Teach - March 2012

Published by the TENNESSEE EDUCATION ASSOCIATION March 2012 Vol. 43, No. 7 www.teateachers.org

Published by the TENNESSEE EDUCATION ASSOCIATION March 2012 Vol. 43, No. 7 www.teateachers.org

Virtually ZeroHonest Analysis Suggests Online Schools

May Strain Finances, Contribute Little

Governor DropsClass Size Initiative

Mandated Test SecurityGuidelines for Tennessee’s Teachers

page 9

page 8

teach (USPS 742-450, ISSN 15382907) is published monthly (except for June, July and December) by the Tennessee Education Association, 801 Second Avenue North, Nashville TN 37201-1099. Periodical postagepaid at Nashville, TN. The subscription price of $3.65 isallocated from annual membership dues of $254.00 for active members; $127.00 for associate, education support and staff members; $16.00 for retired mem-bers; and $10.00 for student members. Member of State Education Editors Conference (SEE).

Postmaster: Send address changes to teach,

801 Second Avenue North,Nashville, TN 37201-1099.

MANAGING EDITOR: Alexei Smirnov [email protected]

PUBLISHER: Alphonso C. ManceMANAGER OF COMMUNICATIONS: A.L. Hayes

Tennessee Education Association801 Second Avenue NorthNashville, TN 37201-1099

Telephone: (615)242-8392, Toll Free: (800)342-8367, (800)342-8262

Fax: (615)259-4581Website: www.teateachers.org

BOARD OF DIRECTORS PRESIDENT: Gera Summerford* (800)342-8367VICE PRESIDENT: Barbara Gray* (901)353-8590SECRETARY-TREASURER: Alphonso C. Mance (615)242-8392DISTRICT 1 Leisa Lusk (423)928-6819DISTRICT 2 Melinda Reese (423)587-2120DISTRICT 3 Karen Starr (423)628-2701DISTRICT 4 Tanya Coats (865)637-7494DISTRICT 5 Sandy Smith (423)991-8856DISTRICT 6 Beth Brown* (931)779-8016DISTRICT 7 Bonnie T. Dixon (931)967-9949DISTRICT 8 Kawanda Braxton (615)554-6286DISTRICT 9 Erick Huth (615)973-5851DISTRICT 10 Guy Stanley (615)384-2983DISTRICT 11 Melanie Buchanan* (615)305-2214DISTRICT 12 Debbie D’Angelo (731)247-3152 DISTRICT 13 Ernestine King (901)590-8188DISTRICT 14 Sarah Kennedy-Harper (901)416-4582 DISTRICT 15 Stephanie Fitzgerald (901)872-4878 ADMINISTRATOR EAST Johnny Henry (865)509-4829ADMINISTRATOR MIDDLE Margaret Thompson (615)643-7823ADMINISTRATOR WEST Charles Green (901)624-6186HIGHER EDUCATION Derek Frisby (615)898-5881BLACK CLASSROOM TEACHER EAST Paula Hancock (865)694-1691BLACK CLASSROOM TEACHER MIDDLE Alzenia Walls (615)230-8144BLACK CLASSROOM TEACHER WEST LaVerne Dickerson* (901)416-7122STATE SPECIAL SCHOOLS VacancyESP Christine Denton (931)647-8962TN NEA DIRECTOR Stephen Henry* (615)519-5691TN NEA DIRECTOR Diccie Smith (901)482-0627TN NEA DIRECTOR Diane Lillard (423)478-8827STEA MEMBER Caryce Gilmore (865)640-6590TN RETIRED Gerald Lillard (423)478-8827NEW TEACHER Candra Clariette (615)506-3493* Executive Committee

TEA HEADQUARTERS STAFFEXECUTIVE DIRECTOR: Alphonso C. Mance; ASST. EXECUTIVE DIRECTOR, AFFILIATE SERVICES: Mitchell Johnson; ASST. EXECUTIVE DIRECTOR, PROGRAM SERVICES: Carol K. Schmoock; TEA GENERAL COUNSEL; Vacancy; MAN-AGER OF BUSINESS AFFAIRS: Stephanie Faulkner; IN-FORMATION TECHNOLOGY & SYSTEMS MANAGER, Galen Riggs; MANAGER OF UNISERV & BARGAINING CO-ORDINATOR: Donna Cotner; STAFF ATTORNEYS: Tina Rose Camba, Katherine Curlee, Virginia A. McCoy; MANAGER OF GOVERNMENT RELATIONS: Jerry Winters; GOVERNMENT RELATIONS ASSISTANT: Antoinette Lee; MANAGER OF COMMUNICATIONS & GRAPHICS: A.L. Hayes; WEB MASTER & COMMUNICATIONS ASSISTANT: Amanda Chaney; MANAGING EDI-TOR & COMMUNICATIONS ASSISTANT: Alexei Smirnov; MANAGER OF RESEARCH & INFORMATION: Melissa Brown; RESEARCH & IN-FORMATION ASSISTANT: Susan Ogg; MANAGER FOR INSTRUCTION & PROFESSIONAL DEVELOPMENT: Terrance Gibson; INSTRUCTION & PROFESSIONAL DEVELOPMENT COORDINATORS: Susan Dalton, Nicki Fields; COORDINATOR OF MEMBERSHIP & AFFILIATE RELA-TIONS: Duran Williams.

UniServ Staff contact informationcan be found on page 12.

Gera Summerford, President

Did you ever wonder why the Wisconsin, Ohio and Indiana state governments wanted to end negotiations the same year Tennessee’s legislature did? Or why so many states have passed almost identical laws weakening teacher tenure? Have you considered that there are greater forces at work than those residing in Tennessee?

These days, when I visit with teachers and other educators, I’m often asked such questions as, “Where is this coming from?” “What’s the basis for all the anti-teacher, anti-public education legislation?” As I look at what’s happened in Tennessee and other states during the last year, I recognize a trajectory that started when I was a beginning teacher—and I’m afraid it’s nearing its target.

For years I’ve heard NEA leaders say that those who want to privatize our schools would start by attacking us. Because we, the teachers,

are the protectors of free public education for all children. We believe the best way to prepare children to live in diverse communities and a thriving democracy is to provide quality public schools where all children are welcome. Our opponents, however, have a different idea and an orchestrated plan to divert public education funds to corporate interests.

If you doubt, as I did back in the 1980’s, that such a conspiracy exists, look no further than ALEC, the American Legislative Exchange Council. Backed by such groups as the Friedman Foundation, Pearson Publishing, Sylvan Learning, and K12 Inc., as well as such huge corporations as the Koch Companies, Reynolds American, ExxonMobil, Kraft Foods and others, ALEC brings state legislators and corporate interests together to share model legislation that moves state law toward privatization of public schools.

For example, the “virtual schools “ law passed in Tennessee last year to create online schools was brought to us by ALEC’s Education Task Force, led by Mickey Revenaugh of Connections Academy and Lisa Gillis of K12 Inc. Both of these virtual school companies have a vested interest in the legislation. K12 Inc. (whose CEO earns $2.6 million) won the no-bid contract in Union County to create the Tennessee Virtual Academy. Is that a good use of taxpayer money?

Other model legislation developed by ALEC and carried to state legislatures around the country promote charter schools, vouchers, increased student testing and reporting, alternative certification for teachers, performance pay, and tenure reform. ALEC’s description of its Great Teachers and Leaders Act reads, “…tenure is revocable following two consecutive years of insufficient growth. The Act requires principals to be evaluated annually with 50 percent of the evaluation based on student achievement and their ability to develop teachers in their buildings and increase their effectiveness.”

Sound familiar? Do we really want ALEC writing our laws in Tennessee?

As we review the actions of the 107th General Assembly and prepare for Election 2012, we need to make sure we look beneath the surface to find the roots of our problems. We must remember our purpose and work together to protect public education. We need to identify those legislators who are members of ALEC. And we need to support lawmakers who think for themselves and truly represent the people who elect them.

coming from?” “What’s the basis for all the anti-teacher, anti-public education legislation?” As I look at what’s happened in Tennessee and other states during the last year, I recognize a trajectory that started when I was a beginning teacher—and I’m afraid it’s nearing its target.

those who want to privatize our schools would start by attacking us. Because we, the teachers,

Al Mance, Executive Director

When we elect citizens to office, we give them a defined period of time to enact laws, rules and regulations to protect and support us. We depend on them to act in our best interest and to be responsible for their actions. The laws they pass have an impact on our lives.

The Tennessee constitution establishes the state’s obligation to provide a free public school system for Tennessee boys and girls. The

General Assembly is charged with the responsibility to build and support that system.

