A discussion of education in East Tennessee
Closing the Achievement Gap
Knox County’s public schools are performing better than the other large urban public school systems in our state, and Knox County’s public school educators are working hard to meet the needs of every child in our schools. However, there is general agreement that an achievement gap exists in our public schools, and we need to do things differently to close them. While we all have the goal of insuring that every child in Knox County has access to a great public school education, there are many ideas being put forward by those outside the profession focusing on the district and school level. But public school educators know that the most effective way to positively affect student achievement is to focus at the level of the classroom educator. The support of every educator in every classroom in our schools is essential if we are not going to just provide access to a great public school but to close the achievement gap that exists and to insure that every child has the opportunity to succeed.
The question then becomes how can classroom instruction, the achievement of individual students, and the closing of the achievement gap be achieved? If having highly effective educators in every classroom is the goal, professional development that is focused on the students’ and educators’ assessed needs is necessary. An evaluation framework that focuses on the continuing growth of educators as well as assessing classroom practice is necessary. A compensation system that supports the future growth of educators and best practices in the classroom that meets our students’ needs and encourages educators to take greater educational leadership roles in their schools should be adopted.
Professional learning communities are created when educators are integral to developing an environment in which student performance is the center of professional development. Educators need the time to work collaboratively, to analyze student data, and identify professional development opportunities that meet the needs found from student assessments. Only by analyzing individual student and classroom achievement data can educators identify what professional development is necessary to positively affect classroom instruction and student achievement where it matters: In the classroom. In the TAP model that has been implemented in four of Knox County’s public schools, this is accomplished in cluster meetings where mentors and masters work with classroom educators to use classroom instruction and assessments to develop future classroom instruction. Knox County’s public schools are moving to professional learning communities that will support a school-embedded professional development model. Curriculum and Instruction Facilitators, academic coaches, and classroom educators need to have the time and training so that they can effectively work collaboratively to affect classroom instruction and close the achievement gap.
In an effort to reform our public schools, the evaluation of educators was changed in the recent revision of the Basic Education Program. The changes necessitated the development of a performance assessment that will be conducted more frequently. Rather than looking at how often educators are evaluated to affect classroom instruction, the state framework of evaluation itself needs to be assessed. In The Collaborative School: A Work Environment for Effective Instruction, Smith and Scott argue that “evaluation strategies that rely on standardized checklists and other bureaucratic methods continue to be widely used even though they contribute little to teacher growth.” While the state framework does include a future growth plan, it is not imbedded in the evaluation process itself. If the goal is to just provide a summative assessment of educators, basically a grade, the state framework is adequate. However, if the goal is to insure that educators are continuing to develop their practice and affect classroom instruction, other models should be considered. There is an alternative evaluation framework that the state has allowed four Knox County schools to utilize. If that model is proven to be effective in closing the achievement gap, its adoption should be considered in all our schools.
To close the achievement gap, more needs to be done to continue to attract and retain educators to Knox County’s public schools. Everything, even how educators are compensated, should be discussed. A schedule that is based on measurable criteria should be developed, criteria such as successful evaluations using an improved evaluation framework that is more relevant to classroom instruction, continuing professional development as measured and reported by an educator’s individual growth plan, and a commitment to professional service that will directly benefit the students of Knox County’s public schools. The support of every educator in every classroom in Knox County’s public schools is essential and can be done to close the achievement gap and insure that every child in our schools has the opportunity to succeed.
The question then becomes how can classroom instruction, the achievement of individual students, and the closing of the achievement gap be achieved? If having highly effective educators in every classroom is the goal, professional development that is focused on the students’ and educators’ assessed needs is necessary. An evaluation framework that focuses on the continuing growth of educators as well as assessing classroom practice is necessary. A compensation system that supports the future growth of educators and best practices in the classroom that meets our students’ needs and encourages educators to take greater educational leadership roles in their schools should be adopted.
Professional learning communities are created when educators are integral to developing an environment in which student performance is the center of professional development. Educators need the time to work collaboratively, to analyze student data, and identify professional development opportunities that meet the needs found from student assessments. Only by analyzing individual student and classroom achievement data can educators identify what professional development is necessary to positively affect classroom instruction and student achievement where it matters: In the classroom. In the TAP model that has been implemented in four of Knox County’s public schools, this is accomplished in cluster meetings where mentors and masters work with classroom educators to use classroom instruction and assessments to develop future classroom instruction. Knox County’s public schools are moving to professional learning communities that will support a school-embedded professional development model. Curriculum and Instruction Facilitators, academic coaches, and classroom educators need to have the time and training so that they can effectively work collaboratively to affect classroom instruction and close the achievement gap.
