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Educators 4 Excellence-NY reacts to omnibus bill deal that leaves teacher evaluation unfinished

June 26, 2015

 

***FOR IMMEDIATE RELEASE***

Thursday, June 25, 2015

Contact: Joshua Goodman

202 577 5810|  jgoodman@skdknick.com 

 

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Bill Appears to Make Little if Any Changes to Teacher Evaluation 

 

June 25, 2015 (New York) - Educators 4 Excellence-New York, a teacher-led organization that seeks to elevate the voices of teachers in policy discussions, reacted today to the New York State legislature’s announcement of a deal on an omnibus bill that includes several measures on education policy. The legislative session continued nearly a week past its scheduled conclusion as legislators worked on the compromise bill.

 

“Delaying the implementation of the new evaluation system would have given New York time to get it right, and allowed districts to build a system that de-emphasizes testing while incorporating feedback from principals, peers, and students,” said E4E Co-Founder and Co-CEO Evan Stone. “Under the law, districts will likely be required to implement a new, untested evaluation system in the middle of a school year. This is a recipe for chaos and confusion, and underscores the need for the State Education Department to grant hardship waivers to any district that applies for one. More importantly, the Legislature and Governor must once again take up this issue next legislative session to get teacher evaluation right once and for all. Teachers will continue to push legislators to make substantial changes to the law in order to ensure that every educator receives a fair and rigorous evaluation.”

 

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For far too long, education policy has been created without a critical voice at the table – the voice of classroom teachers.

Educators 4 Excellence (E4E), a teacher-led organization, is changing this dynamic by placing the voices of teachers at the forefront of the conversations that shape our classrooms and careers. E4E has a quickly growing national network of educators united by our Declaration of Teachers’ Principles and Beliefs. E4E members can learn about education policy and research, network with like-minded peers and policymakers and take action by advocating for teacher-created policies that lift student achievement and the teaching profession. 

For more information, please visit www.educators4excellence.org.

Download the PDF

 

 


Chicago teachers and local members of Educators 4 Excellence identify four key areas of improvement for professional development

June 24, 2015

Over 300 CPS teachers contributed to ideas framed in “Investing in our Future: Honoring Teachers’ Voices in Professional Development”, E4E-Chicago’s inaugural policy paper (press release).


Educators 4 Excellence–New York teachers call for restorative justice pilot program, increased support around school climate at end of year event

June 18, 2015

In a new teacher-authored paper entitled “Climate Change: Creating Safe, Supportive Schools for All Students,” an E4E-New York Teacher Policy Team advocates for greater support, transparency and innovation to help improve school climate in New York (press release).


Educators 4 Excellence–Minnesota applauds passage of education budget and policies in special session

June 12, 2015

 

***FOR IMMEDIATE RELEASE***

Friday, June 12, 2015

Contact: Joshua Goodman
202 577 5810| jgoodman@skdknick.com

 

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Following Rare Veto, Governor Dayton and Legislative Leaders Reach Deal to Support Key Teacher-Backed Initiatives

 

June 12th, 2015 (St. Paul) - Educators 4 Excellence-Minnesota, a teacher-led organization that seeks to elevate the voices of teachers in policy discussions, reacted today to the ratification, via special legislative session, of a compromise state education budget and policy bill for 2015-16. This two-year education-spending package allocates $525 million in state funding for education and includes a number of innovative initiatives backed by working classroom teachers from across the state.

 

“We’re happy to see the Governor and the legislature come together to reach an agreement on this critically important bill. They have taken a strong step towards promoting better outcomes for teachers and students around Minnesota,” said Executive Director of E4E-Minnesota Madaline Edison. “By investing in areas such as Q Comp, teacher preparation, and licensure, our state government is saying it respects the voice of teachers, and that the best educators in the country should want to come live and work here. This budget will have a lasting impact on Minnesota’s ability to attract and retain teaching talent and expertise.”

 

E4E teacher members advocated for several specific initiatives that appeared in the final bill. These include:

 

  • Increasing teacher prep accountability: require teacher preparation programs to collect valid, reliable, and timely data about outcomes for its teacher candidates. On an annual basis, each teacher preparation program would publish summary data on programs' efficacy in an understandable, useful, and readily accessible report that would include: 4-year graduation rates, licensure attainment, employment rates, and satisfaction rates from teacher candidates collected via a survey.

 

  • Incorporating a Q Comp bonus for teachers in hard-to-staff schools: allow an optional hiring bonus or other added compensation for teachers identified as effective to work in a hard-to-staff-school.

 

  • Increasing access to Q Comp: expand funding to increase the number of districts that can participate in the alternative compensation (Q Comp) program.

 

  • Streamlining the process for out of state teachers to come to Minnesota:  remove licensure barriers for qualified teachers from other states to expand the pool of high-quality teachers, especially those from diverse backgrounds entering Minnesota classrooms.

 

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For far too long, education policy has been created without a critical voice at the table – the voice of classroom teachers. Educators 4 Excellence (E4E), a teacher-led organization, is changing this dynamic by placing the voices of teachers at the forefront of the conversations that shape our classrooms and careers. E4E has a quickly growing national network of educators united by our Declaration of Teachers’ Principles and Beliefs. E4E members can learn about education policy and research, network with like-minded peers and policymakers and take action by advocating for teacher-created policies that lift student achievement and the teaching profession.