The state generally attempted to meet its obligation. After ESEA/NCLB became federal law, the Tennessee General Assembly passed a limited charter school law. The original law provided an alternative for boys and girls who attended schools that were in the ‘restructuring’ phase under ESEA/NCLB. Since then, the General Assembly took all limits off.

Thus began the slide down a slippery slope. The repeal of teachers’ voices in negotiating

teaching and learning conditions and school system policies about transfers, teacher evaluation, student discipline, workload, curriculum, class size, incentive pay programs and other professional issues accelerated the slide.

Increasing the probationary period from three to five years and raising the standard for teachers to achieve employment protections caused further damage when fair dismissal became a reward, rather than a fundamental right, of teachers who meet the expectations of their employment.

Early this year, the governor proposed legislation that, if passed, would wipe out the state’s minimum salary schedule for teachers and eliminate the average class size requirements for students. Money saved by increasing class sizes would be used to fund incentive pay schemes that could not be discussed under the rules of the new Collaborative Conferencing law.

Most of the legislators participating in these attacks seem to assume that expertise in their chosen vocation translates well into other fields. This flawed thinking appears to have resulted in a lack of respect for teachers.

Unfortunately, too many of us played a role in putting these legislators into position to do the damage caused by their flawed policies.

Legislative events of the past two years should be defining lessons for every educator. Tennessee’s teachers and education support professionals must resolve this will never happen again. We are dedicated to the proposition that every Tennessee student has the right to a high quality free public education. We believe all teachers have the right to apply their professional skills to the achievement of that goal. Therefore, we must do everything within our power to elect public servants who also support these goals.

The Tennessee House of Representatives and half the Senate will stand for election in November. Those who are committed to the mission of public education must begin persuading spouses, children, parents, neighbors, friends and church members to vote for education in 2012.

Strong public schools are our best hope for a bright economic future for Tennessee boys and girls. It is the unbiased equalizer for all Tennesseans and the best chance to ensure our democratic form of government will endure.

Let us each do our part. We owe it to the children.You count.

Stand Up for Children, Public Education or Give Up

to build and support that system.

obligation. After ESEA/NCLB became federal law, the Tennessee General Assembly passed a limited charter school law. The original law provided an alternative for boys and girls who attended schools that were in the ‘restructuring’ phase under ESEA/NCLB. Since then, the General Assembly took all limits off.

K12 Inc., Koch Industries Behind State Laws

Speaking out with you

2 March 2012

teach (USPS 742-450, ISSN 15382907) is published monthly (except for June, July and December) by the Tennessee Education Association, 801 Second Avenue North, Nashville TN 37201-1099. Periodical postagepaid at Nashville, TN. The subscription price of $3.65 isallocated from annual membership dues of $254.00 for active members; $127.00 for associate, education support and staff members; $16.00 for retired mem-bers; and $10.00 for student members. Member of State Education Editors Conference (SEE).

Postmaster: Send address changes to teach,

801 Second Avenue North,Nashville, TN 37201-1099.

MANAGING EDITOR: Alexei Smirnov [email protected]

PUBLISHER: Alphonso C. ManceMANAGER OF COMMUNICATIONS: A.L. Hayes

Tennessee Education Association801 Second Avenue NorthNashville, TN 37201-1099

Telephone: (615)242-8392, Toll Free: (800)342-8367, (800)342-8262

Fax: (615)259-4581Website: www.teateachers.org

BOARD OF DIRECTORS PRESIDENT: Gera Summerford* (800)342-8367VICE PRESIDENT: Barbara Gray* (901)353-8590SECRETARY-TREASURER: Alphonso C. Mance (615)242-8392DISTRICT 1 Leisa Lusk (423)928-6819DISTRICT 2 Melinda Reese (423)587-2120DISTRICT 3 Karen Starr (423)628-2701DISTRICT 4 Tanya Coats (865)637-7494DISTRICT 5 Sandy Smith (423)991-8856DISTRICT 6 Beth Brown* (931)779-8016DISTRICT 7 Bonnie T. Dixon (931)967-9949DISTRICT 8 Kawanda Braxton (615)554-6286DISTRICT 9 Erick Huth (615)973-5851DISTRICT 10 Guy Stanley (615)384-2983DISTRICT 11 Melanie Buchanan* (615)305-2214DISTRICT 12 Debbie D’Angelo (731)247-3152 DISTRICT 13 Ernestine King (901)590-8188DISTRICT 14 Sarah Kennedy-Harper (901)416-4582 DISTRICT 15 Stephanie Fitzgerald (901)872-4878 ADMINISTRATOR EAST Johnny Henry (865)509-4829ADMINISTRATOR MIDDLE Margaret Thompson (615)643-7823ADMINISTRATOR WEST Charles Green (901)624-6186HIGHER EDUCATION Derek Frisby (615)898-5881BLACK CLASSROOM TEACHER EAST Paula Hancock (865)694-1691BLACK CLASSROOM TEACHER MIDDLE Alzenia Walls (615)230-8144BLACK CLASSROOM TEACHER WEST LaVerne Dickerson* (901)416-7122STATE SPECIAL SCHOOLS VacancyESP Christine Denton (931)647-8962TN NEA DIRECTOR Stephen Henry* (615)519-5691TN NEA DIRECTOR Diccie Smith (901)482-0627TN NEA DIRECTOR Diane Lillard (423)478-8827STEA MEMBER Caryce Gilmore (865)640-6590TN RETIRED Gerald Lillard (423)478-8827NEW TEACHER Candra Clariette (615)506-3493* Executive Committee

TEA HEADQUARTERS STAFFEXECUTIVE DIRECTOR: Alphonso C. Mance; ASST. EXECUTIVE DIRECTOR, AFFILIATE SERVICES: Mitchell Johnson; ASST. EXECUTIVE DIRECTOR, PROGRAM SERVICES: Carol K. Schmoock; TEA GENERAL COUNSEL; Vacancy; MAN-AGER OF BUSINESS AFFAIRS: Stephanie Faulkner; IN-FORMATION TECHNOLOGY & SYSTEMS MANAGER, Galen Riggs; MANAGER OF UNISERV & BARGAINING CO-ORDINATOR: Donna Cotner; STAFF ATTORNEYS: Tina Rose Camba, Katherine Curlee, Virginia A. McCoy; MANAGER OF GOVERNMENT RELATIONS: Jerry Winters; GOVERNMENT RELATIONS ASSISTANT: Antoinette Lee; MANAGER OF COMMUNICATIONS & GRAPHICS: A.L. Hayes; WEB MASTER & COMMUNICATIONS ASSISTANT: Amanda Chaney; MANAGING EDI-TOR & COMMUNICATIONS ASSISTANT: Alexei Smirnov; MANAGER OF RESEARCH & INFORMATION: Melissa Brown; RESEARCH & IN-FORMATION ASSISTANT: Susan Ogg; MANAGER FOR INSTRUCTION & PROFESSIONAL DEVELOPMENT: Terrance Gibson; INSTRUCTION & PROFESSIONAL DEVELOPMENT COORDINATORS: Susan Dalton, Nicki Fields; COORDINATOR OF MEMBERSHIP & AFFILIATE RELA-TIONS: Duran Williams.

UniServ Staff contact informationcan be found on page 12.

3 www.teateachers.org

Who Turns the Wheels Impacting Evaluation?State Board of Education, Legislature Wield Considerable PowerBy Susan Dalton

While many TEA members are ready and willing to advocate for changes to the current evaluation system, it’s sometimes hard to determine who made which decision and what can be done about it now. It’s important for members to know who turns the wheels impacting evaluation so we can hold all parties accountable and understand how to get things changed.

The First to the Top ActThe First to the Top Act can be

linked to a series of value-added statutes passed in 1992, though it wasn’t until passage of the act in January 2010 that value-added data was linked to annual evaluations for the first time. From that point, many votes by the General Assembly, the Teacher Evaluation Advisory Committee (TEAC) and the State Board of Education (SBE) led us to the current unmanageable system.

While November’s legislative hearings and many meetings with legislators have raised awareness about the need for change, some legislators have hidden behind the actions of the SBE and the TEAC. Some legislators conveniently claim they were merely part of the bipartisan support for First to the Top in January 2010. First to the Top required the creation of the TEAC, with their recommendations to go to the SBE. However, that vote alone did not create the current system.

