Who Is In Charge

Union pushing more ‘authentic’ assessments in teacher evaluations

PHOTO: Patrick Wall
United Federation of Teachers President Michael Mulgrew.

When the dust settled after this year’s legislative session, New York state’s 2015 teacher evaluation law had been effectively dismantled.

That evaluation system, designed to give more weight to standardized test scores, could no longer include grades 3-8 math and English state tests — and districts were given an extra few months to figure out how to fill that gap.

Now, details are emerging about what that might look like in New York City.

In an email sent to United Federation of Teachers chapter leaders, UFT President Michael Mulgrew said the union is currently negotiating with the city to add more “authentic” measures of student learning in teacher evaluations.

“Our goal in the current negotiations is to have as many options as possible of authentic student learning not based on standardized test scores,” the email reads.

Mulgrew reiterated that point at a UFT meeting last week, where he reportedly told UFT chapter leaders he would not agree to a new teacher evaluation system until he had secured more such “authentic” student learning measures. (Chapter leader Arthur Goldstein blogged about it after the meeting.)

The union did not comment further on what those assessments might include, since they are still hashing out the details of the new evaluation system with the city. The new evaluations must be finalized by the end of December, but in Mulgrew’s email to chapter leaders, he said he hopes to finish earlier in the school year.

New York City already has a system of exams, beyond the state’s traditional standardized tests, that schools can choose to factor into their teacher evaluations. These exams are called “Measures of Student Learning” or MOSLs, and they take a number of forms, including essays, oral reading assessments, or performance-based music exams. In the email to chapter leaders, Mulgrew indicated that MOSL options might expand before the end of negotiations.

In an April op-ed in City & State, Mulgrew called for more semester-long assessments. “As New York weans itself off its reliance on fill-in-the-bubble tests, it should be looking at strategies like projects and portfolios that cover an entire semester or even a year of work and offer a real assessment of what students can do,” he wrote.

Jake Jacobs, an art teacher at New Directions Secondary School in the Bronx, said assessments that show learning over time would be a more “authentic” way to measure a teacher’s work.

“What ‘authentic’ assessments mean in my department is actual student work, sometimes with teacher feedback on it, sometimes showing progress,” Jacobs wrote in an email. “Maybe in a portfolio, digitally, or on display where it can be analyzed to determine what’s going on in that classroom over time.”

Experimenting with new types of assessments is in line with the State Education Department’s priorities. Commissioner MaryEllen Elia wanted New York to participate in a pilot that will allow seven states to experiment with new types of assessments, though that project may be derailed by a lack of funding.

State officials have to approve any new assessments used to evaluate teachers, but so far they seem open to more creative options. Officials said they welcome applications that include more authentic measures of student learning, as long as those assessments are valid and reliable.

performance based

Aurora superintendent is getting a bonus following the district’s improved state ratings

Aurora Public Schools Superintendent Rico Munn. (Photo by Andy Cross/The Denver Post)

Aurora’s school superintendent will receive a 5 percent bonus amounting to $11,820, in a move the board did not announce.

Instead, the one-time bonus was slipped into a routine document on staff transitions.

Tuesday, the school board voted on the routine document approving all the staff changes, and the superintendent bonus, without discussion.

The document, which usually lists staff transfers, resignations, and new hires, included a brief note at the end that explained the additional compensation by stating it was being provided because of the district’s rise in state ratings.

“Pursuant to the superintendent’s contract, the superintendent is entitled to a one-time bonus equal to 5 percent of his base salary as the result of the Colorado Department of Education raising APS’ district performance framework rating,” the note states.

The superintendent’s contract, which was renewed earlier this year, states the superintendent can receive up to a 10 percent bonus per year for improvements in state ratings. The same bonus offer was in Munn’s previous contract with the district.

The most recent state ratings, which were released in the fall, showed the state had noted improvements in Aurora Public Schools — enough for the district to be off the state’s watchlist for low performance. Aurora would have been close to the five years of low-performance ratings that would have triggered possible state action.

“I am appreciative of the Board’s recognition of APS’ overall improvement,” Superintendent Munn said in a statement Wednesday. “It is important to recognize that this improvement has been thanks to a team effort and as such I am donating the bonus to the APS Foundation and to support various classroom projects throughout APS.”

This is the only bonus that Munn has received in Aurora, according to a district spokesman.

In addition to the bonus, and consistent with his contract and the raises other district employees will receive, Munn will also get a 2.93 percent salary increase on July 1. This will bring his annual salary to $243,317.25.

At the end of the board meeting, Bruce Wilcox, president of the teachers union questioned the way the vote was handled, asking why the compensation changes for teachers and compensation changes for other staff were placed as separate items on the meeting’s agenda, but the bonus was simply included at the bottom of a routine report, without its own notice.

“It is clear that the association will unfortunately have to become a greater, louder voice,” Wilcox said. “It is not where we want to be.”

Movers & shakers

Memphis native named superintendent of Aspire network’s local schools

PHOTO: Aspire Public Schools
Aspire Public Schools has named Nickalous Manning to its top job. Previously, Manning was a Memphis City Schools principal.

Aspire Public Schools has named Nickalous Manning to its top job.

Manning will replace Allison Leslie, the founding superintendent of the charter network’s Memphis schools. She is leaving for Instruction Partners, an education consulting firm that works with school districts in Tennessee, Florida, and Indiana.

“I look forward to serving children and families in my hometown,” said Manning, who was previously Aspire’s associate superintendent, director of curriculum and instruction, outreach coordinator, and principal of its Aspire Hanley Elementary.

Aspire runs three elementary schools and one middle school in Memphis.

Manning said he hopes to focus on Aspire’s role in supporting students outside the classroom and to launch a community advisory board, composed of parents and neighborhood residents, to “make sure that the community has a voice.”

“We know that we need to support our children in more than just academics,” he told Chalkbeat.

In Memphis, most students who attend Aspire schools come from low-income neighborhoods. At its four local schools, the charter group serves about 1,600 Memphis students.

Manning, who holds a doctorate in education, is a graduate of Memphis’ Melrose High School, which sits less than two miles from two Aspire schools. Before joining the network, he worked as a teacher and administrator in the Memphis City Schools and served as principal of Lanier Middle School, which closed in 2014 due to low enrollment.

In a statement, Leslie praised Manning’s commitment to the network’s students, saying,“I am looking forward to seeing Dr. Manning continue the great work we started together and make it even better.”

Aspire was founded in California in 1998 and runs 36 schools there. The charter network was recruited to Memphis to join the state-run district in 2013 — the organization’s only expansion outside of California.

In Memphis, Aspire opened two schools in 2013 and grew to three schools the following year. That’s when it opened Coleman Elementary under the state-run district, before switching course in 2016 and opening Aspire East Academy, a K-3 elementary school under the local Shelby County Schools.

This year, the charter network applied with Shelby County Schools to open its second a middle school, in Raleigh, in 2019. Though the application was initially rejected, Manning it would be resubmitted in the coming weeks, before the district’s final vote in August.

The proposed middle school harkens back to a dispute between Shelby County Schools and the state Department of Education over the charter’s legal ability to add grades to its state turnaround school. If approved, the state could create a new school that would be under local oversight.

“We are deeply committed to our children and families,”  Manning said. “We’ve heard from our families that they want continuity in K–8th-grade in their child’s time in schools. We’re committed to that end.”