Tag: Policy

Every Student Deserves a High-Performing School

Every Student Deserves a High-Performing School

The Release of School Grades

School Grades were recently released to the public.

Our school accountability system has earned a lot of praise for being clear and understandable for families—and this year our reports are even more family friendly following our yearlong ESSA tour. Check out the great coverage all over the state in the ABQ Journal, the Associated Press, KOAT, KOB, KRQE, the Deming Headlight, the Carlsbad Current Argus, the Farmington Daily News, and the Alamogordo Daily News.  The story on Gil Sanchez Elementary might be my favorite yet as we seek to identify and scale best practices across the state.

Background on School Grading

School Grading is part of state and federal statute that mandates accountability for all public schools.

The Elementary and Secondary Education Act (ESEA), originally enacted in 1965, requires schools to show annual improvement in mathematics and reading. In 2011, New Mexico lawmakers enacted additional requirements that schools demonstrate progress through a grading system similar to that applied to students, A-B-C-D-F.

School Grades provide a consistent measure (now over six years) for all public schools across the state so that we can see which schools are doing well and which schools are struggling and need support.

Working for Success

Schools that embrace change, get results. School improvement is a CHOICE. Our districts and schools that continue to embrace change and new opportunities for kids are continuing to see success.

Our 15 largest districts are serving more than 60% of students in the state. The following large districts are examples of those that have embraced change over the years and are now showing strong improvements – not only increasing the number of “A” schools within their districts – but also by drastically reducing the amount of “F” schools within their districts:

  • Farmington has eliminated “F” schools and increased the amount of “A” schools

o   In 2012, 6% of its schools were “F” schools, today the district has 0 “F” schools

o   In 2012, Farmington had no “A” schools, today 37% of its schools are “A” schools

  • Gadsden has eliminated “F” schools and increased the amount of “A” schools

o   In 2012, 9% of its schools were “F” schools, today the district has 0 “F” schools

o   The district has grown the number of “A” schools by 4%

  • Alamogordo has eliminated “F” schools.

o   In 2012, 13% of its schools were “F” schools, today the district has 0 “F” schools

o   The district has grown the number of “A” schools by 14%

Our Students Deserve Better

Our most struggling students deserve better. Many of NM’s schools are not doing a good job serving their lowest performing students that are well below grade level in math and reading.

Here’s what we can do, together, about the growing divide of schools on the rise and those that are not making progress or are sliding backwards:

  1. When schools are struggling, they can choose to improve.  Over the past five years, New Mexico has invested significant resources and developed proven programs and that are getting results for kids.  Principals Pursuing Excellence (PPE) and Teacher Pursuing Excellence (TPE) are two examples of those—school turnaround programs available for struggling schools that are ready to change and grow.
  2. Under NM’s top-rated State ESSA Plan, districts are required to take action when a school persistently earns “F’s” 4, 5 or 6 years in a row.  Several of New Mexico’s schools will be under the umbrella of the “More Rigorous Interventions” category—which requires district’s to choose a different path forward.
  3. When our kids are trapped in persistently failing schools, they have options under state law.  Students enrolled in schools that have earned two “F” grades in the last four years have the right to attend a different school.
  4. When charter schools are persistently “D” and “F”, the NM PED has a moral and educational responsibility to recommend to the Public Education Commission (PEC) that their charter be considered for revocation.

What You Can Do

The release of school grades can be an exciting time for some, but we also recognize it can be a sobering time for others.

If your school received a lower grade, put yourself in the shoes of a student who received a similar grade. What would you say to them? How would you encourage them? What immediate actions would you ask them to take? Give yourself (and any colleagues that need it) the same advice.

