Posts Tagged incentives
Michelle Rhee announced this week the firing of 241 teachers as part of the ongoing implementation of a broad based reform movement (IMPACT) that she undertook just a short time ago. This program is not new content and is ultimately based on work by Marzano and Waters (2009 and prior) that connects the essence of reform to the concept of “value added.” They also equate this term with words like “growth” and “knowledge gains” to give context to the meaning.
Interestingly, the media has attached this value added concept to student test scores when discussing the evaluation that took place while screening for failing or ineffective teachers. I think this may be over-simplification of the concept of accountability for formative assessment gains over time that was originally proposed by Marzano and Waters. In fact, there should be a plan in place to address both curriculum and assessment tied to these plans and accountability measures.
If she is looking only at achievement test scores, then this plan is flawed and should be addressed immediately. I doubt that based on the material I have reviewed on the IMPACT website and the foundational literature upon which it is based. I suggest that this may be the best of the recent spate of firings because it has strong pedagogy behind it.
731 additional teachers are on notice to improve. This group will be the ones to watch. If these reforms truly meet the demands of eliciting greater achievement in the classroom, then these teachers will be the test of the efficacy of accountability. Under increase scrutiny, do you think these teachers will get better? Will supports be provided consistent with the pressure as leading researchers have confirmed is critical?
The union fight is inevitable and unlikely to draw too much attention. We all know that the union works for these fired teachers are required by their policies as a representative of the teachers to pursue accordingly. It is unlikely, however, that any of these teachers will find their way back to DC classrooms because the leadership cannot afford to be undercut in their search of excellence and in the shadow of an election year for Fenty. For this number of people to move through the appeal and/or arbitration process will likely take years. I think Michelle’s staff is counting on that.
About the only thing they need to worry about is finding enough teachers to take the open positions. The salary incentives installed as part of this measure will require a decade before new teachers will be encouraged to join the ranks and fill the empty spots. This is a nationwide barrier to the kind of turnover many expect. Thus, the dance of the lemons continues unabated until we find instrumental ways to renew and inspire teachers who have been disenfranchised by incompetent leaders for decades. The underlying story of these firings has to include the question – How did these teachers remain in their posts for so long without scrutiny? What was wrong with the administration that allowed this to continue for so long? And, finally – Where do you think these teachers will ultimately land?
Marzano, R. J., & Waters, T. (2009). District Leadership That Works: Striking the Right Balance. Bloomington, IN: Solution Tree Press.
In this video, kids talk about time travel and use various resources to explain their concept. Since I was recently in an 8th grade classroom talking about black holes, this was especially interesting and, thus, I’m sharing it with you. This is consistent with the previous message about reaching higher in our expectations than we might otherwise consider.
Seems like the week to discuss motivation and as I consider various links and tracebacks, I’m found bringing together some ideas into a new framework of understanding many things I have written before and will likely ponder in the future. This video brings this thinking to specific relief.
We have discussed previously how setting our sights on common denominators (e.g. high stakes tests, common core curriculum, etc.) seems somehow counter-intuitive. Additionally, many others have offered insight into the dangers of these practices. Any other approach seems just too challenging to discuss in the midst of political wrangling, decaying facilities, and budgetary degradation. We seek the average because we have lost the incentive to reach for something that often seems beyond our grasp. We have lost the pioneering spirit.
In this video from 1972, legendary psychiatrist Viktor Frankl offers an important message about our motivations and our expectations for each other.
Whether we are talking about advances in science, travels to Mars, or the development of new curriculum, this simple video may be the piece that helps us all get past our limitations and our struggle with mediocrity.
We must find a way to seek for children more than our perceptions of their limitations. We have to provide for the true and honest development of their pioneering spirit. As the video declares, we must seek point far “north” of mediocrity and find our destination somewhere between average and eminently closer to excellent.
After discussing the Harlem Children’s Zone…
What would you rather have, a blanket of mediocrity, or a quilt of excellence?
Baby College – where it really starts.
Bringing the best of understanding childhood to the parents of Harlem.