Prepared by Jennifer L. Jennings, assistant professor of sociology at New York University, and Aaron M. Pallas, professor of sociology and education at Teachers College, Columbia University, in collaboration with Annenberg Institute research staff
Over the last decade, the New York City public school system has sought to reform high school education by closing or downsizing large, failing high schools and opening new small high schools in their stead. This report explores whether these reforms altered the distribution of student characteristics across schools by comparing the demographic characteristics of students entering the new small high schools with those of students entering the large high schools that closed and with high schools across the New York City system.
The authors found little evidence of a fundamental redistribution throughout the system, but their data indicated that new small high schools located on the campuses of the large comprehensive schools they replaced enrolled much less disadvantaged ninth-graders than those who were previously enrolled in the now-closed large comprehensive schools. The authors recommend that the New York City Department of Education remain vigilant when opening and closing new schools, keeping in mind that the fortunes of one school can influence what happens to other schools. (October 2010)
I had conversations with Jennifer Jennings about this issue from the time I first met her in the early days of her research into small schools over 5 years ago. She told me about a few of the schools - most cherry picked but one principal really tried to do it with the same kids - his school had loads of issues because these kids just needed more resources. Now if he were given more teachers and more non-classroom resources, it would have been possible, but by no means a sure bet. But the ed deformers don't even want to go there, trying to make it seem it is only a matter of replicating successful models, quality teaching, etc.
Oh, how easy to be a higher quality teacher when there are kids with less needs - and that money spent the right way - let me say it again - money spent the right way - not on schemes like merit pay, or coaches, or ARIS and data and accountability - all the non-classroom accouterments that won't make a difference. See below for a prime example of waste: Hiring teacher effectiveness coaches who need no teaching experience.
Nothing surprising here. We know there are no magic bullets.
Pallas - Jennings report:
NYC Gates-funded small schools enrolled fewer disadvantaged 9th graders than enrolled in large HS they replaced.
Findings appear to contradict DOE’s claims on this issue.
  | News from the Annenberg Institute Do new small schools in New York City enroll more advantaged students than the city's other schools ? The New York City public school system has sought to reform high school education by closing or downsizing large, failing high schools and opening new small high schools. In a new report, NYU professor Jennifer Jennings and Teachers College professor Aaron Pallas explore whether these reforms altered the distribution of enrolling students’ characteristics across schools.> Read more and view the entire report |
Posting for NYC Department of Education
Position Details
Position Details
Position Title: TEACHER EFFECTIVENESS COACHES Function: Education/Training Position Type: Full-Time (Paid) Posted On: 10/5/2010 Job Description: DEPARTMENT OF EDUCATION
DIVISION OF TALENT, LABOR & INNOVATIONJOB POSTING
TEACHER EFFECTIVENESS COACHES
Position Summary:
The Department of Education’s (DOE) Division of Talent, Labor & Innovation is currently seeking multiple full-time Teacher Effectiveness Coaches to implement a talent management system focused on teacher effectiveness. These positions offer the successful candidate the opportunity to assume a role in supporting school leaders in evaluating and developing effective teachers in New York City public schools. The Teacher Effectiveness Coaches will be required to travel 4-5 days a week to New York City schools.
Responsibilities:
These positions offer the successful candidate the opportunity to support school leaders in evaluating and developing effective teachers in New York City public schools. Specific responsibilities include, but are not limited to, the following:
Communicating the Teacher Effectiveness Program
• Create materials, agendas, and talking points to help principals have conversations with teachers
Determining Individual Teacher Development Needs
• Provide written guidance to principals on using data to assess teacher effectiveness
• Create tools to help principals diagnose teacher needs and choose appropriate interventions
Tracking Progress of Developmental Support
• Track teacher development needs and the delivery of interventions to establish school and project level patterns
Supporting the Completion of Teacher Evaluations
• Work with principals to improve use of existing evaluation tool, provide logistical support to ensure principals follow the evaluation process
• Track the alignment of evaluation rating to teacher effectiveness, as determined by the principal
• Provide logistical support to ensure principals make timely and informed tenure decisions. Qualifications: Qualification Requirements:
Minimum:
• B.A.
• Minimum four (4) years experience in human resources, talent development, performance evaluation, professional development, operations, public or education administration or a field applicable to the position, with at least 18 months of management experience or
• A satisfactory equivalent of post baccalaureate education and experience
• All candidates must have 18+ months of managerial/supervisory experience
4 comments:
Norm,
This isn't real is it? The qualifications? Are they kidding?
JP
Of course it's real. Or surreal.
The fact that a so called "teacher effectiveness coach" is not required to have ever been a teacher for a minimum amount of years is appalling and outrageous, not to mention detrimental to children.
Gee, when a cardiological surgeon comes to a hospital to chair the department and train surgeons in cutting edge techniques, she has to - probably to the NYC Department of education's dismay - have had performed real life surgeries herself.
Suddenly, when it comes to public education, it's perfectly okay for someone in a director's position to never have done the very tasks he/she is evaluating.
it makes no sense, and must be prohibited by new legislation that needs to be advocated for by parents and educators alike.
Michael Bloomberg and Joel Klein are not just repugnant to ordinary families and their children being educated. Additionally, these two "reformers" are public enemies to justice, democracy, and the American way. Their corporatization of a public arena is wreaking havoc on hundreds of thousands of innocent and vulnerable children, and governments on a state and federal level should unseat both men and replace them with, amongst others, true scientists who study the cognitive sciences and work in conjunction with actual teachers. We would resultingly see not just a revamping of curriculum, but a truer, more productive view of proximal zones of development that would allow children to catapult themselves into critical thinkers rather than be frustrated by a system that sets them and those that teach them up for failure.
Robert Rendo
ESL Teacher, New York
It's incredibly easy to tell others how to do something you don't have to do yourself... and in this case, have never had to do yourself.
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