Showing posts with label PPS_D8_reform. Show all posts
Showing posts with label PPS_D8_reform. Show all posts

Wednesday, December 04, 2019

Fwd: Obama Academy Information

This newsletter has an interesting mention about the swim team schedule. I blog about it at the Dystopia blog. See: https://dystopia.4rs.org/two-major-policies-changed-for-this-years-2019-20-obama-varsity-swimmers/


---------- Forwarded message ---------
From: Barack Obama Academy of International Studies



Nothing in life is so complicated that it cannot be achieved by discipline and hard work.
OBAMA ACADEMY INFORMATION
December 2, 2019
Seniors
See the bottom of this email for important information.
8th Grade Families!!!!!
Friday Dec 6 is the deadline to submit your magnet application to be able to return to Obama for 9th grade.
PTSA EVENTS

Zumba Classes
December 10, Tuesday, 4pm: BHS presents Zumba in the Obama cafeteria

December 17, Tuesday, 3pm: BHS presents Zumba in the Obama cafeteria


PTSA Meeting
December 10, Tuesday, 6:30pm: Obama PTSA meeting in the Obama library. Featuring Dr. Dwyer, Chief of Data for PPS.


PTSA PARTY
December 17, Tuesday, 5-7pm: Obama PTSA invites you to join us for an Ugly Sweater Happy Hour at Primanti's! 

5491 Penn Ave. (Garfield) Pittsburgh, PA 15206
5:00 p.m. – 7:00 p.m.

Ugliest Sweater Prize, Appetizers and Giveaways! Hope you will join us! Adults Only

High School Swim Team Schedule
M: 6-7:20; 3:30-5:00 (morning and afternoon)
T: 3:30 - 5:00 (afternoon only)
W: 6:00-7:20 (morning only)
R: 3:30 - 5:00 (afternoon only)
F: 6:00-7:20 (morning only)

GRADUATION INFORMATION
Graduation Practice
Friday, June 12 /11:30-1:00
@ Peterson Event Center

Graduation
Sunday, June 14 / 3:00-4:00 p.m.
@ Peterson Event Center

Barack Obama Academy of International Studies
Phone 412-529-5980
Fax 412-622-5983
Barack Obama Academy of International Studies | 515 N Highland Avenue, Pittsburgh, PA 15206

Monday, November 13, 2017

Thursday, March 23, 2017

Doctor Walters departs

This was good news because Dr. Wayne Walters was no friend of swimming. He didn't allow us to swim on Saturdays. He didn't allow the coaches to lock up the facilities or unlock the facilities before and after practices. 
But, what went from bad went to worse with the arrival of the new principal, Ms. Colbert. She would not allow for AM swim practices nor for fall water polo. She wouldn't sign the permit for months, until the issue was forced. And, she wouldn't even meet with me -- again for months. 


Friday, September 09, 2016

Should frame this as they seldom got the attention required

This is a pool permit that was signed. Notice, I put it into the PPS school principal on 9-12-16. Meanwhile, it was marked as received on 12-15-16. 
We had problems with permits and I wanted to be sure we'd be able to swim over the break. 

In 2017, the same problems were revisited. Central office helped resolve the matter, again. 


Friday, June 10, 2016

Hiring the new PPS Superintendent

Hi PPS Board Members.

I have been following this noise about the hiring of Dr. Anthony Hamlet as close as possible and have some suggestions. STICK TO YOUR prior DECISION.

Sure, a storm has come. Blame goes here and there in bits, but golly. Plug ahead.

I feel that saboteurs are trying to derail elected school boards and are trying to damage Pittsburgh Public Schools.

The board voted 9-0 to hire the guy. To change your views now would spoil the desire for others to seek the job. None would want to deal with the mess in this wake, plus deal with a fickle board, nor confront the wire-pulling and outside influence from beyond the school board.

IMHO, two of those claims are bogus fabrications. An open source approach of wikipedia on a definition of terms is desired and should not be original.

There should be some repercussions and remedies. I have made some solution suggestions. Follow my Facebook page and http://Rauterkus.blogspot.com.

Triple his probation period.

Seek a partial refund from the consultant.

Allow for a super MINORITY to terminate his contract within the probation period.