The First to the Top Act required the SBE to adopt policies to implement guidelines for annual evaluations of all teachers and principals and a grievance procedure. In 2011, the General Assembly complicated the issue by tying tenure reforms to the SBE policies and rules on evaluations and linking tenure to effectiveness ratings determined by the evaluation system. The 2011 General Assembly also extended until June 15 the date by which teachers with continuing contracts must be notified of their dismissal or failure of reelection, which makes it more likely summative evaluation ratings can be a factor in these decisions.

Some legislators recognize the flaws in the evaluation system and are prepared to wave the checkered flag. Others brag that Tennessee is moving forward while they secretly admit that the evaluation vehicle has a motor, gas pedal, and forward gear but seems to be lacking neutral, reverse, or even brakes. Business leaders are on the sidelines waving the green flag. Many educators are considering waving the white flag which means both surrender and do not fire.

The role of the State Board of EducationLike any complex system, many people making many decisions got us here.

Much confusion results from the lack of understanding of the overlapping roles

of the General Assembly and the SBE. Many legislators are confused about what happens to education policy once their votes are taken, and most have been satisfied allowing the SBE to work out the policy details.

Members of the SBE are appointed by the governor for five-year terms and may be reappointed. While one SBE member must be a K-12 teacher at the time of appointment, all others are generally non-educators.

While SBE members never have to face election, each state board member has a constituency based on his/her Congressional district. Educator contact with the SBE must be part of the solution. TEA members need to educate policymakers — SBE

members as well as legislators — and hold them accountable. TEA’s State Board Contact Team also plays a crucial role in TEA’s efforts

to influence the actions of the SBE. Contact team members are all educators who communicate directly with SBE members on a regular basis and attend SBE meetings when critical issues are under consideration. They work closely with TEA’s Instruction and Professional Development staff, who research and monitor proposed policies.

Who can change the evaluation system now?The General Assembly could choose to make 2011-2012 a pilot year for the

evaluation, which would allow time to fix the problems with the system. It could direct the SBE to make changes under the duties and powers defined in the law, which grants the SBE the power to:

• Analyze the needs of public schools• Set policies for evaluating individual teachers• Adopt policies about licensure and certification• Approve, disapprove or amend rules and regulations prepared by the

commissioner to implement policies, standards, or guidelines of the board• Determine the ways and means of improving teacher, student and

school performances, and to set policies to accomplish such improvementsThe SBE could choose to revisit its own policies and rule-making relative to

the current evaluation model. We expect it to do so this summer, if not sooner.The current flawed evaluation system is the result of many cogs interacting

in a complex way. Instead of starting with a cleanly engineered, streamlined design based on a clear vision of what the final product should be, the unwieldy evaluation system is the result of one decision built upon another which is layered on top of still other decisions. Non-educators creating education policy can be similar to shade-tree mechanics who never win engineering designs and are rarely models of efficiency.

Susan Dalton is a coordinator of instruction and professional development at TEA.

Tennessee

General Assembly

TCA 49-5-501Redefines Inefficiency

2011

Redefines inefficiency toinclude having evaluationsthat demonstrate an overallperformance effectivenesslevel of “below expectations”or “significantly belowexpectations.”

Tennessee

General Assembly

TCA 49-1-603TCA 49-1-606TCA 49-1-608

1992Establishes value-addedsystem including annualestimates of teacher effects onstudent progress (grades 3-8)and subject-matter tests(secondary) with value-addedby subjects designated by theSBE

Teacher Eval

uation Advisory Com

mittee

Teacher Evaluation AdvisoryCommittee

March 2010-January 2011

Fifteen-member committeecreated by General Assemblymeets to makerecommendations to SBE aboutteacher and principalevaluations and grievanceprocedure

Tennessee

General Assembly

TCA 49-5-4092011

Establishes June 15 asdeadline for written notice ofdismissal or failure to reelect

Tennessee

General Assembly

January 2010General Assembly passes First toTop Act - which states:� Teacher Evaluation AdvisoryCommittee (TEAC) with SBEExecutive Director as one of 15members

� TEAC recommendations to go tothe State Board of Education(SBE)

� SBE to establish guidelines andcriteria for annual evaluationsand grievance procedure

Tennessee

General Assembly

TCA 49-5-503Tenure2011

Requires evaluationsdemonstrating an overallperformance effectivenesslevel of “above expectations”or “significantly above ex-pectations” in order to earntenure

State B

oard of Education

Local-LevelGrievance Procedurefor Teacher Evalua-tion Policy and Rule

January 7, 2011Approves the grievancecriteria and guidelines asrecommended by TEAC

State B

oard of Education

Educator EvaluationRule

August 5, 2011

Makes evaluationconsistent with non-renewal change toJune 15

State B

oard of EducationTeacher and

Principal Evalua-tion Policy

November 4, 2011Allows bundling ofobservations and statemonitoring and sanctionsfor districts that fall outsideacceptable score ranges

State B

oard of Education

Educator EvaluationPolicy and Rule

Educator EvaluationModels

June 14, 2011TEAM model approved forstate model; threealternative modelsapproved

State B

oard of Education

Educator EvaluationPolicy and RuleOctober 29, 2010

Approves the criteria andguidelines for teacherand principal evaluationsas recommended byTEAC

StateBoard

of Education

Teacher and

Principal Evaluation

Policy

April 15, 2011

Approves po

licy forthe

procedures a

nd

standards req

uired for all

evaluation m

odels

State

Board of Education

TennesseeLearning CenteredLeadership PolicyOctober 29, 2010Amended rubrics intendedfor performance levels atstages of development tobe used for principalevaluation

Cogs in theEvaluation System

4 March 2012

Coming soon to a town hall meeting near you—politicians with more virtual schooling ideas.

Inspired by their colleagues in other states, Tennessee lawmakers rushed toward the end of last year’s legislative session to pass the Virtual Public Schools Act, which entitles private companies to receive a big chunk of Tennessee’s public education dollars.

Pioneering the field of virtual education under the new law was K12 Inc., a publicly-traded entity based in Herndon, Va.

K12 Inc.’s Tennessee Virtual Academy signed a contract with Union Co. that allows the company to attract students from all over the state. As students sign up for online classes, local taxpayer funds are diverted to Union Co. and then out of state to K12 Inc., which takes roughly 96 percent of BEP funds for students participating in its distance learning programs—a hefty price tag. This school has no building, provides no meals, sporting events or face-to-face contact with a live teacher—just the online experience, yet it takes the money reserved for a given student (at least $5,387) out of the local school district where the virtual student actually lives and distributes roughly four percent of those funds to Union Co.

The virtual schooling bill was passed despite opposition from our state’s more analytical legislators. Among the bill’s most vocal critics is State Sen. Andy Berke, D-Chattanooga, whose commentary in The Chattanooga Times Free Press made a strong case against rushed virtual schools legislation and K12 Inc. in particular.

“The Virtual Public Schools Act funnels thousands of Tennessee public education dollars to a convicted felon, high-profile Washington figures and millionaire executives who live around the world,” Berke wrote, criticizing Governor Bill Haslam for not thinking through the consequences prior to signing the bill into law. “The consequences, simply put, will be devastating to our public schools. In a year marked by bills attacking teachers, the virtual schools law could do the most damage to Tennessee education. Never before have we given taxpayer money to a massive corporation and said, ‘Educate our children however you want.’ But that’s what lawmakers did with K12, a massive corporation that expects to generate $500 million in revenue this year,” Berke wrote, pointing out that K12 Inc. “is partly the brainchild of Michael Milken, a convicted felon who served time in prison for his role as the ‘junk-bond king’ in the ’80s.”

“He was banned from securities trading for life, and

then paid millions in penalties when he violated that ban. Milken’s ethics seem to have rubbed off on K12, which routinely outsourced grading papers to India until bloggers caught them,” according to Berke.

On the heels of a U.S. Department of Education study, which concluded there was no evidence that K12 Inc.’s method of cyber-schooling provided any benefit over traditional schooling and after Pennsylvania’s acting education secretary demanded that a K12 Inc. school there improve its test scores or risk losing its charter, Tennessee welcomed the company to set up shop here.

According to recent reports, 1,900 kids are enrolled in the K12 Inc. Union Co. subsidiary, which serves students in grades K-8. “Twenty live in Union County, the rest of them are all the way from Memphis to Mountain City,” Union Co. Interim Superintendent Marilyn Toppins was quoted as saying on WBIR.com.

Another critic of the bill, House Democratic Leader Craig Fitzhugh, wrote in a blog post at The Dyersburg State Gazette that the virtual schools bill went too far.