Once you’ve processed, here are easy and quick ways to start leaning in as a teacher, to lead toward improvement:

  1. Next time you see your principal, let them know you are ready and willing to help. Ask them what you can do to help improve!
  2. Dive into the full School Grade Report, not just the first page. Identify ONE thing to celebrate and ONE area for improvement.
  3. BE A GREAT TEACHER. Dive into your student level data, identify what your kiddos need and deliver. Your students can have a positive impact on the whole school’s grade.
  4. Last, but not least. Remember, we at the NM PED are here to help! We can provide a pick me up, encouragement or expert help! Just ask!

Hear It From Teachers

Check out what teachers around NM have to say about their school’s grade.

My school went from a D to a C….. we know we are moving up to a B next year!  We are positive! We are working harder than ever….. although our amazing principal did say in today’s meeting…. “It’s not about our grade, it’s about making sure we are preparing these students!”  So, in reality, our prayer and hope to move to a B, is just our journey and knowing we are doing everything we can to get these kiddos moving in the right direction!  Work hard…. 3 year old program- to our 6th grade programs. Just work hard!  Hurley Elementary School, Cobre Consolidated Schools

Deming Intermediate went from an F to being less than 2 points away from a C.  So proud of my school!!! Deming Intermediate School, Deming Public Schools

We went up, in both our elementary and middle school, from a D to a B!!!!!  Pretty dang proud of our students and staff! Eagle Nest Elementary and Middle School, Cimarron Public Schools

My school went from a D to a C. We as a school are prepared to work even harder to move up to a B or even an A. Colinas del Norte Elementary School, Rio Rancho Public Schools

Our little school went back up to an A as well. The staff is excited and so are the kids! Reserve High School, Reserve Public Schools

Our school moved up from a D to a C, missing a B by 5 points. We are determined to get that B or A next year. We are the largest school in SFPS with the highest ELL and Special Learning population in the district! We are so proud of our students and teachers! Capital High School, Santa Fe Public Schools

GUEST POST: Teachers as Leaders, Yes We Can!

GUEST POST: Teachers as Leaders, Yes We Can!

When I first heard the modern iteration of the term ‘Teacher Leadership’ at the National Board’s annual Teaching and Learning Conference, my first cynical thought was, “Here They go again… trying to get us to do more work for less money.”   Three years later, I’ve come to believe strongly that teacher leadership is the key to creating a modern, effective American educational system.

Like many experienced teachers, I was a teacher leader before that became a catch phrase.  Almost 20 years ago, I was lucky enough to be a part of a cadre of ‘Literacy Leaders’ in my district.  There were 12 of us.  Our mission was to disseminate the research on how to teach reading.  It was exciting to be a part of this cohort and it was exciting to bring the teachers at my school together for the first time to discuss our practice and how to make it better.  The week-long summer training I led changed the culture at our school from one of isolation to one of collaboration.

Teachers volunteer at their schools because they want to help their peers be the best they can be for the good of their students.  Often these leaders move on into administrative positions because that is the only opportunity they see to extend their reach.  Many feel the need to expand their impact by formalizing their authority. Unfortunately, too many of these teacher leaders are unhappy in their roles as administrators.  They miss the life of the classroom.  They don’t feel their new roles give them the access they hoped for.  And they are right.  Teachers are more often influenced to improve their practice by other teachers whom they trust and respect.

This is where the true power of teacher leadership lies. Great teachers who improve collaborative practices within schools impact instruction far more than the conventional professional development.  The support that is most needed to improve their teaching is much more involved and intimate than the typical teacher training session.  Strong teachers, who receive training in coaching and adult learning theory, as well as, leading collaborative teams, can help build a culture of ongoing collaborative learning and professional practice in schools.  In this way highly effective teachers can lead courageous change leading to remarkable improvement in student learning.