Work harder.

+ +

Final two points:

#1: I volunteer to stand with you or stand alone and talk to the media, the citizens. other politicians, union leaders or anyone else on this topic.

#2: Furthermore, Let's begin again with sports reform, something that did NOT resonate with Dr. Linda Lane, sadly. Teaching our kids how to play well with others isn't an expensive proposition, and it is a great investment if done well. I volunteer to help to re-think the issues with PPS. System-wide athletics, sports, after-school recreation, swimming, student leadership with jobs and after-school technology have pressing issues. The city can't wait to get started on the heavy lifting on those fronts.

Good luck.

Sunday, January 31, 2016

Recap: Final Public Hearing for Pittsburgh Public Schools in its Hiring Quest for a New Superintendent.

Replacing the retiring Linda Lane can be an opportunity to recreate Pittsburgh recreation. We're a sports and river town and should use our swim pools.

From Mark Rauterkus, Mark@Rauterkus.com, varsity swim coach at Obama Academy and leader of the PPS Summer Dreamers Swim & Water Polo Camp with the Bloomfield-Garfield Corporation


On Thursday night, January 28, 2016, right after our home swim meet at Pittsburgh Obama against South Fayette, I dashed over to U-Prep for the public hearing concerning the search for the new PPS superintendent of schools. We lost the swim meets, but game them a good scare. One new school record was set by Obama sophomore, Sead N, leading off the 400 free relay in a 49.

I was speaker 13 and took some notes as the others before me gave the school board their thoughts. It was wild to hear what the others would say as nearly everyone else had statements that resonated with my message too. What they want, and what I want, are identical in terms of values and vision.

Pittsburgh Public Schools needs to make an overhaul to its sports and after-school programs.

Two years ago, the wake of Doctor Linda Lane's state of the district speech when she said she wanted to cut a number of sports from the budget, I released a position paper. Thankfully, those cuts never occurred. Now that there are some new board members, it is prudent to re-introduce this document again to get them aware of these situations.

http://aforathlete.wikia.com/wiki/Fewer_Sports_Alternatives


When Mark Roosevelt became superintendent of Pittsburgh Public Schools, a few of us shared concerns with him. Mr. Roosevelt, a former tennis player, understood the value of sports. To his credit, he was in agreement but said sports reform and athletics were not a priority – yet. He had bigger problems: principal accountability, teacher evaluations and contracts, merit pay, and of course, right-sizing. Nothing changed for years. Then, finally, Mark Roosevelt sent me an email around New Years Day and he promised me that sports reform was coming off the back burner. Wow!

A study was done on Title IX, a consultant was hired with grant money. A committee was established and meetings were held. Real issues were talked about. Mark Roosevelt came to a meeting with about 35 people, VIPs in PPS in terms of coaching, sports, security, transportation, administration, principals, and said, “I'm sorry.” Roosevelt apologized for the terrible treatment and lack of support his administration had given throughout the years to sports and athletics. He had seen the light and now understood what was happening with PPS and how many of the pitfalls could be rectified through a more robust attention to these areas. Improvements in school spirit, attendance, grades, student health, graduation rates, discipline and scholarships are evident. I was so excited to hear of the new change in direction and within the month, Mark Roosevelt resigned and took a new job at a college in Ohio.

Linda Lane was hired by the board without interviewing anyone else so as to sustain the changes Mark Roosevelt was championing in PPS. But sadly, she failed and fumbled the whole sports reform movement. She was clueless. She pulled the plug and wouldn't do anything else in this regard except cut and starve.

When Dr. Lane gave her State of the District speech at CAPA in the fall of 2013, she talked about saving $600,000 from a budget by cutting some sports and all intramural programs and upgrading computers less frequently. That's some line item: Sports and technology upgrades for $600,000 savings. That move seemed to be a surprise to everyone, even within PPS, who had worked on sports reform. I pushed back with a position paper, “Fewer sports alternatives,” and the cuts to the budget never materialized, thankfully, due in great part by board members who knew better. Two years later in the fall of 2015, the PA auditor general and city controller told the newspapers of a PPS surplus of more than $120-million. Go figure.

