My husband is a high school Algebra teacher in Roane County. He told me last night that his TVAAS score is a 4 (out of 5), and that all the math teachers who give End of Course exams (EOCs) are also level 4 teachers. There are a couple of math teachers at his school who do not give EOCs. Somehow, all the 4's of the teachers who give EOCs averaged out to be a 5 for the teachers who do not give EOCs! I have no idea how that is possible! That's TDOE's messed up math.  

(This was posted anonymously, with permission, to protect this teacher in Roane County, TN)

*Please watch this short video showing why the teacher evaluation & merit pay systems are incredibly unfair and flawed.

"My students have NO grammar books, NO workbooks, seven year old, worn OUT, reading books, and I am out over $300 bucks already this year on paper, ink, and classroom supplies. There are days I have sent my girls into the bathroom with Kleenex because there's been no toilet paper!  I buy soap and the had the students bring in paper towels for the days when there there's none." - a Shelby County teacher

VERSUS:

from a Commercial Appeal article from Oct. 27, 2013:
"Each of the 236 principals in Shelby County Schools now has a coach, a former principal or central office administrator whose full-time work is making sure the corps improves.  SCS budgeted about $1.5 million to train and dispatch 10 executive-level coaches. They make $105,000-$108,000 a year — about what a middle school principal makes — and spend 70 to 80 percent of their time in schools. If the experiment works, administrators say test scores and principal skills will improve. Nationally, there is not enough data to show a correlation between principal coaching and student achievement, according to research released last week by the Wallace Foundation.  SCS is paying the Center for Educational Leadership at the University of Washington $478,000 for technical support, including training for the coaches." 

The executive-coach and principal "also fine-tuned (“recalibrated”) what Shaw (the Principal) should be seeing when he observes teachers. He saw them performing at Level 4 (high). Whitelaw (the coach) suggested it was closer to Level 1 or 2.  “As part of my growth plan, I need to be evidence-based. If those teachers were a Level 4, we should have been seeing growth,” Shaw said.  That’s the part that bothers him the most.  “I talk about the scores on the way to work and on the way home. It stays on your mind,” he said.

(This was posted anonymously, with permission, to protect the employment of this frustrated teacher in Shelby County)
 
The wasteful spending to improve ridiculous scores on ever-changing tests must stop.  Give teachers & students what they really need in their classrooms.  Let teachers teach.  Stop micromanaging our teachers & principals.  

Our teachers are not numbers, 
              and our students are not test scores.
 

I'm so discouraged. I am an elementary art teacher. Half my classes have been cancelled for weeks so that the kids can sit on istation, Discovery test last week, Hall monitoring, Tripod surveys this week. I truly want to cry!  I'm an art teacher.  I'm an ART teacher!!!  What I do is valuable!

The kids keep asking me why they don't have art anymore. Today, I started just telling some of them the truth: There are people that think it is more important for you to sit on a computer than do art.

I can't afford to quit. I can't afford to switch to a private school. I love my students and I want to teach them art. I feel just terrible..

(This was posted anonymously, with permission, to protect the privacy of this teacher.)

Tennessee parents want our children to have Art, Music, & Physical Education.  Excessive testing is stealing time from these important areas.  

Art is supposed to be a required subject, as mandated by the state of Tennessee.  Why is testing trumping it in many schools?

My husband and I have been mentoring a young student for several years now. Through his elementary years, he struggled to focus at school and maintain positive peer relationships but benefitted from the modifications afforded him. We were hopeful that KIPP Academy Nashville, where he began middle school, would also embrace his differences and offer him tools for success.

Unfortunately, though, KIPP was not willing to do so. The student was told he must withdraw after violating school rules during his sixth grade year. As a teacher, many of the most rewarding moments in my career have involved challenging students who habitually violated school rules, so I was surprised at how readily KIPP was willing to release him.

In response, we asked the school leader to allow him to finish the year on the condition that we increased our involvement and put immediate interventions in place. We knew that a spring transition would be difficult for him, potentially intensifying his behavioral struggles. Despite our efforts, KIPP refused to let him stay for the remainder of the year.

Before signing withdrawal papers, his parent requested a psychological evaluation. KIPP had never initiated any testing even though they deemed his behavior disruptive enough to warrant his dismissal. By law, potential disabilities and formalized behavior plans should be considered prior to expulsion, but choice schools get around this by sending students back to zoned schools.

The student remained at KIPP during the course of the evaluation and his parent provided written permission for the school to communicate with us regarding his progress. During that time period, we met with all of his teachers, enrolled him in counseling at Oasis Center, reminded him daily to complete homework, bought him a belt and shoes to ensure compliance with the dress code, made sure he went to all assigned detentions and served those detentions with him. We relayed information to his parent who could not get to the temporary KIPP location easily on the bus and frequently worked late hours. We made every effort to reinforce KIPP’s expectations for him.

At the conclusion of the psychological evaluation in April, the results revealed a disability and indicated that the student would qualify for exceptional education services. Seemingly apathetic to this revelation, KIPP proceeded with his dismissal anyway, and he entered his zoned middle school days before TCAP testing began.

KIPP’s decision to follow through with the dismissal despite having the added support of counseling, mentoring, and formal services suggests interests not related to the child’s well-being. Typically, a school welcomes the support of community agencies in addressing a student’s needs, realizing truth in the old adage, “It takes a village.” What is more, the allowance of such exclusion implies that choice schools are either above certain challenges or ill-equipped to handle them—neither of which is accurate.

Shuffling students around school districts is not in the best interest of those students or our state. This practice communicates a lack of commitment likely to be internalized by the child, and frequent school changes will lead to achievement gaps. A strain is placed on zoned schools as a steady stream of students enters throughout the year. Additionally, the public is misled as choice schools boast high performance without disclosing the questionable means employed.

We must examine any policy that allows schools to decide who they will and will not teach. When a student enters a school--charter, magnet, or zoned—it is the obligation of that school to serve him. I have never once attended an education class, professional development training, or meeting with colleagues in which getting rid of a student was suggested as a means to manage behavior, improve class climate, or raise academic achievement. In contrast, we learn to think creatively, find resources, and build positive relationships with students.  As inconvenient as this may be in these times of performance rankings, evaluations, and overall high stakes, it is our responsibility to make sure all students are being served adequately and that the decisions we make about their lives are ethical and implemented equally across all schools in our state.

(This was posted anonymously, with permission, to protect the privacy of the student & mentor.)

What do our parents want???  We want quality neighborhood public schools that educate EVERY student.  (Click HERE to see survey results)