Since ‘teacher leadership’ has become a movement, there are now a variety of models of teacher leadership around the country.  One is the hybrid role, where teachers teach part of the day and mentor or coach the other part.  In Albuquerque Public Schools, some teacher leaders are full time school-based Instructional Coaches.  Recently, organizations such as Teach Plus and Educators for Excellence have recruited exceptional educators and supported them in influencing policy and school reform in their states.  Teach Plus Fellows recently and successfully advocated for changes to our evaluation system.  The Secretary of Education’s Teacher Advisory is another such advocacy group that the PED started last year.  Both programs will be seeking applicants for new cohorts this summer. Other teachers seek advanced training or National Board Certification and work to help others achieve the same.  Perhaps the most powerful example of teacher leadership has been in the ‘Teacher Led Schools’ movement that has so far been stunningly successful.

New Mexico started its own innovative teacher leadership initiative with the Teacher Leader Network. This network began with 50 high performing teachers who went through a rigorous selection process.  They are brought together in person for 5 full day leadership trainings.  They take part in monthly webinars so they are kept abreast of current information from the the Public Education Department so that they can share it directly with their peers.  The state Public Education Department plans to expand this program so that every school in New Mexico has a designated teacher leader as part of the network.  As a tool for communication, this could yield powerful dividends, especially if the people who lead the Public Education Department make it a venue for not only dispersing information but also as a way to find out what teachers really need and want from our education leaders.  As a way to improve instruction among the rank and file, this network could have profound impact if the teacher leaders are able build trust, and establish collaborative processes in their schools.

If you are a teacher who wants to see some changes in our system, get involved!  Stay on the lookout for opportunities to apply for fellowships and leadership positions.  These opportunities are becoming increasingly more common.  Become National Board Certified, our state is one of the few in which you can receive a healthy stipend for this important achievement.  National Board Certification can open other doors as a leader in our profession.  If you are already National Board Certified consider attending our spring Leadership and advocacy training that will take place in Albuquerque in early June.

My own journey as a teacher leader taught me that teachers in New Mexico still need way more support than they generally receive. They feel powerless to change some of the circumstances within which they work, which leads to increased stress and a too high attrition rate.  In the fall, I will be working towards a Master’s Degree in Educational Policy so I can increase the capacity of teacher leaders in New Mexico. Investing in teacher leaders who create more support for teachers is money well spent.  As teacher leaders we can and must raise our voices to influence public policy in support of our teachers and our schools.

Guest Post: What You Can Expect From the 2nd Annual New Mexico Teacher Summit

Guest Post: What You Can Expect From the 2nd Annual New Mexico Teacher Summit

Looking back on the 1st Annual Teacher Summit and anticipating this second summit surfaces feelings of excitement and exhaustion.  I have taught in public education for twenty years, and this last year has shifted my perspective on education immensely, in large part due to last year’s teacher summit.  I really had no expectations last July, I did know I had a chance to spend some time at a nice hotel in ABQ during my summer break, and it was almost an accident that I applied to attend.  Typically, in the summer I do not check my school email regularly, so by chance I happened to see the invitation from Alicia Duran to this event and gave it a try.

I distinctly remember heading down to lunch the first morning and seeing a man at an information booth for a group called Teach Plus.  We exchanged eye contact and I continued to walk on by as it was time for lunch and the opening presentation.  During the opening session the conference layout and break-out sessions were introduced, and I learned that Teach Plus was a program for teachers who were interested in becoming involved in education policy decisions.  I then had to ask myself “Do teachers even do that kind of stuff?”  Yes, as a member of the first Teach Plus cohort in New Mexico, I now know teachers can and need to be involved in policy decisions that are made because they affect our classrooms. After the opening session, I returned to that booth and started asking more questions about Teach Plus.  I learned at that time that the Every Student Succeeds Act (ESSA) was going to replace NCLB and teachers had the opportunity under this new federal law to participate in making decisions that would affect the future of New Mexico education policy.

Learning about education policy has led to policy related conversations with staff from the Public Education Department, members of the New Mexico legislature and the teachers unions. There have been training sessions provided by experts on ESSA, and great opportunities to network and work with teachers that have similar interests in education policy.  It  has also allowed more contact with Alicia Duran who in December extended an invitation for me to meet the U. S. Secretary of Education, John King, for a round table discussion regarding education policy.