The first suggestion in the position paper reads: PPS Superintendent, Doctor Linda Lane, should re-establish our Athletic Reform Task Force. Suggestion #1b: This position paper can fill the early agenda for task force meetings. Suggestion #1c: The next task force should include a research component. Examine student data along with Pittsburgh Promise data.

Some other of my favorite suggestions to PPS administrators include the establishment of PPS H2O for city-wide aquatics, an All-City Sports Camp from May to September and the formation of a private-public partnership, an Olympic Sports Division, to manage the scholastic sports of Swimming, X-Country, Track-and-Field, Tennis and intramural programs. After a three month wait, I finally did have one 30-minute meeting with Dara Ware Allen, PPS Administrator in charge of all student services (including athletics). She hadn't even read the position paper. No follow up since.

Linda Lane's Administration lacks leadership in terms of sports, after-school and community building – that's my top concern with PPS.

With the superintendent search, and new board members, it is time to double down. I want to re-visit the 2014 position paper and to insure the new PPS Board Members see it. But I am releasing a new document, a new vision. We can build upon our Summer Dreamers experiences with Swim & Water Polo and turn them into Year-Round Achievers. Let's train 250 new lifeguards in the next five years. You know, PPS has 14 indoor swim pools and there was a time a few years ago when every pool was closed all summer long. We ran the numbers, we have the opportunity to train 6,000 students a year in a five-week Swim & Water Polo Camp. We can teach every kid in PPS how to swim. And, we already have these facilities. They are too often closed. And, these plans are affordable. The pools are there. The water awaits. The plans call for no extra time for custodians. Done well, I expect sensational health benefits and community school interactions.

In the final public hearing concerning input for the new superintendent search, I was the 13th speaker. Every other speaker that came to the microphone to share insights had common ground with my central message as well.

Speaker #1 said: Services and support are not in place in PPS.

Speaker #2, a young woman, remembered that the only thing she was jazzed about at Allderdice through 9th, 10th, and 11th grade was her involvement in marching band. That experience kept her going through high school.

Speaker #3 works as a professional in out-of-school time activities as a community-based provider. She wants PPS to embrace partnerships and have that as a skill-set. The new superintendent needs to have a “track record” (pun to me) and display “small wins” in after-school programming. Well, I want big wins.

Speaker #4, an 8th grade student in Higher Achievement, spoke of the need for a fresh environment. In past years I coached water polo with students in Higher Achievement. Of course, that's fresh!

Speaker #5, a 7th grade student, wants communication skills and respect in communities.

Speaker #6, Hill District Economic Council spoke of being healthy. Wishing for transforming students, leadership, innovation. Athletic do that.

Speaker #7, a Pitt Education Professor and a parent spoke about deep and sustaining partnerships. Pittsburgh has an incredibly rich network. Civic and community engagement are needed and golly, she said that PPS often seems as if it does not want input. Spot on!

Speaker #8, Sala Udin, wants to see someone articulate a strategy. That's exactly what the position paper did. That's exactly what the Sports Reform Task Force did. That's what was ignored by PPS. Sala wants a “turn around” and I do too. We'll even teach flip turns! Yes, Sala, Pittsburgh is a segregated city with a large number of poor people. That's why we are excited to do water polo in the Hill District's Ammon Swim Pool again in the summer of 2016 and champion swimming and water polo, activities that don't cost much beyond having swim suits.

Speaker #9 wants community schools and job training for parents. I've been working with the Eastside Neighborhood Employment Center, but that's not the social skills job training that is really desired. But the new document speaks of community fitness for the parents and guardians of the students we coach. I want adults to start to train when their kids are youngsters so that a few years later as the kids are in high school we can kayak together in our rivers.

Speaker #10, the President of the Pittsburgh Federation of Teachers hit a home run and made mention of the word “athletics.” She wants none of this as an “after-thought. Rather, authentic working together is desired. Bravo.

Speaker #11, a U-Prep teacher, Chris, made mention that Pittsburgh has been a sports town with some graduates in the NFL and NBA. Who is going to stand up and take the heat, he asks? I think we teach that in athletics too.