 

For more information, please visit www.educators4excellence.org.

Download the PDF

 


Educators 4 Excellence-Connecticut applauds Governor Malloy’s signing of SB1098 into law

June 9, 2015

“SB1098 will drive Connecticut closer to a teaching profession that will better reflect and better serve the increasingly diverse student population within our public schools,” said Executive Director of E4E-Connecticut Ranjana Reddy (press release).


Hartford Superintendent Narvaez joins Educators 4 Excellence–Connecticut teachers to discuss improving academic outcomes among unique student populations

June 4, 2015

 

***FOR IMMEDIATE RELEASE***

Thursday, June 4, 2015

Contact: Joshua Goodman
202 577 5810| jgoodman@skdknick.com

 

 

E4E Members Address Best Practices and Policy Recommendations Identified Through Extensive Local Educator Outreach in New Report, “Success for All”

 

June 4, 2015 (Hartford) - Educators 4 Excellence-Connecticut, a teacher-led organization that seeks to elevate the voices of teachers in policy discussions, hosted a conversation at Real Art Ways with Hartford Superintendent of Schools Beth Schiavino-Narvaez, Ed.D. on improving academic services for unique student populations.

 

“Research proves that with the right teaching tools, any student – including English-language learners and students with disabilities – can excel and achieve,” said co-Founder and co-CEO of Educators 4 Excellence Evan Stone. “The E4E members who worked on this report are glad to know that Superintendent Narvaez is listening, and that Hartford recognizes the need to prioritize services for students with unique needs.”

 

The policy recommendations, written over eight weeks by a group of working classroom teachers, draw on several sources: insights and classroom experience from local educators; the results from over 150 focus groups, school visits, and individual conversations with Hartford educators and stakeholders; a survey of more than 180 Hartford Public School educators across diverse content areas, grade levels, and teaching backgrounds; and research on best practices in other districts.

 

“As a teacher, I believe all students can learn as long as they have the right resources and supports from properly trained educators,” said Tara Phillippi, a teacher at Parkville Community School. “It is our hope and dream to fulfill our recommendations to benefit a greater strength for Hartford’s unique student populations. All of us – teacher, parents, and students – want to make sure that this unique group of kids succeeds in the years ahead. I’m so thrilled that Superintendent Narvaez is here showing her commitment to making our schools work for everyone.”

 

Specifically, the report, Success for All: Ensuring Academic Outcomes for Unique Student Populations in Hartford Public Schools, calls for:

 

  • Individualization. The district should support principals and teachers to individualize instruction through student-centered instructional approaches, student success plans, and streamlined data systems.
  • Collaboration. The district should invest in teacher collaboration, particularly between general education teachers and teachers specializing in unique student populations. This can include co-teaching and collaborative learning time.
  • Parent empowerment. The district should provide readily accessible information that is jargon-free and available in our families’ native languages. The district should consistently hold School Governance Council meetings with representation of parents of children with unique needs. Targeted information and dedicated resources can build stronger partnerships between families and school staff.
  • Accountability.  The district should redesign its portfolio model to include data presentations that include specific reporting on students with unique needs, and regularly conducted school walk-throughs that include observation of programs, practices, and instructional results for unique student populations to help drive academic growth.

 

“Hartford teachers are dedicated to an often overlooked group of students, working in their own time to develop a real plan of action,” Stone added. “I want to thank them for their leadership, and encourage the Hartford Public School District to put their ideas into action.”

 

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For far too long, education policy has been created without a critical voice at the table – the voice of classroom teachers. Educators 4 Excellence (E4E), a teacher-led organization, is changing this dynamic by placing the voices of teachers at the forefront of the conversations that shape our classrooms and careers. E4E has a quickly growing national network of educators united by our Declaration of Teachers’ Principles and Beliefs. E4E members can learn about education policy and research, network with like-minded peers and policymakers and take action by advocating for teacher-created policies that lift student achievement and the teaching profession.

 

For more information, please visit www.educators4excellence.org.

Download the PDF


Educators 4 Excellence-Minnesota reacts to Governor Dayton and Speaker Daudt’s agreement of education budget

June 2, 2015

We’re happy to hear that the Governor and the Speaker were finally able to reach a compromise; the focus now remains on the many decisions that will affect our teacher workforce, said E4E-Minnesota Executive Director Madaline Edison (press release).


Educators 4 Excellence-Los Angeles teachers unveil recommendations on way forward for Common Core

May 28, 2015

An E4E Teacher Policy Team lays out recommendations for the state, districts, unions and schools to make new, higher standards more successful through formal roles and targeted support for teachers, students, and parents (press release).


Educators 4 Excellence-New York responds to appointment of Senator Carl l. Marcellino as chair of state Senate education committee

May 22, 2015

E4E-New York looks forward to working with Sen. Marcellino, a former teacher, and called for continued work on a new evaluation system (press release).


Educators 4 Excellence–Minnesota reacts to Governor Dayton’s veto of education budget

May 21, 2015

We’re disappointed that despite the hard work of a bipartisan and diverse group of legislators, no compromise was reached, resulting in a veto of this important bill, said E4E-Minnesota Executive Director Madaline Edison (press release). 

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