This Summit also led me to apply for the New Mexico Teacher Leader Network, which has 50 teachers from around the state that network and communicate directly with the PED. The vision for this network is to eventually have a teacher leader in every school in every district in the state of New Mexico.  This will provide a contact person to communicate information directly to teachers, which is always a struggle in this state.

What opportunities will be presented to teachers this year?

That is what you get to find out this summer at the 2nd Annual New Mexico Teacher Summit. We hope to see you there!

This guest post was written by Joel Hutchinson, a teacher at Centennial High School in Las Cruces and member of the New Mexico Teacher Leader Network.

ICYMI: Roswell Daily Record: Morales says education is path to change

ICYMI: Roswell Daily Record: Morales says education is path to change

After nine years in various teaching assignments in Roswell, Hope Morales has a new role this year.

She is a “teacher on special assignment” at Military Heights Elementary School, training to become a principal for the Roswell Independent School District.
“As much as I love working with students, I absolutely adore working with teachers. And I know that the collaboration I have with teachers is helping students. The strategies that we are talking about, the data we are sharing are going into classrooms to help students. … Rather than working with 25 students, I work with 400, and rather than working with three teachers, I work with teachers throughout the building.”

Morales might be a familiar name to some in the city. She was one of the public faces of the New Mexico Teach Plus Teaching Policy fellows who helped craft the new state Public Education Department rule announced April 2 by Gov. Susana Martinez. The rule, to be in effect five years, will double the sick leave days allowed for teachers from three a year to six before they are penalized in their evaluations and will reduce the weight of student test scores from 50 percent to 35 percent. Now classroom [auth] observations and student scores each will account for 35 percent of a teacher’s evaluation. Martinez had vetoed a bill that would have allowed teachers to use all 10 sick days permitted by their contracts before being penalized.

Selected for the one-year fellowship from hundreds of applications statewide and after a process that involved screening of applications, interviews and questions regarding educational policy, Morales was put on a team that studied teacher evaluations, including conducting polls of educators in the state that provided data to help formulate a proposed policy. (City Councilor and University High School math teacher Natasha Mackey is also a fellow this year.)

Although teacher evaluation policy was not Morales’s personal top priority, it was among the top three and one she thinks is vitally important to education. “I think the evaluation system overall has impacted the culture of education as a state,” she said. “I think that teachers need accountability and our teachers want accountability. And I think that students deserve that. But I also believe there needs to be balance and accuracy. And I think our changes help bring better balance to the system while maintaining that accountability. “As soon as no evaluation bills had passed involving evaluations, I asked Teach Plus leadership, ‘Can we go back to PED leadership and see if we could get our recommendations into the current rule?’ … So there was always a back-up plan so that, some how, some way, we were going to get the changes.” Morales said she has heard mostly positive feedback about the changes, but she recognizes that some educators were critical of the changes as insubstantial or insufficient.
“We knew we had to compromise and get numbers in there that would be an improvement,” she said.

A Roswell native and Roswell High School graduate, Morales said that she knew early on that she wanted to be a teacher. She earned both a bachelor’s degree and a master’s degree in education and has worked at three local schools as a substitute, a reading associate, a first-, second- and third-grade teacher, a seventh-grade language arts teacher and a Title I teacher.
She has been at Military Heights for four years and said she appreciates its “positive” culture. It’s also a perk that she gets to be at the same school as her second-grade daughter. Her son attends Berrendo Middle School.

Military Heights principal Heidi Shanor commented on Morales’s contribution as a teacher advocate. “She has become very involved with the New Mexico Department of Education over the past two years, especially, Shanor said, “lending her voice to help make positive changes for our educators and education system.”

Morales said that she could get a principal position as early as the fall, but she said she has learned that she can’t control the outcome. “I don’t go by my plans anymore,” she said. “That does not work out at all, so I kind of say that I will go for it all and what works out is right for me.”