Speaker #12, Fred Logan of Homewood, wants the PSCC (Parent School Community Councils) to return with gusto. And our sports boosters, sports leagues and sports advocate efforts should be a part of those PSCC gatherings, perhaps bringing purpose for some to show up and get more involved.

I spoke at #13.

Speaker #14 ranted about knowledge being power. Learn everything and many things. “We should do better than that so our kids can survive in the world.” Learning to swim is a survival skill.

Speaker #15, a Linden teacher and advocate with gifted referrals wants a universal screening so that all the kids who qualify as gifted get an invite to the Pittsburgh Gifted Center. Of course, all the kids should have some of the same opportunities. We could tie a universal gifted screening approach to a mission to have universal swimming lessons.

Speaker #16, Obama Academy senior, spoke of Teen Block and speaking up with student voices. The most popular messages among the kids have been about school starting too early and PPS teaching the whole person. I just released a new video about the AM Swim Practices we have at 6 am. And, I'm a big fan of holistic coaching.

Speaker #17, a U-Prep junior, a young Mr. Sanders, wants to be an entrepreneur. His personal finance class doesn't have a stable teacher and there are many faculty who seem to change often. The lunches do not seem to be nutritional and he and his classmates do not seem to be energized after eating. With athletes, great nutrition is vital. With growing kids, nutrition matters. I also expect that with more athletes, we'll diminish violence. Learning to play well with others is a central theme we should embrace often.

Speaker #18, a parent wants to develop amazing adults and wants inclusion with the disability community. Unemployment is at 70% in that sector, and teaching needs to be visual, auditory and kinetic.

Speaker #19, Ron Lawrence, 100-Black Men and an A+ Schools board member is one I want to get to meet. Closing the achievement gap is important. That achievement gap happens at the swim pool too.

Speaker #20, Education Rights Network advocate wants to end that pipeline to prison. I agree, the PPS administrative cabinet should have a commitment to include an administrator to work full time on efforts to better support those with disabilities. Another after-thought it seems.

Speaker #21, Kenneth, a long-time community activist and friend wants student government and school newspapers to be a first contact with visitors to the school. The newspapers teach ethics and are a place to get focus in a crisis. What's going on should be written about and he feels Mark Roosevelt was a terrible person, especially as he sold off the printing presses in all the schools.

Speaker #22, Tim Stevens, spoke and sang of his days in the U-Prep school, site of the meeting, as it was then called Herron Hill. He spoke at a past meeting and he highlighted the slogan above the stage, “We are all learning.” Enough said.

Speaker #23, Chris Moore, the new U-Prep principal, a former teacher at Schenley, is back in PPS and he feels the new superintendent should be one who is “called” to the job. That is a great trait. He also says that the new superintendent should have the discipline to put students first as he or she makes decisions. I got to chat for a minute after the meeting with the new principal. He'll help to get the word out to the students about the opportunities to play water polo in the neighborhood on Fridays at the Thelma Lovette YMCA.





Sunday, February 09, 2014

Fwd: The Eagle on PPS Teacher Evaluations by Lucy N, a swimmer.

--------- Forwarded message ----------

The Eagle


One problem of significant consequence with the current teacher evaluation system is how difficult it is to write an article on the subject. Teachers are afraid. Several of the teachers whose opinions I asked about refused to comment on the evaluation systems, or told me their opinions “off the record.” Their jobs are at stake, and they believed that saying the wrong thing in print could get them in trouble. And just as important as the jobs of these teachers, the education of Pittsburgh’s students is also on the line. An education system in which a few words that may not sound politically correct could get a high-quality teacher in big trouble is compromising the future of its students.

It is always important to ensure that teachers are effective. It is as important to teachers and students, all of whom are directly involved in the process of learning, that teaching is effective, as it is to administrators looking at the test scores and the bottom line. According to Ms. Papale, Pittsburgh Obama’s ninth and eleventh grade English teacher, “We want all of our colleagues to be doing their share. It makes it easier on us.” But there are sometimes a few teachers who cannot maintain sufficient control of their classroom, who do not seem to be invested in instilling their knowledge on the youth in their class, or who simply do not seem to understand what they are teaching.

