Terminating Ineffective Teachers

Dear Member,

The communication below is from NSEA to the to NSD Board Directors. It is in response to questions and discussion about ineffective teachers that have been sent recently to NSEA. We wanted you to see the information that we passed on to the board.

Tim

********

Dear Northshore School Board Member,

In light of recent discussions in Olympia and in the press about terminating ineffective teachers, here is info for you on the process and practice for terminating ineffective teachers in Northshore.

Northshore does not have a lot of "bad teachers". It does have some, as any organization of a large size would have employees who are not competent to do their work.

Northshore EA (NSEA) has counseled out about 6 teachers since August. All of these teachers would have faced action by the Human Resources (HR) Dept had they not resigned---either discipline or eventual probation. We encouraged them to resign after carefully reviewing each of their situations. We felt that Northshore HR was acting appropriately. We will not represent a member in an arbitration or hearing if they should not continue working--based on the facts. (If you want specific info about these employees, please consult with HR Exec. Dir. Laurie Ferwerda. Our conversations with these employees were confidential.)

Typically, we counsel out a handful of teachers each year. When I worked in Seattle for SEA, I can tell you that I personally counseled out more teachers than all of the Superintendents and HR Directors combined in the 12 years I was there. What we do in Northshore is pretty typical of the Associations in Washington.

NSD HR Exec. Director Laurie Ferwerda recently informed us that NSD has not had a need to do a non-renewal hearing in the last 14 years. And the one 14 years ago was canceled after the Assn successfully encouraged the teacher to resign immediately before the hearing.

Those who think there is a big problem with an abundance of "bad teachers" do not understand what is happening in our schools, and how to improve them.

* Focusing on "bad teachers" is not going to yield a huge increase in quality. The way to generate a huge increase in quality is to focus on the overwhelming proportion of the teachers in the "middle"---solid teachers who want to grow and do a great job for their students--and provide them with the opportunities to improve that they seek: professional development; time for observing others and being observed by peers and getting feedback; time to work together to prepare lessons based on data-supported methods; mentoring; etc. 99% of teachers are motivated to do anything they can to teach better. They don't need bigger carrots or sticks; they need these opportunities. They WANT these opportunities. These are things we negotiate over. Teachers need time to do this important work.

* The current process for removing "bad" teachers DOES work--but only for that. The current eval process does NOT work to create growth in quality for most teachers. Hopefully, the new eval process we will be creating with the administration over the next 2 years will work better. But it will do so only if it is used for that purpose---not simply for labeling and sorting teachers. To work, it needs supports such as those described above--the time and opportunities to improve quality.

* Those who blame the Assn don't understand the process, or what kind of organization we are. They do not understand unions---and probably don't want to.

Assns and unions represent the COLLECTIVE interests of our members. Our members are primarily interested in teaching kids well, and creating great schools. They are also interested in being treated fairly, making an adequate living, and playing a professional role--sharing in decisions--in their schools and districts.

Our members are not interested in protecting the jobs of their ineffective colleagues. They have to teach the students of these teachers; they have to work with other teachers in dept and grade level teams. It is frustrating and demoralizing to work with people who don't pull their weight; it makes their work harder, and doesn't further their goals of teaching kids well.

Thus, the Assn does NOT have an interest in keeping ineffective teachers on the job. Our interest is in ensuring that all teachers (including those who need to improve) are treated with respect; that they get a reasonable opportunity to improve; and that if they do not improve, that reasonable negotiated or statutory processes (the opportunity for a third party hearing, if needed) to remove them are utilized. This should not be controversial. Somehow, it works in much of the world, including top education countries like Finland, where all teachers are in unions.

Furthermore, a union leader who spends union resources (time and funds) trying to keep incompetent employees employed would face serious problems getting re-elected. It's simply not what the membership supports. And it's not what we support.

The huge focus on "bad teachers" by the corporate foundation-backed "reformers" is, we think, mainly a wedge in the attack on unions and public education. "Bad Teachers" are to public education what "Welfare Queens" were to the safety net. It's an attempt to discredit public education and education unions, just as Ronald Reagan discredited welfare and the safety net, which has been all but eliminated. There is just enough of a grain of truth in it to make it sound plausible.

NSEA supports and wants to improve the quality of instruction in our schools. That’s not a focus on “bad teachers.” That’s about improving our schools.

Here is the specific current process for identifying, assisting, and, if necessary, terminating incompetent teachers in Northshore:

1. Evaluation by the Principal using the State criteria. Essentially a principal must observe an employee at least twice for a minimum of 30 minutes each time, and write an observation report for each of the 2 observations. There are no caps on the number of observations or a time limit on their length. A Principal exercises their judgment and give an employee a “Satisfactory” or “Unsatisfactory”. 60 minutes of observation is not onerous.

2. If an employee gets an Unsatisfactory from their Principal, they are put on a Performance Improvement Plan (PIP). This Plan identifies their shortcomings, describes what they need to do to improve, and what help they will get. The administration contracts with a teacher or retired principal to assist them. NSEA is involved in the creation of the specific Plan to ensure that the plan is reasonable and specific, that the employee understands what they need to do, and that they get help. The PIP is generally rigorous and clear, and employees improve with the help they get. If they do not improve, the Association often encourages employees to consider other options at this point.