“While I support virtual education programs for homebound students or for students wanting to take more advanced classes not offered in their school, I am opposed to this legislation because it promotes for-profit virtual schools as an alternative to traditional, in-classroom learning,” Fitzhugh wrote. “It is irresponsible to do this because, as the National Education Policy Center points out, we have no data to show us how these for-profit virtual schools will perform against traditional public schools. Until we have this data, it is premature to use taxpayer money to open hundreds of for-profit virtual schools.”

According to recent research from Western Michigan University and the National Education Policy Center, only a third of K12 Inc.’s schools achieved adequate yearly progress, the measurement mandated by federal No Child Left Behind legislation.

In a story published last December in The New York Times, some teachers at K12 schools said they felt pressured to pass students who did little work. Teachers have also questioned why some students who did no class work were allowed to remain on school rosters, potentially allowing the company to continue receiving public money for them. State auditors found that the K12-run Colorado Virtual Academy counted about 120 students for state reimbursement whose enrollment could not be verified or who did not meet Colorado residency requirements. Some had never logged in, according to the article.

As Tennessee lawmakers look to Colorado as a leader

in online education, an investigative report by the I-News Network, a Colorado-based news consortium and Education News Colorado suggest approaching online education entities with caution.

During the 10-month investigation of thousands of K-12 students who attend the online school, the analysis found:

* Half the online students wind up leaving within a year. When they do, they’re often further behind academically than when they started.

* Online schools produce three times as many dropouts as they do graduates. One of every eight online students drops out of school permanently – a rate four times the state average.

* Millions of dollars are going to virtual schools for students who no longer attend online classes.

* The churn of students in and out of online schools is putting pressure on brick-and-mortar schools, which then must find money in their budgets to educate students who come from online schools mid-year.

Not all virtual education options are bad. During a recent legislative session on Nashville’s Capitol Hill, TEA member Sharon Anderson, an administrator at Putnam Co. Central Office, was prepared to testify that for students living in rural areas having a viable virtual learning program is no longer a “nice to have” alternative, but an essential key to academic success.

“Why is virtual learning important for the Upper Cumberland? The Tennessee Diploma Project requires 22 credits for high school graduation and specifies four math credits including Algebra I, Algebra II, Geometry, and a fourth year higher-level math class, as well as three science credits and two foreign language credits,” Anderson said. “Virtual learning can provide access to courses such as STEM and AP courses in areas where it is not cost-effective to offer them in a traditional format. Most of the Upper Cumberland fits in that category.”

As lawmakers weigh more virtual learning initiatives, Sen. Berke sides with Tennessee’s teachers, urging his colleagues to proceed with caution.

The state already has a “nationally recognized online learning program, known as e4TN,” whose future is now uncertain due to K12 Inc.’s entry into Tennessee, Berke wrote. “We are entering uncharted waters in Tennessee public education. We have no precedent for transferring public education dollars to a private company with no restrictions, no expectations and no consequences. Maybe K12 will insist that its methods will provide a solid education to prepare students for college and the workforce. To that, I simply say: Prove it.”

Coming soon to a town hall meeting near you—politicians with more virtual schooling ideas.

Inspired by their colleagues in other states, Tennessee lawmakers rushed toward the end of last year’s legislative session to pass the Virtual Public Schools Act, which entitles private companies to receive a big chunk

then paid millions in penalties when he violated that ban. Milken’s ethics seem to have rubbed off on K12, which routinely outsourced grading papers to India until bloggers caught them,” according to Berke.

On the heels of a U.S. Department of Education study, which concluded there was no evidence that K12 Inc.’s

in online education, an investigative report by the I-News Network, a Colorado-based news consortium and Education News Colorado suggest approaching online education entities with caution.

During the 10-month investigation of thousands of K-12 students who attend the online school, the analysis

Virtually HereResearch, Critics Question State’s Foray Into Online Education


By Mark OrmanEvaluation means to teachers what grading means to their students.Using the logic behind measuring the value of teachers’ performance, why not

extend the evaluation model across the entire educational spectrum?Let’s try it this way.

Proposed Tennessee State K-12 Schools Grading Policy for All Public Schools

Dear students, welcome to Tennessee‘s state school system. Please read the following policy carefully, as the methods of grading which have previously been used to measure your school work have been realigned by the Tennessee General Assembly.

The grading scale will remain the same, but a new alignment of grades has been mandated by the Tennessee General Assembly and will be overseen by the State Department of Education.

Once a student’s information has been entered into the computer, there will be ABSOLUTELY NO effort made on the part of any official of the school system to correct any errors which may have been made in determining your grade.

To receive an A: You must do everything perfectly every day, both in class and in the school environment in general. You must be at your best no matter how you feel or what is happening in your life. The teacher must see and document you doing everything perfectly each day. If you do something which the teacher does not see, it will not count toward your grade.

Only those students getting an A in every category will have the opportunity to contribute to society in a meaningful way. There will be the same number of As given in each class as there are Fs. The grade of A will be given rarely.

To receive a B: You must be at your best every day and must demonstrate your ability to be perfect each day. The teacher must personally observe everything you do every day. Your unique talents and abilities must be subjugated to the items which may appear on the end-of-course test. Only those students who are willing to follow directions without question will be awarded a B.

Only the students who make a B or better will be admitted to a college or university. There will be the same number of Bs given in each class as there are Ds. Any student who does not maintain an average of A or B for three out of every five years will not be allowed to remain on the rolls of any Tennessee Public School.

To receive a C: You must be a good, rock-solid student. You will demonstrate

that you do almost everything perfectly each day. You must be prepared to prove that you have everything you need for class and have done your homework each day.

You must never stray from the assigned topic of the day, even if a related topic piques your interest and you would like to learn more about it. You must not take the time away from the standard assigned topics to learn anything not listed in the standards book. Most of you will receive a C on your coursework. You will pass the class, and you will receive a basic diploma.

To receive a D: You must try to do the best you possibly can do, regardless of what your abilities or circumstances are or the quality of the materials. Should your parents not wish to support you or should they not have the financial means to provide for your academic supplies, you will be penalized without regard to these extenuating circumstances. Improvements which you have made over the course of the class will not be taken into consideration. Only the achievements actually seen by the teacher will be taken into consideration. There will be the same number of Ds given in each class as there are Bs. Those who receive a D will be considered unworthy to receive a passing grade. The names of these students will be posted in public places in order to encourage them to improve.

To receive an F: A predetermined number of students in each class will receive an F for the class no matter how hard they try to improve their grades or position in the class. No program of help will be provided for students who are designated as F students. The names of these students will be posted in public places in order to encourage them to improve.

Do not attempt to object to this new system of grading. The General Assembly has determined that it is completely fair and objective and must be followed. If your opinion had been valued, you would have been consulted before the policy was put in place.

This method of grading was inspired by the method used to evaluate the value of teachers across the state. It is the logical next step in the process of determining individual student’s performance.

Is it right to judge a person by such a narrow, demanding scale?If it is fair and just for teachers, it must be fair and just for everyone else. Next, let’s develop an evaluation system for our elected officials.

Mark Orman teaches at Columbia Central High School and is a member of Maury County EA.

Opinion/Commentary

Taking Teacher Evaluation to the Next Step: Evaluating Students

TEA conducted nine regional Legislative Contact Team meetings across the state in late January and February. Pictured left (from left to right), Knox County EA President Sherry Morgan, members Bill Bell and Scott Rhea attended the session in Knoxville.

Pictured right, Blount County EA President and Legislative Contact Team member Grady Caskey talks with Tennessee Education Association Assistant Executive Director Mitchell Johnson at a recent LCT regional meeting.

Legislative Contact Meetings Held

Opinion/Commentary

Virtually HereResearch, Critics Question State’s Foray Into Online Education

6 March 2012


In a recent interview with teach, Jefferson County teacher Lisa Henry said, “If politicians are getting into education, educators must get into politics.” It is for this very reason that TEA created its Legislative Contact Team.

As TEA’s Government Relations department works tirelessly in the legislature advocating on behalf of teachers, it is crucial that legislators hear directly from educators in their districts. The LCT ensures every single Tennessee legislator receives consistent feedback from Tennessee’s teachers.

At the beginning of the legislative session each year, TEA staff host regional meetings to update LCT members about key legislation and potential challenges facing public education.

TEA encourages all educators to get involved in the legislative process. Elected officials make decisions every day that directly affect your classroom and your school. To get involved with LCT or other TEA legislative efforts, please visit the “Issues & Advocacy” section of the TEA website, www.teateachers.org.