This is where teacher evaluation comes in. Similar to standardized tests for students, there are several tools that the Pittsburgh Public Schools district is currently using to evaluate its teachers. Value-Added Measures, commonly abbreviated as VAM, is one such method. VAM attempts to measure the academic growth of students that can be attributed to a particular teacher. This is done by examining how students standardized test scores have improved, and by comparing the students’ test scores to those of other students. The Pittsburgh Public Schools are also currently implementing student and principal evaluations of teachers. The students of at least one class taught by each teacher evaluate that teacher using a survey called Tripod, which contains 89 questions relating to the teacher and the class. The principals at each school also rate the teachers there. All of the above factors are combined into a composite score that affect whether the teacher is in line to be laid off, to be put on an improvement plan, or will get pay raises and bonuses.

The Pittsburgh Public Schools recently got a grant from the Bill and Melinda Gates Foundation for $40 million in order to improve the quality of teachers. The system that the Gates Foundation has pushed to be implemented at PPS is based on the system that Bill Gates had used – and recently abandoned – at Microsoft. Perhaps the worst part of the system is that it forces a certain percentage of employees to be placed into each of several categories. This means that it forces some teachers to fail each year. But it is unrealistic to say that no matter how good a school is some teachers have to fail. If the principal hired only the best applicants in the first place, as he would logically attempt to do, there may be no need for anyone to fail. The system fosters unhealthy competition among colleagues, and causes teachers an unnecessary amount of anxiety.

Starting this year, 50 % of the teacher evaluation is based on an administrator’s classroom observation. The other 50 % is comprised of student outcomes. The “student outcome” category can be divided further to say that VAM for a specific teacher counts for 30 % of that teacher’s score, Tripod surveys for 15 %, and VAM for a school in general for 5 %. This information was obtained from a publication called “Education Committee Update: Empowering Effective Teachers,” published in January 2013. The publication uses idealistic and vague language, saying for example that the district’s goals are to “accelerate student achievement” and to “become a district of first choice.” Its methods for doing this are to instate a strict high-stakes teacher evaluation system that may not effectively distinguish good teachers from bad.
Evaluating a teacher is not easy to do. PPS is trying to make the system more quantitative, but this does not always mean that it is more objective. “There are 1,000 different ways to be a good teacher and 10,000 different ways to be a bad teacher… And just because you can’t punch the boxes doesn’t mean you’re a bad teacher” says Mr. Boyce, a teacher at the Pittsburgh Gifted Center. A good teacher will instill knowledge in his or her students. Beyond that, there are many options and many different ways to be a good teacher.

Further, some of the things that teachers give their students are difficult to quantify. As summarized by Mark Rauterkus, a PPS father, the best thing a teacher can do is teach students “a thirst for knowledge and how to discover things for themselves. If a teacher teaches a student a love of learning in a subject, that’s fantastic.”

Mr. Dumbroski teaches eighth grade English at Obama, and is also involved in the teacher evaluation process as an administrator. According to him, a good teacher is “somebody who’d do whatever is humanly possible to get the most out of every single student with whom they come into contact.” For Mr. Dumbroski, a good teacher teaches more than academic lessons; he can teach social skills and life lessons as well. “Here’s a hint for how to be a good teacher,” Mr. Dumbroski says, “Remember that students are people, too.” In his classroom, Mr. Dumbroski attempts to connect with and teach each and every one of his students.

Mr. Kocur, Obama’s tenth grade English teacher, agrees. “First and foremost, a good teacher needs to be able to communicate with a variety of different kids.” It is important to Mr. Kocur that teachers have empathy. “Kids don’t care how much you know until they know how much you care,’” Mr. Kocur says, quoting leadership expert John C. Maxwell.

To Ms. Hetrick, the most important quality of a teacher is “passion.” This includes passion for the content being taught, as well as passion for the process of teaching. It is necessary for a teacher to care passionately about his or her students in order to instill in them a passion for learning.

Yet whether a teacher makes a student want to learn, connects and empathizes with his students, cares about his students as individuals, or has passion is difficult to measure on any sort of evaluation.

Also, a teacher who is effective for one group of students may be ineffective for others, and different students show improvements at different rates. With increasing class sizes, it is becoming more and more difficult for teachers to teach to the individual students in their classes. Further, class sizes are being increased and “mainstream” level classes have been abolished. This has resulted in students of ever more varying abilities being placed in the same class. The teacher’s job is becoming more and more challenging.