Morales serves on many other education committees, including the New Mexico Secretary of Education’s Advisory Council, the RISD Superintendent’s Advisory Council, the RISD School Leadership Team and the New Mexico Teacher Leader Network. Her ultimate aim, she said, is to utilize education to help the community and its citizens succeed. “I was the first in my family to graduate high school with honors, to get my bachelor’s degree and my master’s degree. Education was my opportunity to change the cycle, and I want to make sure that I provide that opportunity for others,” she said. “I want to do my part to contribute to the overall success of our children.”
———
Reposted from RDR Online Roswell Daily Record by staff writer Lisa Dunlap

ESSA Stakeholder Feedback & Response

ESSA Stakeholder Feedback & Response

In early Fall the New Mexico Public Education Department launched an extensive stakeholder engagement tour to gather feedback related to the new Every Student Succeeds Act.

Through the statewide tour PED staff: Visited 21 schools in 6 communities
Hosted 25 meetings
Engaged with 700 teachers
Consulted with 50 Tribal Leaders
Held 4 working groups to address specific areas of implementation
Traveled 1,681 miles across New Mexico
Heard from 1,827 stakeholders!

Yesterday, New Mexico First released the summary of what we heard across New Mexico. You can read their report here. To read the initial PED response, also released yesterday, you can click here.

PED is grateful to the hundreds of teachers, parents, and community leaders who gave of their time to provide meaningful and constructive feedback during our listening tour. As PED develops the state plan, there are several steps which we can pursue immediately in response to the feedback provided, and there are several other areas of feedback and input that you will see reflected in the state plan.

Again, to read more about three of the major themes found in the report and how PED is responding most immediately click here.

GUEST POST: REFLECTIONS ON THE 2016 TEACHER SUMMIT

GUEST POST: REFLECTIONS ON THE 2016 TEACHER SUMMIT

There is no question that the last few years in education — with their myriad of changes in standards, testing and teaching evaluations, and all the debates that went with them — have sometimes made teachers feel hard pressed to stay on top of everything being asked of them.

Through it all, we used each other as sounding boards for ideas on how to adopt Common Core, how to prepare kids for PARCC and for how to upload those NMTeach artifacts. And we also did plenty of griping about those responsible (read Secretary Hanna Skandera).

So when I found out about the recent New Mexico Teacher Summit and that it would provide the opportunity to ask some of the burning questions that have come up over the last few years, I jumped at the chance. And I was not disappointed.

No, I didn’t convince Secretary Skandera to dump the evaluation system or get rid of EOCs. But I did find out that she and her staff are open to, and actually want, feedback from teachers in order to improve those systems.

In every session I attended, from NMTeach 101 to an introduction to the federal Every Student Succeeds Act, our presenters invited questions and did their best to answer them honestly. And they didn’t sugarcoat the problems or why they chose their solutions. I also got the chance to hear from tons of smart, talented teachers from across the state. It was clear they care about kids and want our schools to serve them better.

I also learned more about the Secretary’s Teacher Advisory, a group of 17 teachers from across New Mexico who are doing their best to present our perspective to Secretary Skandera and report back to those of us on the ground. There are also plans to form a larger group of teacher leaders who will hopefully translate all that state policy to those of us who are too busy planning lessons to pay attention to every change coming our way.

It would be a lie to say that I came away completely convinced of every move Secretary Skandera and her staff have made recently. I still think we can get better at helping kids and supporting teachers. But I can say that as teachers we can’t sit idly by complaining. We need to jump in there with our own ideas and solutions, from policy on down to classroom practice.

The New Mexico Teacher Summit was a valuable first step in empowering teachers to be a part of the process. I wait eagerly to find out what becomes of all the opinions and ideas that teachers shared over the summit’s two days. And I can’t wait until next year.

John Sena is an English teacher at Española Valley High School