status quo holds

Lawmakers torpedo yet another bid to change teacher evaluations

Rep. Jeni Arndt (left) and teacher Russ Brown listened to committee questions during the hearing on Arndt’s bill.

Lawmakers killed a bill Monday that would have allowed school districts to scale back evaluations of teachers who’ve earned an arduous national certification, another blow to efforts to remake Colorado’s educator evaluation system.

The House Education Committee killed the bill 7-4 — a vote that crossed party lines — after a motion to move the bill forward failed. The second vote means the legislation is dead for this legislative session.

The defeat of House Bill 16-1121 in the Democratic-controlled House came just four days after the Education Committee in the Republican-controlled Senate defeated a much more sweeping proposal that would have shaken up how teachers are evaluated.

That legislation would have eliminated the requirement that districts base at least half of a principal or teacher’s annual evaluation on student academic growth, a centerpiece of a landmark 2010 educator effectiveness law.

The House bill’s scope was much narrower, covering teachers who have earned National Board Certification status. Only about 900 of Colorado’s roughly 56,000 teachers have earned that qualification, which involves passing a rigorous program of exams and demonstrations of teaching skills. A private group, the National Board for Professional Teaching Standards, offers the certification.

The bill would have allowed, but not required, districts to exempt those teachers from required annual evaluations. Teachers instead would have faced evaluations at least every three years.

The bill was sponsored by Rep. Jeni Arndt, D-Fort Collins. But the idea was the brainchild of Russ Brown, a history and social studies teacher at Poudre High School in Fort Collins.

He told the committee that he hoped creating an exception for board certified teachers who inspire others to seek that credential.

“The key to saving American education is that we must inspire good teachers,” he said.

Brown said the idea came to him three years ago. He said  he hasn’t sought certification to avoid the impression that he was seeking a personal advantage.

Arndt acknowledged that “this bill touches on a sensitive topic. It touches on Senate Bill 191,” referring to the 2010 law that created the current evaluation system.

She described the bill as a way to recognize top teachers.

“Quite frankly,” Arndt said, “it’s a pro-teacher bill.”

From the start of three hours of testimony and discussion, committee members of both parties raised many questions. Major themes included whether to tinker with evaluation before the system is fully put into practice, the wisdom of valuing board certification over measurable results from student growth data, and whether the bill would create “inequities” among teachers.

Lobbyists from three education advocacy groups — the Colorado Children’s Campaign, Colorado Succeeds and Stand for Children — testified strongly against the bill. Another major reform group, Democrats for Education Reform, was neutral, Arndt said.

But other witnesses from the Poudre school district — as well as board certified teachers and representatives of the Colorado Education Association, the state’s largest teachers union — urged the committee to pass the bill.

In closing statements before the vote, some committee members clearly were torn.

“I’m really struggling with this one,” said Rep. Dominick Moreno, D-Commerce City.

With the defeat of the House bill, no other pending bills would alter the state system, which requires that principals and teachers be evaluated half on their professional practice and half on student academic growth.

Only two other evaluation-related bills are currently pending at the Capitol:

House Bill 16-1016 – Provides state help to districts to develop additional measures of student growth. It’s scheduled to be heard by House Education on Feb. 29. While there isn’t a partisan or ideological divide over this bill, its current $20 million price tag is a big problem in a tight-budget session.

House Bill 16-1099 – Repeals a provision that requires mutual consent of a teacher and a principal for placement in a school and creates additional protections for teachers who aren’t placed. It’s on House Education’s March 21 calendar. It’s not expected to survive.

deep cuts

New York City teachers don’t get paid maternity leave. Their paychecks prove it.

PHOTO: Emily James/Courtesy photo
Brooklyn high school teacher Emily James with her children.

Susan Hibdon opened her front door and saw nothing but white.

It was a day that would go down in tabloid headline history after schools Chancellor Carmen Fariña declared it “absolutely a beautiful day,” despite a forecast calling for 10 inches of snow. For Hibdon, a Brooklyn high school teacher, it was memorable for a different reason. It was exactly six weeks after she had given birth, which meant it was time to go back to the classroom.

She kissed her infant goodbye and headed into the wet February weather.

“If you want to pay your rent, you have to go right back to work,” she said. “That’s not just bad for the mother who just gave birth. That’s bad for everybody.”

New York City teachers have no paid maternity or family leave, a policy that takes a toll on teachers’ paychecks and creates deep gender inequity in an education workforce that is about 77 percent women.

Hibdon and fellow teacher and mother Emily James recently launched an online petition calling on the United Federation of Teachers to negotiate for paid leave, which is not included in any of the city’s contracts with unionized workers. Almost 78,000 people have signed on, and the women will present their request at the union’s executive board meeting on Monday.

“I think the irony of it sticks out to many people: These are women who are paid to raise children and they aren’t paid to raise their own children,” Hibdon said.