The current default model for education at PPS is one in which students have minimal choice in their classes, and in which teachers have minimal choice in what is taught. Curricula are set by the district, and each student has to take a certain set of classes with few possible variations. Teachers have to cover a specified curriculum on which the students will be tested at the end of the year as mandated by the district. In a system in which neither the teacher nor the students have choice over what is taught, some of the results being evaluated may not be attributable to the teacher. However, there are alternatives to the current model. For example, the Pittsburgh Gifted Center is based on a different model. There, teachers design their own curricula so they are able to teach at a pace that they feel best fits the needs of the class. Additionally, students can choose the courses they want to take so they are often more motivated to participate in the classes in which they are enrolled.

The classroom observation component, half of teachers’ composite scores is being shifted to a system called the Research-based Inclusive System of Evaluation, or RISE, in which teachers are rated in categories such as planning, instruction, and leadership on a scale of one to four based on their performance. “I actually think the RISE components do a pretty good job of identifying everything we’re looking for,” says Ms. Hetrick, Obama’s ceramics and IBDP visual arts teacher. The system is numerical and more standardized than previously used systems in which principal evaluations were based on value judgments. When Ms. Hetrick looks at the criteria, she sees the “distinguished” category as something she wants to work towards, and appreciates that the RISE rubric’s different levels seem to make sense.

Mr. Boyce points out the human factor that goes into the RISE system. “If you want to make me look like a good teacher you can make me look like a good teacher. If you want to make me look like a bad teacher, you can do that, too. I guess I kind of like the old go-or-no-go thing because I was in the military. RISE is just a fancy way of doing the same thing.” It is true that even in the RISE system, a principal has a lot of sway.

Pittsburgh Obama is fortunate to have a principal, Dr. Walters, who is a strong and fair leader. Yet principals like Dr. Walters are few and far between. One teacher from another school, who would like to remain unnamed, reports that his personal differences with his principal got in the way of her objectivity and brought down his rating. She rated him as “basic” in just enough categories that he would fail his RISE evaluation, despite the fact that his VAM scores were above the school’s average. “You can say its objective until you’re blue in the face,” agrees Mr. Kocur. “But it still comes down to an administrator walking in and saying what he thinks of you.”
The VAM system, comprising 30 % of teacher scores, seems mathematically pure at first glance, but does not necessarily treat all teachers fairly. Mr. Boyce believes that the sample of students in one classroom is not big enough. “They take a sample size of 30 students and apply that to 10,000. Because really, they’re using my students to say how I’d perform across the board. And that’s not realistic. In research science, a sample size of 30 typically means nothing but some preliminary results that could lead to further research.”

While the VAM system assumes that students are randomly assigned to teachers, this is rarely the case. Students can sometimes, but not always, choose their schools and classes. Differences in students from class to class greatly affect how the scores will turn out here. Mr. Boyce’s classes at the Gifted Center are more likely to perform well because many of them chose to be in his class.

Further, a study by the Gates Foundation has shown that VAM is more applicable to math than it is to language subjects. Children learn language from a variety of sources, including family and peers as well as school, while they learn math primarily from their teachers. Yet in the Gates Foundation model, VAM is being used across the board in both math and language subjects.

However, VAM is not being used in all subjects. It is used in the subjects for which there are standardized tests: english, math, and some sciences and social studies classes. Teachers for other subjects get a different type of score, called a 3f, which shows student growth based on criteria that the teacher decides at the outset. While it is unfair to grade different teachers on different standards, it is also unfair to the students to create standardized tests in even more subjects simply as a way to grade the teachers. Ms. Berry, a middle school math teacher at Obama who is involved in the Pittsburgh Federation of Teachers and who is a member of the committee that decides on evaluation criteria, says that “they shouldn’t test kids in every subject, because then it’s just a test for the teacher. I think it’s just mean to kids, the amount of testing they do…. Some things you should learn just because they are beautiful to learn.”