3. If the employee does not improve, and is evaluated Unsatisfactory by the Principal at the end of the Plan, the Principal may put them on Probation. This is for a period of 60 school days (about 3 months). It is a specific plan, much like a PIP. The District will utilize a second evaluator in addition to the Principal. An evaluator must meet with the employee at least twice monthly (for a minimum of 60 work days--about 3 months) to supervise and make a written record of the employee’s progress or lack of it. The Association will hire an impartial outside observer to help the employee. If this observer informs us, at the end of the probation, that the employee is not competent, the Association takes the matter no further. If the Association's observer believes that the employee has not been evaluated fairly, we will consider contesting a non-renewal (termination). (That has not happened in Northshore for at least 14 years.)

4. After a minimum of 60 work days on probation, an employee who, in the opinion of the evaluators (and supported by the Superintendent) remains Unsatisfactory may be non-renewed (terminated at the end of the school year). The employee may take this decision to an impartial hearing officer. Very few non-renewals are contested in Washington. There was only one last year in the entire state, according to the WEA General Counsel. They are hardly ever overturned because the process basically works---for the limited purpose of terminating ineffective teachers. It is because the process has clear safeguards for fairness and an opportunity to improve, it generally works for this purpose.

Our members are looking forward to collaborating with the administration to create a new evaluation system, based on the frameworks in the State law passed in the last Session (HB 6696), that will hopefully support growth for ALL teachers.

Northshore Education Association's Plan for Student Success

We are the 1150 teachers of the Northshore School District’s students. We teach pre-school, elementary, junior high, and high school. We are librarians, counselors, school psychologists, occupational and physical therapists, speech learning pathologists, and athletic coaches. Together, we are the Northshore Education Association, NSEA. We dedicate our working lives to our community’s children. Most of us live in this community, and moved here for the same reason others did—our great schools.

The success of our students is our highest priority. Here are some of our core beliefs that, together, create a plan for the success of our students.

EDUCATE THE WHOLE CHILD.

Every child deserves a well rounded education. The Northshore Education Association believes that children deserve a strong academic foundation based upon our state standards. This includes standards for all subjects, not just math, science, social studies, reading, and writing. The standards for physical education, art, and music are equally important. STEM courses (Science, Technology, Engineering, and Math) also address the needs of our children in the ever changing global economy. Our students need, and deserve, an educational environment that fosters: creativity, innovation, critical thinking, and collaboration skills. Additionally, students need sports, drama, music and after school activities.

Students of all ability levels should have access to courses and curriculum materials to meet their individual educational needs. A Northshore education should prepare students for success at the end of their K-12 experience, whether they are on a career or college path. Each student, no matter where they fall on the ability spectrum, should be educated and inspired to achieve their highest potential.

Children require support from a wide variety of professionals. Every child needs a full time nurse in every school. They also deserve a counselor or a social worker in all elementary schools. We are reminded on an almost daily basis of the need for early intervention to solve many social and behavioral problems facing students today.

OUR STUDENTS NEED CLASS SIZES THAT ARE APPROPRIATE FOR LEARNING.

The students of the Northshore School District deserve a class size that allows them to have individualized instruction. Washington now has the third highest class sizes in the nation and the Legislature is preparing to increase those numbers with the elimination of funding designated to reduce K-4 class sizes. The most effective instruction and assessment requires smaller class sizes. When a student gets individualized instruction, extra support, one-to-one instruction, and the opportunity to build a positive relationship with a teacher, their academic success is bolstered.

EFFECTIVE TEACHERS AND PRINCIPALS ARE KEY TO STUDENT SUCCESS.

Students deserve the most effective teachers and principals for every school. Last year, with our support, the State legislature passed a law creating the framework for a new evaluation system. This Four Tier Evaluation System, for teachers and principals, is mandated to go into effect by 2014. The Northshore Education Association and the administration will work to tailor this system to meet Northshore’s needs when work is completed in the pilot school districts around the state later this year. This new evaluation system will help all teachers improve, and not just those who are struggling.

The Northshore Education Association believes that the education system is made up of professionals. Teachers and principals who are not meeting the standards of professional performance should be placed on a plan of improvement with assistance provided. If the teacher or principal does not improve, they should be removed from the profession. The Northshore Education Association has worked together with Northshore’s administration to implement high performance standards in a climate of respect, and with the due process rights agreed to in our collective bargaining agreement. This year alone the Association and administration have worked together to remove six teachers from classrooms. Additionally, the Association and administration jointly maintain a fund to provide assistance to any struggling teacher.

Northshore students deserve highly trained teachers. Our professional development program, agreed to through our collective bargaining process, is our commitment to providing high quality educators to our students. Additionally, the Washington Education Association’s Jump Start Program for National Board Certification has helped many Northshore teachers obtain this prestigious certification. Finally, the Northshore Education Association has, through the collective bargaining process, created a mentor program for teachers in our district. This program assists new and struggling teachers. This is another example of our commitment to providing a highly effective teacher for all students.