As it stands now, teachers who want to take paid time off after having a baby must use their sick days. The policy only applies to birth mothers, putting a strain on those who become parents through adoption or surrogacy, and fathers who want to take a leading role in the earliest moments of parenthood.

“We talk so much about parents being active in their child’s education,” said Rosie Frascella, a teacher who has also pushed for paid leave policies. “Well, let’s let teachers be active in their child’s education.”

For teachers, the policy packs a financial blow on multiple levels.

If a mother wants paid time off after giving birth, the only option is to use sick days. Women are limited to six weeks of sick time after a vaginal birth, and eight weeks after a C-section.

Teachers earn one sick day per school month. In order to save up for an eight-week leave, a teacher would have to work about four years without using any sick days.

Many women haven’t accrued that many days, so they can “borrow” sick days they haven’t yet earned. Teachers run into problems, though, if they actually get sick — or their children do — since they can only borrow up to 20 sick days. Once they hit that number, any additional time off is unpaid. And if a teacher leaves the education department, she must repay any sick days she borrowed.

Hidbon learned that the hard way. She has three children — and precious few sick days in the bank. Hidbon remembers a time that she completely lost her voice, but still had to go to work.

“No one could hear me. I had to conduct my entire class writing notes on the board,” she said. “I’m supposed to be teaching and I can’t do my job because of the way the system is set up — and my students are getting the short end of the stick.”

The crunch for sick time could lead to a financial blow later in a woman’s career. Teachers are allowed to accrue up to 200 sick days, and receive a payout for unused time when they retire. The city could not provide numbers for how many sick days men versus women retire with. But it makes sense that men would rack up far more since women with children are more likely to get stuck with a negative balance.

James, a Brookyln high school teacher and co-starter of the online petition, still has a negative balance of 16 sick days — almost three years after giving birth. The problem is compounded by the fact that women are more likely to take time off when a child is sick or there are other family obligations, a pattern that is seen in professions across the board.

“There were many times when I was so sick at work the kids were like, ‘Why are you here? Miss, go home,’” she said. “But it costs a lot of money to stay home.”

Even when women don’t have to borrow sick days, they can still lose financially. The city only allows women to use up to eight weeks of their banked time. Any additional days off are entirely unpaid.

Amy Arundell, a former director of personnel for the UFT, said many mothers stay home longer because of the federal Family and Medical Leave Act, which provides job protections for 12 weeks of leave.

“The people who don’t take 12 [weeks] obviously have real financial commitments” that make taking unpaid time off impossible, she said.

Women who take that time get hit with a double-punch to their salaries. Because of the way summer pay is calculated, unpaid time off results in a smaller summer paycheck, too. Arundell said the hit is usually equivalent to one paycheck.

Same sex-couples and those who become parents through surrogacy or adoption face many of the same financial setbacks, since only birth mothers are allowed to use sick time after having a baby.

After years on a waiting list, Seth Rader and his wife had only weeks’ notice that their adoptive baby was on the way. Since his wife was in grad school, the couple decided Rader would stay home with their new son — even though Rader, a Manhattan high school teacher, is the primary breadwinner at home.

“In a lot of ways, I’m much more bonded with him as a father, and him to me,” Rader said. “Are we really in a place where we want to discourage fathers from taking that role?”

At the time, the couple were saving for a down payment to buy a place of their own. After the expense of Rader taking off from work, they still are.

“I think all of this has to be affecting the sustainability of teaching,” he said. “If we create a system where people can’t imagine being teachers and parents at the same time, then that’s a loss.”

When it comes to the push for family leave, teachers have been left behind even as strides are made elsewhere. New York State recently passed a mandatory paid leave policy that will cover private employees. Last winter, Mayor Bill de Blasio signed a paid leave act for city employees.

But that benefit isn’t extended to workers with unions, like the United Federation of Teachers. Currently, no union in New York City has paid maternity leave, according to a city spokeswoman.

Teachers across the city are fighting to change that. The petition started by Hibdon and James calls on UFT President Michael Mulgrew to “fight for our teaching mothers.”

“They’re supposed to really care about what teachers are struggling with and they’re our voice,” James said. “I just wish that they would take this seriously.”

Both the city and the United Federation of Teachers say they have held talks to extend similar benefits to teachers. In an emailed statement, Mulgrew called family leave “an important issue for the UFT and its members.”

“In our talks so far, the city has failed to come up with a meaningful proposal,” he said.

In an article published in the UFT journal, which ran shortly after the city passed its parental leave policy, the union pointed out that gaining that benefit came at the cost of a scheduled raise for managers and fewer leave days for veteran employees.

According to the article, Mulgrew said he “looked forward to negotiations with the de Blasio administration for an appropriate way to expand parental benefits for UFT members.”

Educator diversity

Most Denver students are kids of color. Most teachers are white. That hasn’t changed, despite recent efforts.

PHOTO: Denver Post file
McMeen Elementary teacher JaMese Stepanek reads poetry with first-grader Citi Hejab.