Student surveys, the Tripod questionnaires, comprise 15 % of teachers’ scores in the new system. According to Mr. Boyce, to be a good teacher “you teach for a long time, and you don’t repeat the things that don’t work. You do repeat the things that do work, and you throw something new in there every once in a while.” Mr. Boyce believes that the student Tripod surveys are helpful in this way. They allow him and other teachers to recognize their weaknesses and find things that they can improve on. The Tripods allow him to better understand how his students feel about him, to fix misconceptions, and to work on problems. Student feedback is useful if it can improve a teacher’s practices without putting too much at stake.

There are, however, some problems with high-stakes student surveys such as Tripod. “I don’t like some of the questions on Tripod,” explains Mr. Schaefer, a history teacher at Obama. Of the eighty-nine questions on the Tripod survey, many depend on factors that are not within the teacher’s control. It is a joke among students and teachers at Obama and other PPS schools that one of the questions is whether the class “feels like a big, happy family.” In fact, many students do not take the survey seriously in general. Some are fatigued by the length of the questionnaire and the fact that many questions are repetitive (evidently in order to ensure fairness), while others allow their personal feelings about a teacher to taint the results. Yet it is not a joke that such subjective questions are putting teachers’ jobs and student education on the line. It should not be expected at a middle school or high school level that the class “feels like a big, happy family,” and whether it does or doesn’t likely depends more on the students than the teacher.

Mr. Dumbroski believes that student feedback is useful, but that the Tripod survey does not go about collecting feedback the right way. Instead, he has his students write down on note cards at the end of each grading period what they feel he did right and what they would want him to work on. One suggestion that he received in this way was to give the students more choice; in response, he began to allow students to propose their own ideas for projects, rather than always choosing from a list of suggestions. Also, some students would write on the note cards that the pace of the class was too fast, while others would write that it was too slow. As a result, Mr. Dumbroski has begun to give more individual attention to students in his class. Mr. Dumbroski feels that this note card system lets him understand what is most important to his students more effectively than the Tripod does.

Colleges and universities are beginning to count student evaluation of teachers for less and less. According to Mr. Boyce, studies have begun to discredit such evaluations. “This is the exact system that colleges and universities are getting away from,” says Mr. Boyce. “Statistically, kids who perceive their grades as being good in a class are more likely to rate their teachers higher. Teachers can then manipulate the system by inflating grades.” So it is questionable whether a system that is being abandoned at the college and university level should be taken up and implemented for middle and high schools.

The last 5 % of teachers’ scores is based on the building’s VAM scores in general. This is entirely illogical, as the teacher has little or no influence on how students perform in a class down the hall. VAM’s inability to control for variables is magnified when it is applied to classes that a teacher doesn’t even teach.

As the system is currently set up, the above factors will be tallied up and turned into a score out of 300. If a teacher gets less than 140 points, that teacher is considered failing and put on an improvement plan. If he or she does not improve sufficiently within two years, the teacher will be fired. Teachers were given scores last year, although the scores will not count as grounds for being fired until after this year.

Last year nine percent of teachers were placed in the lowest category. Nationally, less than one percent of teachers are failed, but teachers in other districts are graded with different standards. If last year’s results are any predictor of this year’s, Pittsburgh’s teachers will be failed ten times more than the national average. The Pittsburgh Federation of Teachers, Pittsburgh’s teacher union, believes that the 140-point cut-off is far too high.

The Bill and Melinda Gates Foundation and Superintendent Lane both disagree. The Gates Foundation has been hinting at withdrawing the remaining $15 million of the $40 million grant that it awarded to Pittsburgh Public if the district does not comply with the 140-point standard. “We have not made any decisions about the future of the grant, but we are continuing to watch this very carefully,” reports Vicki Phillips, the director of College-Ready Education at the Gates
Foundation.

This puts the pressure on the district and Dr. Lane to go along with the Gates Foundation’s strict cut-off. Dr. Lane says, “I’m still a firm believer that there is a correlation between effective teaching and student learning outcomes.” To back this up, she cites a study that concludes it is twice as likely for students who show significant improvement to have teachers in the top category. What she does not mention is that sometimes there are students who show improvement under “failing” teachers or who show less improvement under top-rated teachers.
The Pittsburgh Federation of Teachers and Dr. Lane are currently at odds over the issue of teacher evaluation. “I thought we were partners in reform, but the partnership [with the union] has been rocky, let’s just say that,” Dr. Lane says. While both agree that effective teaching is important, they have strong differences when it comes to how to implement teacher-evaluation reform.