Legislative Contact TeamIn Touch With Lawmakers

A Conference For Educational Support Professionals

TEA Building Saturday, April 21, 2012

9:00 a.m. – 4:00 p.m. _____

All ESPs Invited $15 Refundable Registration Fee Continental Breakfast and Lunch

CONFERENCE SESSIONS:

NEW LAWS: SUMMARY & EXPLANATION &WHAT CAN TEA DO FOR ME

YOUR RIGHTS: STATE & FEDERAL LAW

MANAGING MONEY & CREDIT

RETIREMENT

SOCIAL NETWORKING DO’S & DON’TS


Please shareor post

Educational Support Personnel

TEA BuildingSaturday, April 21, 2012

9:00 a.m. – 4:00 p.m.All ESPs Invited

$15 Refundable Registration FeeContinental Breakfast and Lunch


TEA Building Saturday, April 21, 2012

9:00 a.m. – 4:00 p.m. _____

All ESPs Invited $15 Refundable Registration Fee Continental Breakfast and Lunch

CONFERENCE SESSIONS:

NEW LAWS: SUMMARY & EXPLANATION &WHAT CAN TEA DO FOR ME

YOUR RIGHTS: STATE & FEDERAL LAW

MANAGING MONEY & CREDIT

RETIREMENT

SOCIAL NETWORKING DO’S & DON’TS


Please shareor post

Educational Support Personnel

Sevier County EA member Joy Parton talks with TEA UniServ Coordinator Jason White at the recent SCEA member rally at the King Family Library in Sevierville.

The Democratic Women of Wilson County will host its Second Annual Forum on Public Education on March 27 at 7 p.m. at Cumberland University’s Labry Hall in Lebanon. “This forum is open to everyone who is interested in the education of our children,” said Alexis Hamnett, teacher at Sam Houston Elementary and member of Lebanon Education Association.

An invited panel of experts and stakeholders will discuss the significant changes passed by the Tennessee legislature last year and the new initiatives pending during this legislative session, such as the changes to teacher evaluation and collaborative conferencing, which replaced collective bargaining by teachers. Panelists will also discuss proposals by Governor Bill Haslam to remove the standards for class sizes and to modify the pay scales for teachers.

“The panel will discuss the impact of these initiatives on teachers, how it affects their ability to

perform at their best and what the consequences this may hold for the future of education in Tennessee,” said Hamnett, who is helping organize the public service event.

Dr. Bill McKee, professor of education and public service management at Cumberland University, will moderate the forum.

Invited guests include Wilson County Mayor Randall Hutto and the mayors of Lebanon, Mount Juliet and Watertown, county commissioners and school board members.

As this event is open to the public, all interested parents and individuals are invited to attend.

The Wilson County Democratic Women have organized the forum as a public service, and it is hosted by Cumberland University located at 1 Cumberland Square, Lebanon, Tenn., 37087. For more information, please call (615) 444.3838.

Public Forum to Address Legislative Changes Affecting Teachers

Left to right: Karns Middle School Principal Cindi White, Knox Co. EA President Sherry Morgan and TEA lobbyist Antoinette Lee talk during a recent KCEA school visit. Karns Middle School had the highest percentage of cards returned during the collaborative conference vote. KCEA provided breakfast for all teachers during the morning visit.

8 March 2012

Governor Bill Haslam in mid-February dropped his proposal to raise class size in schools across the state in order to fund merit pay for teachers.

“TEA has been a vocal opponent of the proposal ever since it was announced in early January,” said TEA Executive Director Al Mance. “The legislation would have removed class size averages from the current law which would mean that fewer teachers would be funded through the Basic Education Program (BEP).”

Many teachers raised questions about the governor’s proposal and contacted their legislators with concerns. TEA research helped pinpoint the exact effect of the controversial initiative—more than 5,000 teaching positions in K-8 schools alone could have been eliminated or threatened by enactment of this proposal, which didn’t generate more funds for the state teacher salary schedule but gave local school boards “flexibility” to distribute salary increases as they saw fit, possibly at the expense of other teachers.

“From TEA’s perspective, this initiative was not good for teachers, local administrators, and most importantly for the children of the state,” said Jerry Winters, TEA head of government relations. “With TEA leading the charge, the class size proposal was met with serious opposition on many fronts, including directors

of schools, parent groups and individual legislators from both parties.”

Among the strongest opponents was Williamson County Superintendent Mike Looney, who said the bill would have cost his district $11 million if the funding formula changed under the proposal.

As the governor tells the media that he still philosophically believes in his proposal and may make another effort to implement it in 2013, teachers are encouraged to contact their legislators with feedback about this and similar initiatives that threaten to decrease the quality of teaching and learning in our state.

“At least for now, Tennessee’s teachers are relieved that the issue has been put on hold, largely through the efforts of individual educators and their professional organization,” said TEA President Gera Summerford.

State Rep. Craig Fitzhugh, D-Ripley, who is pushing for changes in teacher evaluation during this legislative session, told The Tennessean that he hopes the governor’s proposal to increase class size in order to fund merit pay is “permanently off the table.”

“This proposal would have disastrous effects… for all Tennessee’s children,” Fitzhugh told the Nashville daily.

Governor Haslam Drops Class Size Increase, Merit Pay InitiativeOpposition heard from TEA, both parties, school boards and parents

The Johnson City Board of Education was unanimous in its opposition to Governor Bill Haslam’s plan to raise the average maximum class size. In a meeting in early February, the board passed a resolution opposing the plan and decided to send the document to the governor’s office, the education commissioner, the Tennessee School Board Association, State Senator Rusty Crowe, as well as state Representatives Matthew Hill and Dale Ford.

Joe Crabtree, president of Johnson City EA, who spoke at the board meeting in opposition to the governor’s proposals, was elated and encouraged by the outcome of the meeting.

“To get this defeated, we had to get everyone involved—the parents, the school board, the community leaders,” said Crabtree, who teaches at Indian Trail Middle School in Johnson City. “And that’s what we did. It’s important to point out that our board was voted the 2012 School Board of the Year by the Tennessee School Boards Association, which makes their stance even more vital and important to us.”

Crabtree said the community response following the pivotal school board meeting was “amazing.” He said he received requests from parent-teacher associations at various schools and the city-wide PTA to help draft resolutions in opposition to the ill-fated proposal.

“There’s no doubt that our efforts, as well as efforts of teachers across the state, helped defeat this initiative,” Crabtree said.

Kathy Hall, chair of the Johnson City Board of Education, told TriCities.com that the board was looking after the interests of children and teachers with their vote.

“We don’t want to lose any of our teachers because we have great teachers that do a good job, but more importantly we really feel our children are best served in smaller classrooms,” Hall was quoted as saying. “You know, five students doesn’t sound like a lot, but we have classrooms that are packed full now especially if you get eighth graders. If you get five more eighth graders in a room, it’s difficult.”

Johnson City School Board Sides With Teachers, Sends Resolution to Governor, Legislators

JOHNSON CITY, TENNESSEE BOARD OF EDUCATION

RESOLUTION REGARDING

CLASS SIZES AND FUNDING FOR INSTRUCTIONAL POSITIONS

WHEREAS, it is the desire of the Johnson City Board of Education to provide the most effective and highest quality education to the students of Johnson City; and

WHEREAS, teachers and other educational personnel continue to face increasing expectations in regard to student achievement and are constantly striving to provide excellence in their classroom instruction and to address the needs of each and every individual student; and

WHEREAS, it is the belief of the Johnson City Board of Education, based upon

data derived from several highly regarded studies, that smaller class sizes have a positive effect on student achievement and that increasing class sizes in an effort to increase student achievement and reduce educational costs would be counterproductive;

NOW THEREFORE, BE IT RESOLVED, BY THE BOARD OF

EDUCATION OF JOHNSON CITY, TENNESSEE, THAT: SECTION 1. The Board of Education is opposed to any changes in the laws of

Tennessee that will have the effect of decreasing the number of instructional positions funded by the state of Tennessee and thereby effectively increasing class sizes.

SECTION 2. The Superintendent of Schools is requested to deliver this

resolution to Governor Haslam, Commissioner of Education Huffman, State Senator Crowe and State Representatives Hill and Ford on behalf of this body.

RESPECTFULLY SUBMITTED, JOHNSON CITY BOARD OF EDUCATION ______________________________ ______________________________ Kathy Hall, Chairman Dr. Richard Manahan, Vice Chairman ______________________________ ______________________________ Sheila Cox, Secretary Timothy Belisle ______________________________ ______________________________ Jenny Brock Thomas B. Hager, Jr. ______________________________ ______________________________ Lottie Ryans Dr. Richard Bales, Superintendent Approved February 6, 2012

How About Them Apples?