Our students deserve the best and brightest teachers we can attract. Mentor programs, fair and concise evaluation systems, professional development opportunities, and a professional compensation package comparable to other similarly educated professionals will draw and help us retain the best and brightest.
Teachers should be able to afford to reside in the Northshore School District, thus strengthening our entire community.

EFFECTIVE INSTRUCTIONAL RESOURCES ARE ESSENTIAL.

Students need the most effective current curriculum, sufficient textbooks, fully staffed libraries and other educational materials to reach their highest potential. The recent work of the Northshore Education Association and the Northshore School District to create the Curriculum Materials Adoption Committee, and our recent adoptions of new math, reading, and assessment programs is tangible evidence of our strong commitment to this. This committee was designed through the collective bargaining process and includes parent members. To educate the whole child requires specific materials to address the needs of all ability ranges. It also takes a wide range of supplemental materials to augment the adopted general curriculum materials.

Under current state funding formulas, districts can afford to refresh their curriculum once every 18 years. Northshore voters have approved our levies every year and for that we are thankful. However, due to state budget cuts, our local monies are being used to pay for things that have been identified as being the financial responsibility of the state.

TEACHERS NEED PROFESSIONAL TIME TO BE EFFECTIVE.

Northshore students deserve teachers that have enough time to meet the needs of all students. Teachers need time to observe each other and provide feedback about instructional practices, analyze assessment data and adapt plans to meet individual student needs, conference with students about how to meet their individual needs, and to communicate with parents in our ever changing electronic mediums. This work, along with lesson planning and grading, consume a great deal of time. As a community of parents, teachers, students, and educational professionals, we must have the critical conversation to determine where this time will be created in our school year.

The quality of instructional time is as important as its quantity. Seat time without high quality instruction does not produce success.

TESTING MUST BE USED APPROPRIATELY.

Students need instruction that is informed and driven by assessment. Assessments should be used to inform instruction and prepare students for their next academic challenge and to identify students’ strengths and weaknesses. Students should be able to demonstrate their learning and understanding in a variety of ways and need multiple sources of measure, not a single high-stakes test. Student test results are not an appropriate way to pay teachers or make staffing decisions. Instead, they should be used to drive instruction.

A BALANCE OF UNIFORM AND DIFFERENTIATED PROGRAMS AND SCHOOLS BEST SERVES OUR STUDENTS.

Northshore students deserve schools that have their own unique identities and strengths. There needs to be a balance between district-wide uniformity and differences based on the diverse needs of our students. Our students need specialized programs for those who want to follow a career path, college path, struggle with learning, or excel at learning. We need to educate the whole child and every child. One size does not fit all students.

WE ARE COMMITTED TO PARTNERING WITH PARENTS.

Our students need parents talking and working collaboratively with our teachers, principals, and education support staff. Volunteering is not, and should not, be a parent’s only involvement in our schools. The Northshore Education Association has agreed to involve parents in the Curriculum and Materials Adoption Committee. We would like to explore ways to include parents on school leadership teams and other committees in our district.

Parents have the responsibility to their student to send children to school ready to learn. Mutually, we must monitor their progress and communicate with each other about concerns and how they could be best addressed. Together, we have the answers to the many different facets of raising children in the 21st century.

Together, we need to press our elected officials to fully fund education. Studies and the decision from the Network for Excellence in Washington Schools (NEWS) lawsuit conclude that the State is not complying with the State Constitution, establishing its “paramount duty” to fully fund the education our children. For our children’s sake, this collaboration between District leaders, parents, and this Association to secure adequate funding must be ongoing and deep. We must restore cuts to our schools as the economy recovers and increase funding to the level mandated by our State Constitution.


QUALITY EDUCATION REQUIRES COOPERATION, NOT COMPETITION, AMONGST EDUCATORS.

Our students need collaboration modeled for them. We should be role models of collaboration between different interests. The Northshore Education Association is committed to carrying on our collaborative relationship with the administration in operating our school district. We share ideas through regularly scheduled meetings between Association and administration leaders. We provide feedback to one another for the purpose of improvement. The Association and administration have shared costs of important program reviews such as an evaluation of our special education program. We will soon collaborate on the development of our new evaluation system and a new collective bargaining agreement.

Our teachers need to do the same things: share good ideas with each other, mentor and provide feedback as a way to continually grow as educators, share effective teaching methods, materials and strategies, and collaborate to implement curriculum, professional development, and effective lessons. The expansion of our curriculum and the growing complexity of the work teachers do require more time to collaborate to prepare highest quality instruction for the students we serve. Reforms based on competition amongst educators would stifle this work

The Northshore Education Association is committed to continuing to provide the excellence in education that our students, their parents, and the entire community expects and deserves. Please feel free to contact the Northshore Education Association to discuss your views or to find out how you can become more involved. We value your voice and your assistance in providing a world class education for our children.

Click here to download a PDF version of the Plan.