Despite efforts to diversify its teacher workforce, Denver Public Schools still faces an imbalance that plagues many school districts across the country:

About three-quarters of its 92,000 students are children of color, but 73 percent of its teachers this year are white.

That number remains unchanged from last year.

Although DPS tried to hire more teachers of color through targeted recruitment and other strategies, and while it’s had some success diversifying its principal pool, its efforts are having little difference at the front of the classroom.

Seventy percent of the 929 new teachers hired for this school year are white, which is the same percentage as last year and only slightly more diverse than the overall teacher workforce:

Nationwide, about 80 percent of all public school teachers are white. That percentage is even higher in Colorado’s second-largest school district, neighboring Jeffco Public Schools, where about a third of students are children of color. State statistics show that in 2016-17, 90 percent of Jeffco teachers were white.

“We’re encouraged that we’re ahead of both the national average and surrounding districts,” Katie Clymer, DPS’s director of talent acquisition, wrote in an email. She added DPS understands “the urgency for our students today, and (is) eager to continue to push forward.”

Some research shows students of color benefit academically and socially when they’re taught by teachers who share the same background. A recent study found low-income black students who have even one black teacher in elementary school are more likely to graduate high school.

While students of color in Denver are making academic progress, recent state test scores showed that white students and non-low-income students are still outpacing them.

The district’s school leaders are more diverse. Additionally, 39 percent of the new assistant principals and principals hired for 2017-18 were educators of color:

District officials credit a “grow-your-own” strategy for recruiting diverse principals. Almost all of the principals hired in the past couple of years have been from within DPS, said Debbie Hearty, the district’s chief human resources officer. It’s easier to grow teachers of color into leaders once they’re already in the district than it is to get diverse teachers in the door, she explained.

“Our pipelines coming into teaching from the traditional routes are not as diverse as we need them to be,” Hearty said. “…In the principalship, we have a more captive audience.”

Recent reports have shown enrollment in Colorado’s traditional teacher preparation programs is declining, and state colleges aren’t producing enough teaching graduates — let alone graduates of color — to keep up with demand. Many districts, including DPS, recruit from out of state.

To that end, DPS recruiters last year visited 17 colleges and universities across the country that graduate high proportions of top-performing teachers of color, Clymer said. They sometimes brought along alumni who are now teaching in DPS to speak about their experiences.

But convincing graduates to apply for jobs in Denver isn’t always easy, Clymer said.

“We’re fighting against the perception that Denver is a white ski town,” she said.

Connecting potential recruits with educators of color already working in DPS gives them a more realistic picture, Clymer said. The district is also launching a new employee resource group for educators of color to help them feel connected once they’re hired, she said.

“When you have current employees of color saying, ‘This is a place I can thrive,’ that unofficial recruiting is a powerful way to increase diversity,” Hearty said.

A joint effort between the city of Denver, DPS and several charter schools is also showing promise, Clymer said. The Make Your Mark campaign kicked off in March 2016 with the aim of selling the city to educators of color. Fifteen top minority teaching candidates visited Denver that month for a three-day whirlwind tour dubbed the Mile High Showcase that included school visits, a job fair, a Nuggets basketball game and dinner at a Mexican restaurant.

This year, the campaign shifted gears, Clymer said. After finding that many candidates who attended the showcase were already sold on Denver and didn’t need convincing, she said organizers eschewed hosting a tour for a select group of candidates in favor of launching more wide-ranging recruitment campaigns in Pueblo, Chicago and Puerto Rico.

In response to candidates expressing trepidation about Denver’s rising housing costs, organizers posted a list of local housing assistance programs on the Make Your Mark website. DPS compiled an even more comprehensive guide to housing, childcare and other resources. Inquiries from would-be teachers and principals to the Make Your Mark website are growing fast, Clymer said.

But she said recruitment can only do so much given the finite pool of teaching graduates of color. Ultimately, Clymer said, “you’re not going to hire your way out of this problem.”

That’s why DPS is also focused on convincing more young people and paraprofessionals to become teachers, and holding on to the teachers of color it already has, officials said.

This year is the second of a DPS program that pays for paraprofessionals to earn a bachelor’s degree and a teaching license while keeping their jobs for most of the time they’re in school.

More than 50 percent of participants are educators of color, Hearty said. But she said it’s too early to gauge the multi-year program’s effectiveness at diversifying the DPS teaching force.

That’s even more true for another DPS “grow-your-own” effort that targets high school students interested in a teaching career. Called EdConnect, the program launches in three DPS high schools this year and will offer students classes and work experience related to teaching.

Numbers show the district does a better job of keeping diverse educators once they’re hired. In fact, turnover was lower this year for DPS educators of color than for white educators:

But while that trend is encouraging, officials said the district understands it needs to move faster.

“We’re excited the changes we’re making are beginning to show positive gains,” Clymer said. Now, she added, it’s about figuring out how to capitalize on those gains to make more.