In an effort to reform our public schools, the evaluation of educators was changed in the recent revision of the Basic Education Program. The changes necessitated the development of a performance assessment that will be conducted more frequently. Rather than looking at how often educators are evaluated to affect classroom instruction, the state framework of evaluation itself needs to be assessed. In The Collaborative School: A Work Environment for Effective Instruction, Smith and Scott argue that “evaluation strategies that rely on standardized checklists and other bureaucratic methods continue to be widely used even though they contribute little to teacher growth.” While the state framework does include a future growth plan, it is not imbedded in the evaluation process itself. If the goal is to just provide a summative assessment of educators, basically a grade, the state framework is adequate. However, if the goal is to insure that educators are continuing to develop their practice and affect classroom instruction, other models should be considered. There is an alternative evaluation framework that the state has allowed four Knox County schools to utilize. If that model is proven to be effective in closing the achievement gap, its adoption should be considered in all our schools.
To close the achievement gap, more needs to be done to continue to attract and retain educators to Knox County’s public schools. Everything, even how educators are compensated, should be discussed. A schedule that is based on measurable criteria should be developed, criteria such as successful evaluations using an improved evaluation framework that is more relevant to classroom instruction, continuing professional development as measured and reported by an educator’s individual growth plan, and a commitment to professional service that will directly benefit the students of Knox County’s public schools. The support of every educator in every classroom in Knox County’s public schools is essential and can be done to close the achievement gap and insure that every child in our schools has the opportunity to succeed.
Replies to This Discussion
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Permalink Reply by Lisa Starbuck on
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I sent an email to Dr. McIntyre on behalf of School Matters moderators welcoming him to Knoxville and inviting him to participate. Never received a reply.
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Permalink Reply by Jennifer Lubke on -
Very frustrating. The lack of participation on School Matters from ALL education stakeholders continues to be a source of real agitation for me.
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Permalink Reply by Vic Spencer on -
Lisa, he does not reply. Period. You are not alone. The Governor replies, our senator and representative replies. McIntyre does not reply, or does not even do a general nice reply by autoresponder that is zero effort.
Although insulting, how important is it really? If I saw him increasing the ACT by one point this year, for me it would become totally unimportant. Will he? I don't know. Is he the right guy for the job? I hope so, but I have no evidence yet. Is the Board and KCS minus McIntyre any good? Based on what they are achieving, with a few schools exception, they are quite far from being good in my opinion.
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Permalink Reply by Vic Spencer on
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Athanasios, this is a very good article, but you are a bit idealistic. For example, we have a budget limit that precludes better salaries if warranted. We have competitive pressures who could attract some of our better teachers. Our performance has been very poor nationally and especially in TN. And here in Knox County, we do not have a high school any more that gets even a state recognition. McIntyre is new. He was picked by the old regime so to speak. Even if he is the best, can one such man, without massive people changes to turn this huge ship around, with about 5500 employees and an annual expense level of $360 million. I think that this is an impossibility without key people changes. Of course I have no idea what he is planning.
You are a very bright guy, and I would value your opinion within the practical boundaries that this all has to take place.
Vic
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Permalink Reply by Cathy McCaughan on -
He has already said what some of his plans include. He wants a STEM High School in Knoxville. Will it replace AE or be in the downtown area? He wants there to be tiered levels of teachers with higher pay grades for career teachers who don't want to become administration, but want pay based on their years of experience. He wants more teachers mentoring other teachers. He wants to have influence in UT's education department's curriculum and philosophies. He wants our principals chosen more "purposefully". He wants more businesses supporting schools and he wants more money for schools. His plan for parents? He wants to teach us how to continue school at the kitchen table.
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Permalink Reply by Vic Spencer on
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Cathy, we can act only within the available resources. This is a universal challenge in all businesses. There are many great ideas that do not fit only because of the money question. Unfortunate, but that's life.
I am not sure I understand judging teachers' ability to achieve as something directly proportional to experience. In the first ten years yes. But after that, I just don't know.
I also do not know how teacher performance is evaluated. By the grades that kids get? Wrong I would think. By the grades kids improve with combination of what they get? Better. By their score on a centrally created end of course test, I like that. That's common in Europe, with both a written and a verbal exam. You cannot cheat on a verbal exam.
Some parents are simply not educated enough to help kids with homework at home. Especially where it is needed the most.
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