it's official

The votes are in: Some New York charter schools can now certify their own teachers

PHOTO: Monica Disare
Wednesday's SUNY Charter School Committee meeting.

Dozens of charter schools across New York can now apply to certify their own teachers after the State University of New York’s charter school committee approved new regulations, over the vehement objections of teachers unions and state officials.

In charter schools overseen by SUNY that apply to train their own teachers, prospective teachers now will only have to sit for the equivalent of a month of classroom instruction and practice teaching for 40 hours before becoming certified. And unlike teachers on a traditional certification path in New York, they will not be required to earn a master’s degree or take all of the state’s teacher-certification exams.

Despite pushback, members of the SUNY Board of Trustee’s charter school committee voted 4 to 1 Wednesday to approve the regulations. Supporters argued that they are necessary to fill hiring gaps at high-performing charter schools.

“I believe there is a substantial need for additional teachers in the charter system,” said SUNY board member Edward Spiro. “I would suggest that the proposed regulation may increase [teacher] quality by broadening the pool of candidates for charters to choose from.”

After the vote, the city and state teachers unions said they would challenge the new rules in court.

State Education Commissioner MaryEllen Elia and Board of Regents Chancellor Betty Rosa released a joint statement Wednesday condemning the regulation, which they called “an insult to the teaching profession.” The new rules lower the standards for teachers in SUNY-authorized schools, opening the door to educators with limited experience and training, they said in the statement.

“With this irresponsible action, the SUNY Charter Schools Committee has eroded the quality of teachers in New York State and negatively impacted student achievement,” they said.

Some 167 charter schools across the state — 147 of them in New York City — received their charters from SUNY. In order to apply to certify their own teachers under the new regulation, they must meet certain performance benchmarks and receive SUNY’s approval. Officials said they expect to begin accepting applications this year.

Large charter school networks that already run their own teacher-training programs are likely to benefit from this option, which Success Academy has championed. The networks and other charter advocates argue that their programs better prepare teachers for the day-to-day work of teaching than many traditional higher-education programs.

Achievement First provides five weeks of training to its incoming teachers, along with weekly professional development for all teachers, according to Fatimah Barker, Achievement First’s chief external officer. Those trainings are built around the network’s particular brand of instruction in a way that outside master’s programs would not be, Barker said.

“Ours is very tailored to what kids need,” she said.

Additionally, the regulation will allow charters to recruit teachers from a broader range of backgrounds — including more teachers of color, who are disproportionately excluded from traditional certification routes. Black and Hispanic teachers are about twice as likely as white teachers to have been certified through an alternative program, according to national data.

The traditional path to becoming a teacher in New York is to study education in college and pass a series of exams to earn an initial certification, then earn a master’s degree and teach for three years to become fully certified. There are also alternative routes, which SUNY’s certification plan resembles — though it does not require teachers to attend a college-run training program.

State education leaders and teachers unions have attacked SUNY’s certification plan since it was proposed.

Many of the objections centered on the limited amount of training that would be required of prospective teachers, which critics warned would put unqualified teachers in front of classrooms often filled with low-income students of color. (During Wednesday’s vote, some protestors held up signs calling the proposed regulations racist.)

In response to the pushback, SUNY published updated rules last weekend that increased the amount of required classroom instruction aspiring teachers must sit for and added a requirement that they pass one traditional certification exam or an equivalent test. The revisions also reduced the number of required practice-teaching hours.

On Wednesday, teachers unions and other critics erased all doubt that the changes would quell their concerns as they bashed the proposal and threatened to challenge the rule in court.

Michael Mulgrew, the head of the city teachers union, blasted the proposal and promised, “We will be suing if this board takes action.”

Mulgrew’s message came after the Alliance for Quality Education, a union-backed group, threatened similar legal action late Tuesday. The group claimed that SUNY officials violated state law by failing to give the public time to comment on the revised regulations. (SUNY officials said the changes were not significant enough to warrant another public-comment period.)

“The committee can amend this bad proposal until the cows come home,” said Andy Pallotta president of the state teachers union, in a statement after the vote, “but it doesn’t change the fact that these regulations sell out the state’s most vulnerable children to score political points.”

teacher prep

Tennessee’s mediocre teacher training programs prompt ‘interventions’ with university presidents

PHOTO: Austin Peay
Austin Peay State University in Clarksville is among four Tennessee schools that have undergone "interventions" with state officials over the quality of their teacher training programs.

Armed with sobering data about the performance of teacher training programs in Tennessee, state officials are holding meetings with top brass at universities where they say programs have grown out of touch with the needs of K-12 classrooms.

About 40 programs in Tennessee feed the state’s teacher pipeline with about 4,000 new teachers annually. The largest are based at colleges and universities.

But those same traditional programs generally aren’t attracting enough high-quality candidates or producing enough effective or diverse teachers. Not a single public university in Tennessee scored in the top fifth of teacher training programs under a state report card issued in 2016. And the outlook isn’t expected to improve much under the 2017 report card being released early next month, officials say.