Knox County EA-branded “stress balls” in the shape of apples were among the most popular items during KCEA school visits last month. A primary concern for members is the stress on classroom teachers resulting from the new state evaluation model.

Governor’s initiative would have rolled back the clock on class size regulations in Tennessee.


Mandated Test Security GuidelinesTennessee Department of Education resource for teachersTest Administration and Security

Do not allow students to take any part of the TCAP Achievement Test twice. The TCAP Achievement Test must be administered within the set state testing window. Failure to comply with the state testing window will be considered a breach of test security. NEVER erase student responses from the student answer document.

State of Tennessee Test Security Law, per Tennessee Code Annotated (T.C.A.) 49-1-607, states:

Any person found to have not followed security guidelines for administration of the TCAP test, or successor test, including making or distributing unauthorized copies of the test, altering a grade or answer sheet, providing copies of answers or test questions, or otherwise compromising the integrity of the testing process, shall be placed on immediate suspension, and such actions will be grounds for dismissal, including dismissal of tenured employees. Such actions shall be grounds for revocation of state license. [Acts 1992, ch. 535, 4.]

State Test Security MeasuresThe State will:• Establish security guidelines to ensure the

integrity of the testing process.• Implement safeguards to ensure test content

security.• Communicate through the System Testing

Coordinator matters concerning security, material orders, and shipping verifications.

• Provide Distribution and Shipping Logs to ensure accurate inventory of test materials at the system and school levels.

• Conduct random visits during testing to ensure test security and consistency of administration.

• Provide Breach of Testing Security Report forms to document local test security concerns.

• Review submitted Breach of Testing Security Report forms and follow up as needed.

• Release student-specific test data only to authorized personnel.

State Test Security GuidelinesThe Public School Systems, State Special, and Non-

Public Schools MUST:1. Adopt a locally monitored test security policy

that incorporates, at a minimum, these State Test Security Guidelines. This policy should include a Testing Code of Ethics for personnel to sign and leave at the district office for documentation.

2. Train all personnel involved in the testing process on State Test Security Law, Security Guidelines, local policy, and test administration procedures; retain training documentation for system records.

3. Implement check-in, check-out, and quantity verification procedures for all test materials at the system level, at the school level, and for each test

session.4. Restrict handling of test materials to authorized

personnel at all times.5. Implement policies and procedures to prohibit

all personnel from obtaining knowledge of test items or passage content before, during, and after testing. Discussion of the test content or specific test items with students, parents, or professional colleagues is prohibited, to protect the validity of the test.

6. Return test materials immediately after each test session and when the entire administration is completed. Store test materials in a centrally located, locked room that is inaccessible to unauthorized persons.

7. Create a secure, yet positive, environment for testing. Place appropriate signage outside of test setting to limit interruptions (e.g., Do Not Disturb—Testing in Progress).

8. Conceal or remove all instructional or reference materials in the test setting that are related to the content area being assessed, such as maps, posters, student samples, bulletin board items, familiar study aids such as graphic organizers, models, or number lines that relate to subject content.

9. Turn off all electronic communication devices (cell phones, pagers, PDAs, etc.) in the test setting.

10. Ensure proper calculator use as outlined in the Test Administration Manual, making sure that calculators are cleared before and after administration of each test.

11. Confirm each student is the person named on the answer document for every testing session. A photo ID may be required if administrators are not responsible for normal classroom instruction.

12. Require Test Administrators and Proctors to carefully adhere to all test administration and accommodation instructions, following appropriate schedules and time limits, outlined in all test directions.

13. Require Test Administrators and Proctors

to remain with the students and be observant and nondisruptive throughout the testing session.

14. Prohibit coaching students in any way during State assessments. Ensure students respond to test items without assistance from anyone.

15. Prohibit reading test items and passages by anyone other than the students being tested, unless indicated in test instructions or accommodations. Secure assessment materials (including pilot or field test materials) shall not be read, reviewed, or analyzed at any time before, during, or after test administration.

16. Ensure that test items are not reproduced, duplicated, or paraphrased in any way, for any reason, by any person. Standard copyright laws must be maintained at all times. Test materials shall not be copied, filed, or used directly in instructional activities. Specific excerpts from the test or paraphrased portions of the test may not be used to create study guides or classroom resources.

17. Maintain confidentiality of student-specific accountability demographic information and test results at all times.

18. Document test security concerns, including missing materials, on the Breach of Testing Security Report form.

19. Failure to report a breach of security compromises the integrity of the testing process and should be treated as a breach of testing security.

Test SecurityIt is the responsibility of the school system

to establish a secure testing environment for all assessments.

Open lines of communication should be maintained to encourage suggestions for improvements in testing procedures and for reporting any possible testing impropriety. Upon receipt of any information concerning a possible breach of testing security, school and system administration must initiate an immediate and thorough investigation into the circumstances of the event. Examples of potential breaches may be found in the Tennessee Test Security Law and State Test Security Guidelines.

Tennessee Department of Education provides a chart for guidance in handling potential breach of testing security concerns. Questions should be directed to the State Assessment, Evaluation, and Research Executive Director at (615) 741-0720.

Immediately report a potential breach of test security to the System Testing Coordinator. The System Testing Coordinator contacts the State Assessment, Evaluation, and Research Executive Director to receive further instructions.

Conduct an immediate and thorough local investigation of the incident. Results of investigation should include interviews as appropriate and written documentation. Complete an Online Report of Irregularity.

Additional resources can be found at http://www.tn.gov/education/assessment/index.shtml.

10 March 2012

Special Offer: Liability Insurance for April Through August EnrolleesAs a participant in the Local Education Association/Tennessee Education Association/National EducationAssociation Early Enrollment Membership Program, I am eligible to receive prior to September 1, 2012(but in no event before April 1, 2012) access to coverage under the NEA Educators Employment Liability(EEL) Program benefits, as well as access to select NEA MBC programs. As a condition of eligibility forthese benefits, I agree to pay the appropriate “unified” Active membership dues for the 2012-2013 mem-bership year in accordance with the regular payment procedures. Should I fail to do so, my eligibility to re-ceive benefits under the NEA EEL Program shall immediately terminate. In addition, I shall be liable for thecost of any benefits that were provided to me under the NEA EEL Program prior to September 1, 2012.

2012-2013

TEA-NEAEARLY ENROLLMENT FORM

� NEA ACCIDENTAL DEATH ANDDISMEMBERMENT INSURANCE PROGRAM

� NEA MAGAZINE SERVICES

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Benefits for Early Enrollment

We invite you to join the over 45,000 members of the Tennessee Education Association who share inthe many additional benefits of TEA and the National Education Association. Here are a few of theservices that can be yours:

� INFLUENCING LEGISLATORS AT THE STATE AND NATIONALLEVEL

� www.teateachers.org AND www.nea.org FOR INSTANT INFORMATION

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REPRESENTATION� ON-THE-JOB LIABILITY

INSURANCE

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� REDUCED INSURANCE RATES� DISCOUNTS AT OVER 100,000

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The following information is represented in the form of codes. Please indicate in the appropriate area on theenrollment form the code which is applicable for you.

Position Code

Administrator �� ADMN

Adult Educator ADED

Audio/Visual Technician ALTC

Classroom Teacher CLTR

Coach COCH

Counselor CNSL

Director of Schools SINT

Food Services Prep COOK

Librarian/Media Specialist LIBR

Literacy Coach LITC

No Position Held NONE

Principal/Assist. Principal PRIN

Registered Nurse RGNU

Social Worker SCWK

Speech/Hearing Therapist SHTH

Supervisor SPRV

Teacher Aide/Secretary SEST

Trade/Craft/Machine Operators TCOT

Transportation BTVD

Subject Code

Adult Basic Ed ADED

Agric & Natrl Resources AGNR

Art ARTS

Basic Ed Curriculum BEDC

Business Ed BSED

Coaching COCH

Communications COMM

Computer & Info Sci CICS

Distributive Ed/Co-op DECP

Driver s Educ DRED

Eng/Lang Arts ELAR

Foreign Lang & Lit FLLI

Health & Phys Ed HEPE

Family Science HOME

Industrial Arts INAR

Mathematics MATH

Music MUSI

Sciences PHSC

Reading READ

Subject Code

Religion/Philosophy REPH

Social Studies SSSS

Special/Develop Ed SDED

Speech & Drama SPDR

Voc & Tech Ed VTED

No Subj Taught NONE

General Subjects GSUB

Ethnic� Code

American Indian/Alaska Native 1

Black 3

Hispanic 4

Caucasian (not of Spanish origin) 5

Asian 6

Native Hawaiian/Pacific Islander 7

Multi-Ethnic 8

Other 9

Unknown UK

NEA MEMBERSHIP CODES TEA MEMBERSHIP CODESAC-1-100 Active, professional $180.00 AC-0-100 Active $258.00

AC-1-50 Active, prof. (half-time) $100.00 AC-0-50 Active (half-time) $129.00

AC-2-100 Active, ESP $107.50 ES-0-100 ESP $129.00

AC-2-50 Active, ESP (half-time) $ 64.00 ES-0-50 ESP (half-time) $ 64.50

��

� Ethnic minority information is optional and failure to provide it will in no way affect your membershipstatus, rights, or benefits in NEA, TEA or any of their affiliates. This information will be kept confidential.Directly hires, evaluates, transfers, disciplines or dismisses.

