board-certified teachers and crafting better
training for principals. But more
pressing challenges have intruded
on some of that work, including a
campaign to pass Proposition 123,
a May ballot proposal to increase
school funding.
"It's hard to implement visions
when you're fighting day to day,"
Parker said.
Kathy Wiebke, the director of
the Arizona K-12 Center, a statefunded PD group run out of Northern Arizona University, said she's
not sure what has caused Arizona's
team to fall short.
"I think people right now are
dealing with much bigger issues.
Right or wrong, I think attentions
are elsewhere right now."
Some of the other state groups
have made limited progress in advancing the cause of teacher leadership as they see it.
Maine's group had committed to launching a clearinghouse
of teacher-leadership resources,
including ideas for expanding
teacher influence in schools, research, and contacts. Jennifer
Dorman, the 2015 Maine teacher
of the year, said the team has met
monthly in one form or another
since July and still plans to open
the clearinghouse this summer.
Katrina Boone, a high school
English teacher in Shelby County,
Ky., said her state quickly created
eight hybrid roles the month after
the summit. Teachers in those roles
teach in the morning and have release time in the afternoon to work
on specialized projects. The Teach
to Lead group took a hiatus after
returning from Virginia, but has
resumed regularly scheduled meetings since February.
New York's delegation doubled
down on its Teach to Lead goal,
sending representatives to a regional summit in the District of
Columbia to further refine the
career-pathway model it had developed at the state-level meeting.
The team presented the model to
the state's board of regents the
following month and continues to
refine it through discussions with
"
Teacher leadership
has not been studied
in a manner yet that
tells us that we can
definitely walk out
there and say, here
are the results you're
going to get."
TAMI FITZGERALD
National Board For Professional
Teaching Standards
team members. A spokesman for
the state education department
said that work has become a "key
lever" in the state's teacher-equity
plan.
Barney, the New York teacher,
who also helps deliver PD to teachers, said that whether or not the pathway framework spreads, the summit
experiences have provided her with
resources that she's used with her
school's teachers, who are now well
versed in logic models.
"I have projects and plans that I
work on with administration and in
tandem with my colleagues," Barney said.
The Connecticut team used the
feedback it got from the Virginia
meeting to design its own teacherleadership summit, finalize plans for
creating a teacher-leadership professional continuum, and design methods
to get information about what kinds of
teacher-leadership activities were already happening in the state's district.
Christopher Todd, the state education
department's teacher-in-residence,
said via email that the state plans to
launch its continuum (called the CT
Educator Network) this spring, and
has scheduled focus groups that will
conduct case studies around teacherleadership programs.
And in North Carolina, the Teach
to Lead group has been working on
finalizing its continuum of teacher
leadership, matching new educator
roles to previously enacted state
standards for teacher leadership.
Despite the progress these states
have made, however, roadblocks remain. Robert Sox, a professional-development leader in the North Carolina education department, said a
lack of state funding for professional
development makes it harder to
train teachers in ways that support
teacher advancement. Todd cited
similar concerns around Connecticut's state funding.
The teacher-leadership teams
will also face pressure to show how
their efforts are tied to studentlearning gains.
"That's really the unicorn we're hoping for: Direct evidence that teacher
leadership can produce student learning outcomes," Boone said.
Fitzgerald, who works on Teach
to Lead for the national board, said
she hopes states understand that
this relatively new work will require
some patience.
"Teacher leadership has not been
studied in a manner yet that tells us
that we can definitely walk out there
and say, here are the results you're
going to get," she said.
Looking for Affirmation
The national board kicked its
third annual Teaching & Learning
Conference in Washington on March
11, two years after then-Secretary of
Education Arne Duncan announced
the birth of Teach to Lead.
In a narrow basement conference
room, about two dozen educators
gathered to hear Fitzgerald and
other educators discuss success
stories from past Teach to Lead regional summits.