“This data is sobering. It tells us that higher education must do better,” said Mike Krause, executive director of the Tennessee Higher Education Commission. “I worry our higher education faculty in colleges of education get disconnected from what a K-12 classroom looks like.”

Krause outlined the challenges to state lawmakers during a presentation on Tuesday with Sara Heyburn Morrison, executive director of the Tennessee State Board of Education.

Their first “intervention meetings” were with the presidents and education deans at four universities: Austin Peay, Tennessee-Chattanooga, Tennessee-Martin, and Tennessee Tech. Similar meetings are scheduled this spring with leadership of private colleges and universities across the state.

Krause described the first meetings as “very productive” — and illuminating. “In many cases, the presidents just didn’t know” about their programs’ shortcomings, he said.

Teacher quality is considered a driving factor in students’ success, making the quality of teacher preparation programs a front-burner issue in Tennessee.  A 2016 report said only a handful of the state’s programs are consistently preparing teachers to improve student achievement based on Tennessee’s TVAAS measure. The State Board’s new grading system also highlighted weaknesses based on racial diversity, candidates’ ACT scores, and whether they are producing teachers for high-need areas such as special education.

Reading instruction is another big challenge. In a state where only a third of students are considered proficient in reading, new teachers are arriving in classrooms ill-prepared to instruct students on Tennessee’s new reading standards. The state is working with higher education institutions so their faculty can take the same professional development on literacy that working teachers are taking.

But for the most part, the State Board has limited levers for improving the quality of teacher prep. The biggest hammer comes every seven years when each program undergoes a comprehensive review for licensure. (In 2014, the state raised its standards and revised its measures for effectiveness to include data such as placement, retention and employer satisfaction.)

Chancellor Keith Carver

Tennessee-Martin Chancellor Keith Carver said his school took its last state report card to heart. As a result of its overall score of 2 out of a possible 4, the university hired an assessment coordinator to help guide decisions based on data. “It’s a really good baseline for improving,” he said of the report card. “We’ve got some work to do in our diversity profile.”

Tennessee’s teacher candidates are overwhelmingly white and female. Of those who completed Tennessee’s programs in 2016, only 14 percent identified themselves as non-white, compared with 36 percent of the state’s student population.

“Colleges of education will not stumble into diversity. There has to be a very intentional effort,” Krause said.

View the full presentation from Tuesday’s legislative hearing below.

Gold standard teachers

Tennessee adds nationally certified teachers but continues to trail in the South

PHOTO: Ruma Kumar/Chalkbeat

Twenty Tennessee educators have earned a national certification that’s considered the profession’s highest mark of achievement, although the state continues to lag in the South in growing that community.

The state Department of Education on Tuesday released the list of new educators designated as National Board Certified Teachers.

Their addition brings Tennessee’s number of NBCT educators to more than 700, with another 63 pursuing certification. By comparison, Kentucky has 3,600, Virginia 3,400, and Georgia 2,600.

“We know that teachers are the biggest factor in the success of our students, and it is an honor to celebrate educators who are helping their students grow, while serving as an example of what it means to be a lifelong learner,” Commissioner Candice McQueen said in a statement.

Nationally, 5,470 teachers earned the designation in 2016-17, raising the total to more than 118,000 through the National Board for Professional Teaching Standards. The certification takes from one to three years to complete and includes a performance-based peer-review process. Successful candidates must demonstrate a proven impact on student learning and achievement.

In Tennessee, at least 36 school districts offer at least one type of incentive for achieving the certification. The most common is a salary bonus.

North Carolina continues to lead the nation in certification, with 616 more teachers gaining the endorsement last month from the Arlington, Va.-based organization.

Earning their certification in Tennessee were:

  • John Bourn, Franklin Special School District
  • Christy Brawner, Shelby County Schools
  • James Campbell, Metro Nashville Public Schools
  • Kimberly Coyle, Sumner County Schools
  • Suzanne Edwards, Williamson County Schools
  • Anastasia Fredericksen, Metro Nashville Public Schools
  • Theresa Fuller, Kingsport City Schools
  • Amber Hartzler, Clarksville-Montgomery County School System
  • Jennifer Helm, Williamson County Schools
  • Deborah Higdon, Franklin Special School District
  • Karen Hummer, Franklin Special School District
  • Heather Meston, Metro Nashville Public Schools
  • Melissa Miller, Franklin Special School District
  • Kelsey Peace, Sumner County Schools
  • Lindsey Pellegrin, Franklin Special School District
  • Andrea Reeder, Williamson County Schools
  • Jordan Sims, Metro Nashville Public Schools
  • Susanna Singleton, Williamson County Schools
  • Melissa Stugart, Metro Nashville Public Schools
  • Drew Wilkerson, Franklin Special School District

To learn more, visit the website of the National Board for Professional Teaching Standards.