As part of Advance, the NYC Department of Education’s new system of teacher evaluation and development, all NYC teachers must submit up to eight artifacts by April 11, 2014.
This requirement falls under the Observation and Other Measures of Teacher Effectiveness component of the plan, which represents 60% of a teacher’s overall score. The other 40% are based on student test scores: a state or comparable measure, such as the Common Core state assessments in math and ELA, and a locally-selected measure.
These changes, which are a result of the federal government’s Race to the Top mandates, have largely been made in top-down fashion, without real teacher input.
On this site and on others, however, NYC teachers’ voices will be heard. In fulfilling the first component of the plan, Observation and Other Measures of Teacher Effectiveness, which utilizes the Danielson Framework for Teaching as a rubric, NYC teachers will be writing reflection journals about the impact of Race to the Top (RTTP) polices and the Common Core State Standards (CCSS) package on our teaching practice. The reflection journal artifact is aligned to the following Danielson domain and component:
Domain 4: Professional Responsibilities
4a Reflecting on Teaching
We begin with reflections on Pearson’s ReadyGEN, the new NYC DOE Core Curriculum ELA program for grades K-5. -KL
From a third grade Special Education teacher:
I only want to know if Pearson and Houghton Mifflin Harcourt (for GO Math!) were selling stock options to NYC at a great rate. Why else would anyone, and I mean ANYONE have bought this “snake oil?”
From a fifth grade teacher:
I was ready for this school year, or so I thought. I attended multiple trainings over the summer, spent time reflecting, preparing, and lesson planning. I knew that there would be some big changes with the new NYC DOE Common Core-aligned ELA and math programs adopted by my school. But I had no idea it would be like this.
Over the past week, I have worked through all of my preps and most of my lunches preparing for this new curriculum. I have also spent one to three hours daily at home. The workload is greater, beyond the normal preparation time, for two main reasons:
1.) The new teacher evaluation plan takes into account detailed and thorough lesson plans.
2.) Two new programs need to be tweaked to fit the needs of my class. Although many teachers are worried about the former, I realize that I am spending so much time planning just to get a grasp on what I am actually going to teach. The ReadyGEN ELA program has so many different components and addresses multiple standards within a single lesson, which leaves little time to delve deeply, explain or focus on anything.
There is so much knowledge that is assumed, that kids know what it means to analyze a text, or to explain how the text features contribute to the readers’ understanding. Sure, I can teach them how to do this, but doesn’t teaching mean showing and doing, or rather, having the kids do it? These lessons seem to be more about telling them to analyze and less about showing them what it means and how to do it.
I don’t have a problem taking a curriculum and making it my own. In fact, I would rather do this. I have never been the type to stick to a scripted program, but of course doing this requires even more work. First, I must understand what the main goal of the lesson really is, in relation to the standards (something that should be clear in a teacher’s guide, no?), and then I have to decide how to address the needs of my class while teaching to them the same standard.
So I have this routine. I come home, reflect, and then figure out a way to conquer tomorrow. Expectations are unclear from administrators; they are doing their best to learn it too.
But you want to know the saddest part? The deep, profound impact ReadyGEN is having on my students in a negative way. That’s what’s keeping me up at night. The fact that I have been teaching routines, directions, and skills without being able to delve into the deeper issues of life that really matter. The fact that I can’t teach social studies because there is no time, and what all these programs are really doing is prepping kids to take a test. The fact that I am a cog in the wheel rolling towards a world of charter schools that have no unions, because public schools are being set up for failure. The fact that a student’s parent asked me point blank today, “What can I do to help my son? He is on a second grade reading level and he is in 5th grade. He just came from Bangladesh and is behind. He needs help. How can I help? How can you help?” I had to tell him to wait, because I can’t meet with small groups quite yet, and because all of the kids are reading the same book because they are all being tested and held to the same standards, and that’s really about it.
It is unfair that teachers have had no time to plan, implement, and understand this new program, and our students are on the receiving end of our trial and error process. They deserve better. As the days go by, I am slowly becoming more and more empowered to chip away pieces of this program and to just teach. I will do what I need to do so that my kids can learn and grow. And I don’t really care if the new rubric doesn’t recognize my effectiveness. If I can help that one student, whose parent reached out to me, I did my job.
Critical Classrooms, Critical Kids 