JANE MEMBER626 ELM STREETNASHVILLE, TN 37201

20

Pay to theOrder of $

DOLLARS

YOUR FIRST NATIONAL BANKNashville, TennesseeMain Office YNC

FOR

�064000017� 0476 �5488674�

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Position Code


Adult Educator ADED



Coach COCH

Counselor CNSL




Literacy Coach LITC




Social Worker SCWK


Supervisor SPRV



Transportation BTVD

Subject Code

Adult Basic Ed ADED


Art ARTS


Business Ed BSED

Coaching COCH

Communications COMM



Driver s Educ DRED

Eng/Lang Arts ELAR



Family Science HOME


Mathematics MATH

Music MUSI

Sciences PHSC

Reading READ

Subject Code


Social Studies SSSS


Speech & Drama SPDR

Voc & Tech Ed VTED

No Subj Taught NONE


Ethnic� Code


Black 3

Hispanic 4


Asian 6


Multi-Ethnic 8

Other 9

Unknown UK





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Adult Educator ADED



Coach COCH

Counselor CNSL




Literacy Coach LITC




Social Worker SCWK


Supervisor SPRV



Transportation BTVD

Subject Code

Adult Basic Ed ADED


Art ARTS


Business Ed BSED

Coaching COCH

Communications COMM



Driver s Educ DRED

Eng/Lang Arts ELAR



Family Science HOME


Mathematics MATH

Music MUSI

Sciences PHSC

Reading READ

Subject Code


Social Studies SSSS


Speech & Drama SPDR

Voc & Tech Ed VTED

No Subj Taught NONE


Ethnic� Code


Black 3

Hispanic 4


Asian 6


Multi-Ethnic 8

Other 9

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The following information is represented in the form of codes. Please indicate in the appropriate area on the enrollment form the code which is applicable to you.

TEA members, please ask your colleagues to join us by passing this information to them or posting it in your school.

A new member may start reaping the benefits of the Spring Early Enrollment Program now.

Become a member today and pay no dues until September 2012!

1) Fill out the form at www.teateachers.org;2) You are a new member! Please print out and keep a copy of the form for your records.Check with your UniServ Coordinator (refer to contact information on page 12 of

this issue) for more details or call 1-800-342-8367, ext. 213 to speak with TEA Membership Coordinator Duran Williams.

Join TEA: $1 Million Liability Policy, No Dues Until September 2012

Joining TEA is Easy @ www.teateachers.org


Position Code


Adult Educator ADED



Coach COCH

Counselor CNSL




Literacy Coach LITC




Social Worker SCWK


Supervisor SPRV



Transportation BTVD

Subject Code

Adult Basic Ed ADED


Art ARTS


Business Ed BSED

Coaching COCH

Communications COMM



Driver s Educ DRED

Eng/Lang Arts ELAR



Family Science HOME


Mathematics MATH

Music MUSI

Sciences PHSC

Reading READ

Subject Code


Social Studies SSSS


Speech & Drama SPDR

Voc & Tech Ed VTED

No Subj Taught NONE


Ethnic� Code


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Hispanic 4


Asian 6


Multi-Ethnic 8

Other 9

Unknown UK





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Coach COCH

Counselor CNSL




Literacy Coach LITC




Social Worker SCWK


Supervisor SPRV



Transportation BTVD

Subject Code

Adult Basic Ed ADED


Art ARTS


Business Ed BSED

Coaching COCH

Communications COMM



Driver s Educ DRED

Eng/Lang Arts ELAR



Family Science HOME


Mathematics MATH

Music MUSI

Sciences PHSC

Reading READ

Subject Code


Social Studies SSSS


Speech & Drama SPDR

Voc & Tech Ed VTED

No Subj Taught NONE


Ethnic� Code


Black 3

Hispanic 4


Asian 6


Multi-Ethnic 8

Other 9

Unknown UK





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Counselor CNSL




Literacy Coach LITC




Social Worker SCWK


Supervisor SPRV



Transportation BTVD

Subject Code

Adult Basic Ed ADED


Art ARTS


Business Ed BSED

Coaching COCH

Communications COMM



Driver s Educ DRED

Eng/Lang Arts ELAR



Family Science HOME


Mathematics MATH

Music MUSI

Sciences PHSC

Reading READ

Subject Code


Social Studies SSSS


Speech & Drama SPDR

Voc & Tech Ed VTED

No Subj Taught NONE


Ethnic� Code


Black 3

Hispanic 4


Asian 6


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Other 9

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The State Collaborative on Reforming Education (SCORE) announced details of the feedback process it will use to fulfill its charge from the governor to conduct an independent external review of the evaluation system. TEA is partnering with SCORE as they execute the planned feedback process.

The SCORE process will begin with eight regional roundtables across the state. Roundtable participants will include selected TEA members who’ve been invited to serve on the panel. As the roundtables are open to the public, all TEA members are encouraged to attend the 4:30 p.m.-6:30 p.m. event scheduled in their area to hear the comments from teachers, administrators, parents and others. Mark your calendar now and plan to attend the roundtable in your area.

In case of inclement weather, a roundtable will not take place if the school district in that area is closed for the day.

SCORE will also be conducting an online survey beginning March 1 at http://tnscore.org/feedback/ to gather feedback on current teacher evaluation practices and policies from educators. TEA encourages teachers across

the state to participate in the online survey in addition to attending the regional roundtables.

TEA will also be sharing with SCORE the results of TEA’s online teacher and administrator surveys about the evaluation system.

Chattanooga Regional RoundtableMonday, Mar 12, 4:30-6:30PMChattanooga State Community College

Lawrenceburg Regional RoundtableThursday, Mar 22, 4:30-6:30PMColumbia State Community CollegeLawrenceburg CampusMedia Conference Center

Memphis Regional RoundtableMonday, Apr 2, 4:30-6:30PMThe University of MemphisRiver Room300 University Center

Jackson Regional RoundtableTuesday, Apr 3, 4:30-6:30PMUnion UniversityCarl Grant Events Center

SCORE Undertakes Review of Evaluation System

Lawmakers, Students Read With the CatStudents from Shayne Elementary School in Nashville came to the Tennessee Education

Committee hearing on February 28 to celebrate the legacy of Dr. Seuss and read “Fox in Socks.” Accompanying the student delegation were Shayne Elementary Principal Pam Greer, literacy coach Hawaya Wilson, teachers Diana Fisher and Lovie Lester.

TEA Vice President Barbara Gray with Shayne Elementary students.

12 March 2012

Need information, services?Mitchell JohnsonAssistant Executive Director for Affi liate ServicesDonna CotnerManager of UniServTennessee Education Association, 801 Second Avenue N., Nashville, TN 37201-1099(615) 242-8392, (800) 342-8367, FAX (615) 259-4581

