Colorado

Fewer DPS teachers placed in poorest schools

Fewer Denver teachers unable to find jobs on their own were placed into the city’s highest-poverty and lowest-achieving schools for 2010-11, according to district figures.

That’s a reversal of what’s occurred for at least three years, when the poorest schools were more likely to be assigned teachers who either did not apply to be there or were not chosen for hiring by the principal.

As of Thursday, 30 percent of Denver schools receiving Title 1 dollars – federal funds designed to mitigate high-poverty rates – were given teachers for fall from what’s commonly called the “direct” or “forced” placement list. Principals generally cannot refuse to accept such teachers.

And 52 percent of schools affluent enough not to earn Title 1 dollars, a minority of Denver Public Schools, were assigned teachers who are guaranteed a job by state law but who have been unable to secure a position on their own. The job guarantee comes after three years of experience.

Click here to see the school-by-school breakdown of teacher direct-placements for 2010-11.

In contrast, in 2009-10, 63 percent of DPS’ Title 1 schools received at least one teacher from the direct-placement list while only 38 percent of non-Title 1 schools did so. In 2008-09, 57 percent of Title 1 schools received direct-placed teachers versus 44 percent of non-Title 1 schools.

And in 2007-08, three-fourths of Denver’s Title 1 schools received direct-placed teachers compared to half of the non-Title 1 schools.

“For far too long in Denver, as in other urban school districts, the highest-poverty, most-struggling schools have been disproportionately impacted by forced placement,” said Superintendent Tom Boasberg. “And that is no longer the situation in Denver.”

What impact the change might have on achievement is unclear.

Boasberg announced changes to the direct-placement policy in February, drawing concern from some teachers and applause from some parents.

He said DPS would limit the placement of teachers in high-poverty schools and prohibit it in the lowest-performing schools – those rated “red” or on probation, the lowest of four DPS school ratings.

Henry Roman, the president of the Denver Classroom Teachers Association, said the announcement implied such teachers were to blame for the performance of those schools.

Teachers typically end up on the direct-placement list after their school enrollment drops or a program changes. They can then interview at other schools but, if they don’t land a spot and they have three or more years of experience, they go on the list.

On Wednesday, as he scanned the 2010-11 list of placements, Roman noted it largely consisted of one or two teachers sent to a school.

“I really don’t see an impact that could be big enough to say it’s impacting the schools in any negative way,” he said. “This is very minimal.”

A total of 61 teachers, some working part-time, had been placed in DPS schools as of this week. Another three teachers are still unassigned – they could work as substitutes if they have not been placed by fall. That’s 64 teachers in a district that employs more than 4,000.

Also, the numbers of direct-placed teachers in DPS has been cut in half, down from 170 in 2007-08, largely because of changes to transfer policies worked out by DPS and the teachers’ union.

Still, Boasberg’s drive to change direct-placement continues to draw national attention.

Tuesday, the national journal Education Week highlighted DPS in its story headlined “Mutual Consent Teacher Placement Gains Ground.”

Boasberg has repeatedly said the quality of direct-placed teachers is not the issue – instead, it’s the mutual desire of teacher and principal to work together.

“We … strongly believe that schools are very much mission-driven organizations that thrive when there is a cohesive culture that everyone in the building fully buys into and supports,” he said.

The goal, he said, is “zero” direct placements, a goal likely to be aided by the recent passage of Senate Bill 191, the controversial measure that overhauls principal and teacher evaluation.

Part of the law, which is being phased in through 2014, states experienced teachers “unable to secure a mutual consent assignment at a school … after twelve months or two hiring cycles” will be placed on unpaid leave.

It’s a big change from the current law, which puts the onus on districts to find jobs for teachers with more than three years of experience.

Roman, with the teachers’ union, said it’s unclear how many teachers might be affected by the change. He worries teachers may become more reluctant to switch schools or chance tougher assignments.

“And I don’t think that is good because, at the end of the day, you always want to encourage teachers to go to hard-to-serve schools,” he said.

An Ed News analysis of direct placements in DPS between 2007 and 2009 found 49 teachers were on that list more than once, including five teachers who were placed three times in three years.

Denver’s 25 “red” schools, its lowest-performing, had not been assigned direct-placements as of Thursday, though figures provided by the districts changed over several days.

For example, the district’s first response to an Open Records Act request by Ed News listed a part-time art teacher placed at Gilpin K-8. Shayne Spalten, DPS’ head of human resources, said that was an error.

In 2009-10, 20 percent of direct-placed teachers were placed in “red” schools, those listed as “on probation” for failing to meet standards on the district’s School Performance Framework.

In addition to a direct-placement spreadsheet, DPS provided a separate listing of 24 experienced teachers sent to schools to relieve what are expected to be large class sizes this fall.

That includes two teachers offered to North and West high schools, both “red” schools. Principals at the schools were told they qualified for class-size relief but that it must come in the form of those teachers.

Spalten said those teachers are not considered direct placements because the principals could have refused to accept them and because the assignments are for one-year-only. In addition, the positions are funded by the district rather than the school.

On the other hand, she noted, the positions aren’t necessarily mutual-consent hires either. Those are school-funded and continuing, rather than temporary, positions.

Roman said DPS’ definition of “mutual consent” sounds more like principal consent. For example, he asked, why not allow teachers on the direct-placement list to interview at all schools, including red schools?

Spalten said they’re free to do so. If an experienced and unassigned teacher interviews at a red school, and the principal wants to make that hire, that’s mutual consent and that’s what DPS wants.

What Boasberg’s policy change prohibits, she said, is the placement of a teacher, without the principal’s consent, at a red school.

Nancy Mitchell can be reached at [email protected] or 303-478-4573.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.