Asked to reflect on the mixed progress of the state-level work, Fitzgerald said in an interview that Teach
to Lead had been less diligent about
pressing that work than they had
district-level ideas.
"We're in a spot where we're trying to figure out, how do we take the
work we've done but help it to grow
larger? Because we just aren't big
enough to touch and influence all of
it," she said. "It's never going to get
big enough if we have to control and
touch every piece."
But whether or not states embrace
teacher-leadership plans, individual
teachers are still interested in the
concept. Gretchen Sumbrum, a middle school science teacher in Prince
George's County, Md., came out of the
panel discussion feeling affirmed.
"I like the idea of bringing more
teachers together and not being afraid
that you can say something," she said.
"And that if you need help, knowing
who's there to support you, I think
that's a great thing."
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Education Week - March 30, 2016
Table of Contents for the Digital Edition of Education Week - March 30, 2016
Education Week - March 30, 2016
State Boards Feel New Need To Flex Muscles
Distress Call Issued On K-12 Facilities
Can ‘Micro-Credentialing’ Salvage Teacher PD?
Sanders Gets Educators’ Attention Despite Limited Specifics on K-12
Table of Contents
DAVID GAMBERG: What Makes a School?
News in Brief
Report Roundup
Common Core: Is Its Achievement Impact Starting To Dissipate?
ACT’s New 10th Grade Test Provides Competition for PSAT
N.C. Law Restricts Transgender Student Restroom Access
DIGITAL DIRECTIONS: Group Probes Ed-Tech Pricing, Buying
Home Schooling Gains Popularity With Military Families
Blogs of the Week
‘Teach to Lead’ Projects Face Uphill Climb at State Level
Hearing Weighs Student-Data Privacy Concerns
High Court Weighing Birth-Control Mandate
ESSA Rule Negotiators Grapple With Issues of Flexibility, Equity
ROBERT EVANS: Principals, Get Your Irish On
PATRICK O’CONNOR: Why Good Teachers Don’t Have to ‘Like’ Teaching
JONATHAN ECKERT: Finding Joy in Teaching
Letters
TopSchoolJobs Recruitment Marketplace
Education Week - March 30, 2016 - Sanders Gets Educators’ Attention Despite Limited Specifics on K-12
Education Week - March 30, 2016 - 2
Education Week - March 30, 2016 - DAVID GAMBERG: What Makes a School?
Education Week - March 30, 2016 - News in Brief
Education Week - March 30, 2016 - Report Roundup
Education Week - March 30, 2016 - ACT’s New 10th Grade Test Provides Competition for PSAT
Education Week - March 30, 2016 - 7
Education Week - March 30, 2016 - DIGITAL DIRECTIONS: Group Probes Ed-Tech Pricing, Buying
Education Week - March 30, 2016 - Home Schooling Gains Popularity With Military Families
Education Week - March 30, 2016 - Blogs of the Week
Education Week - March 30, 2016 - 11
Education Week - March 30, 2016 - 12
Education Week - March 30, 2016 - 13
Education Week - March 30, 2016 - Hearing Weighs Student-Data Privacy Concerns
Education Week - March 30, 2016 - ESSA Rule Negotiators Grapple With Issues of Flexibility, Equity
Education Week - March 30, 2016 - 16
Education Week - March 30, 2016 - 17
Education Week - March 30, 2016 - 18
Education Week - March 30, 2016 - 19
Education Week - March 30, 2016 - PATRICK O’CONNOR: Why Good Teachers Don’t Have to ‘Like’ Teaching
Education Week - March 30, 2016 - JONATHAN ECKERT: Finding Joy in Teaching
Education Week - March 30, 2016 - Letters
Education Week - March 30, 2016 - 23
Education Week - March 30, 2016 - 24
Education Week - March 30, 2016 - TopSchoolJobs Recruitment Marketplace
Education Week - March 30, 2016 - 26
Education Week - March 30, 2016 - 27
Education Week - March 30, 2016 - 28
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