UniServ CoordinatorsDistrict 1 — Harry Farthing, P.O. Box 298, Elizabeth-ton, TN 37644; phone: (423)262-8035, fax: (423)262-8053; Assns: Carter, Hancock, Hawkins, Rogersville, Johnson, Sullivan, Bristol, Kingsport, Northeast State C.C. District 2 — Jennifer Gaby, P.O. Box 70, Afton, TN 37616; (423)234-0700, fax: (423)234-0708; Assns: Cocke, Newport, Elizabethton, Greene, Greeneville, Unicoi, Washington, Johnson City, ETSU. District 3 — Tina Parlier, P.O. Box 74, Corryton, TN 37721; (865)688-1175, fax: (865)688-5188; Assns: Claiborne, Grainger, Hamblen, Jefferson, Sevier, Union, Walter State C.C. District 4 — Jon White, Knox County Education Association, 2411 Magnolia Ave., Knoxville, TN 37917-8289; (865)522-9793, fax: (865)522-9866; Assns: Knox, UT-Knoxville, Pellisippi State C.C., TSD. District 5— Jason White, Assns: Anderson, Clinton, Oak Ridge, Campbell, Cumberland, Fentress, Morgan, Scott, Oneida, TSD, York Institute District 6 — Reba Luttrell, 503 Cardinal St., Maryville, TN 37803; phone/fax: (865)983-8640; Assns: Blount, Alcoa, Maryville, Monroe, Sweetwater, Loudon, Lenoir City, Roane, Roane State C.C. District 7 — Jim Jordan, P.O. Box 4878, Cleveland, TN 37320; phone/fax: (423)472-3315; Assns: Bledsoe, Bradley, Cleveland, McMinn, Athens, Etowah, Meigs, Polk, Rhea-Dayton, Cleveland State C.C. District 8 — Theresa Turner, 4655 Shallowford Rd., Chattanooga, TN 37411; (423)485-9535, fax: (423)485-9512; Assns: Hamilton County, Chattanooga State C.C., UT-Chattanooga, Department of Higher Ed. District 9 — Jeff Garrett, 801 Second Avenue North, Nashville, TN 37201; (615)242-8392, ext. 228, or (800)342-8367; Assns: Coffee, Manchester, Tullahoma, Franklin, Grundy, Marion, Sequatchie, Van Buren, White, Warren. District 10 — Shannon Bain, 1001 Rhett Place, Lebanon, TN 37087; phone: (615)547-7769, fax: (615)547-7879; Assns: Clay, DeKalb, Jackson, Ma-con, Overton, Pickett, Putnam, Smith, Trousdale, TTU. District 11 — Arthur Patterson, 101 Copperas Court, Murfreesboro, TN 37128; phone: (615)907-9912, fax: (615) 907-5490; Assns: Cannon, Sumner, Wilson, Lebanon S.S.D., Volunteer State C.C. District 12 — Susan Young, P.O. Box 422, Madison, TN 37116-0422; phone/fax: (615)865-9700; Assns: Cheatham, Rutherford, Murfreesboro, MTSU, TSB, TN Department of Educa-tion District 13 — Forestine Cole, Ralph Smith, Metro Nashville, 531 Fairground Court, Nashville, TN 37211; (615)726-1499, fax: (615)726-2501; Assns: Metro Nashville, Nashville State C.C., TSU, Department of Higher Education District 14 — Rhonda Thomp-son, 801 Second Avenue North, Nashville, TN 37201; (615)242-8392, ext. 321, or (800)342-8367; Assns: Clarksville-Montgomery, Robertson, APSU District 15 — Miley Durham, P.O. Box 10, Lawrenceburg, TN 38464; phone/fax: (931)766-7874; Assns: Bedford, Giles, Law-rence, Lincoln, Fayetteville, Marshall, Moore, Motlow State C.C. District 16 — Jackie Pope, 2326 Valley Grove Dr., Murfreesboro, TN 37128; (615) 898-1060, fax: (615) 898-1099; Assns: Lewis, Maury, Williamson, Franklin S.S.D. District 17 — Cheryl Richardson-Bradley, 801 Second Avenue North, Nashville, TN 37201; (615)242-8392, ext. 233, or (800)342-8367; Assns: Decatur, Dickson, Hardin, Hickman, Houston, Hum-phreys, Perry, Wayne District 18 — Maria Uffelman, P.O. Box 99, Cumberland City, TN 37050; phone/fax: (931)827-3333; Assns: Benton, Carroll (West Carroll) Central, Clarksburg, Huntingdon, McKenzie, Gibson, Bradford, Humboldt, Milan, Trenton, Henry, Paris, Stewart, Weakley, UT-Martin, FTA District 19— Lor-rie Butler, P.O. Box 387, Henderson, TN 38340; (731)989-4860, fax: (731)989-9254; Assns: Chester, Hardeman, Henderson, Lexington, Jackson-Madison, McNairy, Jackson State C.C. District 20 — Karla Carpenter, P.O. Box 177, Brunswick, TN 38014; (901)590-2543, fax: (901)382-1433; Assns: Crockett, Dyer, Dyersburg, Haywood, Lake, Lauderdale, Obion, Union City, Tipton, Dyersburg State C.C. District 21 — Zandra Foster, 3897 Homewood Cove, Memphis, TN 38128; phone/fax: (901)377-9472; Assns: Fayette, Shelby, Southwest Tenn. C.C., University of Memphis. District 22/MEA — Ken Foster, Executive Director; MEA UniServ Directors: Marilyn Baker, Susanne Jackson, Terri Jones, Tom Marchand, Herman Sawyer, MEA, 126 South Flicker Street, Memphis, TN 38104; (901)454-0966, fax: (901)454-9979; Assn: Memphis.

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TEA Calendar of EventsApril 8 EasterApril 10 Deadline for mailing to TEA administrator cluster, retired, and state NEA delegate ballots or tabulations and NEA local delegate report formsApril 14 TN Urban Education Association CouncilApril 21 TEA Resolutions Committee, TEA BuildingApril 21 ESP Conference, TEA BuildingMay 4 Deadline for Local Association Newsletter Contest entriesMay 6-12 Teacher Appreciation WeekMay 8 National Teacher DayMay 10 TEA Board of Directors, TEA BuildingMay 11-12 TEA Representative Assembly, Nashville

A recent report from the Heritage Foundation and American Enterprise Institute, Assessing the Compensation of Public School Teachers, claims that public school teachers are paid 52 percent more than fair market rates. While attention-

grabbing, this contention is based on a faulty assessment that relies on “an aggregation of spurious claims” to make its case, according to a Think Twice review released in late January.

The Heritage/AEI report pits the wages and benefits of teachers against those of similarly educated and

experienced private-sector workers and concludes that teachers are overpaid. But in his review of the report, Professor Jeffrey H. Keefe of Rutgers University’s School of Management and Labor Relations finds that it rests on a series of flawed and one-sided assumptions and sloppy statistical analyses.

Using these assumptions, the authors stand normal conclusions on their head. While the straightforward evidence suggests that teachers are undercompensated by about 19 percent compared with their non-teacher peers in the workforce, the report concludes that they are instead overpaid by more than twice that percentage.

Central to the original report’s argument is the claim that teachers are less intelligent than other workers of comparable education and experience. The report bases this claim on the lower scores of teachers on the Armed Forces Qualifications Test (AFQT). Yet the AFQT is simply not an intelligence test. Further, the authors claim that AFQT scores alone can be used to compare teacher and non-teacher populations. But that conclusion relies on a data sample that’s too small to provide any meaningful long-term analyses or conclusions, Keefe points out.

In fact, “measured cognitive ability is correlated only weakly with wages and explains little of the variance in wages across individuals and time,” Keefe writes. That is, people aren’t generally paid based even on a valid IQ test; they tend to be paid based on factors such as their preparation, skills, reliability, knowledge and experience. “The only reliable comparison in this report is its starting

point: there is a 19 percent [compensation] penalty for teachers.”

Other statistical missteps in the report include erroneous calculations for benefits costs, both during employment and after retirement, which leads the authors to contend that benefit costs for teachers amount to more than their salary costs, thus more than doubling teachers’ overall costs. Keefe’s review explains why this is “a claim that cannot be reasonably supported.”

The review, which was produced by the National Education Policy Center with funding from the Great

Lakes Center for Education Research and Practice, also uncovers in the report a significant miscalculation that doubles the supposed monetary value embedded in the customary “summers off” work schedules of teachers. The report also asserts, notwithstanding recent widespread teacher layoffs, that teachers enjoy a substantial benefit of disproportionate job security, and the authors then proceed to pull, out of thin air, a monetized value of this asserted benefit.

Keefe warns that the Heritage/AEI study isn’t merely useless, but that it could lead to “headline-grabbing claims of dramatic overpayment of teachers” that, in turn, will result in ill-informed and harmful policy decisions that further undercut support for public education.

“Any discussion of teacher compensation should be based on high-quality evidence,” Keefe warns, adding “this report does not advance that discussion.”

“Teachers have been under constant attack by conservative think tanks like the Heritage Foundation and the American Enterprise Institute,” said Teri Battagliery of the Great Lakes Center. “This latest attack could result in more budget cuts to education, reduced pensions, unproven merit pay schemes and privatization of public schools. It’s important that policymakers base their decisions on sound research, not junk science from partisan think tanks like Heritage and AEI.”

Think Twice, a project of the National Education Policy Center, provides the public, policy makers and the press with timely, academically sound reviews of selected publications. The project is made possible in part by funding from the Great Lakes Center for Education Research and Practice.

Analysis: Teachers Aren’t Overpaid After All

Teach - March 2012

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