Ms. Berry acknowledges that not all teachers are good teachers. To be a good teacher, it is necessary to have coherent lessons, a good relationship with students, and a desire to work. “It has a lot to do with personality,” she says. Implementing any plan to improve failing teachers is difficult, because some people do not have the personality for it. “It does take a long time,” Ms. Berry says, “to improve a poor teacher. I don’t know how you’d set it [an improvement plan] up so that it’d be fair to teachers and students.” On the one hand no one wants to fire a teacher who may be simply misunderstood, but on the other hand the students and the whole system suffer under poor teachers.

To Mr. Dumbroski, the problem is that “No matter what, any type of evaluation tool, there’s going to be something wrong with it.” No matter how perfect the RISE criteria can be, the people who are checking the boxes are not perfect. No matter how many numbers and mathematical equations are used to compute RISE, VAM, and Tripod scores, the result is variable and subjective. There is a certain amount of bias that is impossible to remove.

To Mr. Kocur, teachers are not the problem in the first place. “At some point, people should stop being politically correct and put the blame where it is due. Behind nearly every good student, there is a supportive parent, and vice versa.” Teachers are held responsible by national, state, and local governments (including the school board), by the media, and by philanthropic organizations like the Gates Foundation for failures in student education. But according to Mr. Kocur, students should be learning from their parents before they can talk. Children who have parents who read to them, who help them with homework, and who model and encourage a positive attitude towards learning, are more likely to succeed in school than those who do not. This is as important as teachers are to student education, yet it is rarely considered in government laws and plans, by the media, or by philanthropic organizations who want to donate to education.

The way in which teacher evaluation tools should be utilized is debatable. While some of the measures that PPS is taking are more legitimate than others, it is clear that there are many problems with the current system. The PPS students and teachers are hoping that Superintendent Lane, the school board, and the Bill and Melinda Gates Foundation will consider how difficult it is to rank teachers by how well they teach, before making scores so critical to a teacher’s future.

Wednesday, February 06, 2013

PPS Attendance matters, plus Senior night at pool. H2O = Hail 2 Obama!



Hi Friends,

With all the noise about attendance at PPS in the media, it is good to know of a bright spot. See below as we honor 14, devoted senior swimmers.

Plus at 6 AM swims practice this week we had 20, 17 and 12 each on M, T and W.
FYI, three boys in Summer Dreamers Swim and Waterpolo Camps in past years are on the Varsity Swim Team now. Six more worked as staffers.

One other tidbit on attendance, our biggest trouble point in Summer Dreamers Swim and Waterpolo Camp was guarding the door to prevent kids from sneaking into our sessions. We had waiting lists. We got scolded for recruiting, but really so many were having fun and learning they told their friends. PPS record showed Waterpolo at 95% attendance in 2012, and that included the need for all kids to run 1 mile over and back to the pools in The Hill.

I really wish we were offering, robust year round, "Dreamers" at PPS with Swim and Waterpolo so our kids could get invested in their teams, fitness, schools and academics. Let's all replicated and empowered what is proving to really work wonders in our community and hooked to athletics.

Go, go, go!

H2O

Coach Mark Rauterkus
412-298-3432

PS: Heard that high school students in National Honors Society have been asked, because of funding issues, to tutor middle school kids now. Rather, let's get those senior and smart students, our swim team really, to teach swimming and play waterpolo with the kids. Then greatness can happen with self esteem, relationships, mentoring, sportsmanship and rule following. Then the academics can flow for the individuals and institutions.

PSS: Friday's visit with USA Olympic Gold Medal Swimmer, Cullen Jones, with black history month, has the potentials to be special. He is at Obama at noon and UPrep at 2 pm. FYI, in April, three other USA Olympians, Waterpolo players, visit Pitt for a weekend clinic with Tiger Waterpolo (community, club program that supports our Summer Dreamers), and we will get our kids and the media to interact as well.
Footnote: Sam's fist season of swimming this year, as a senior, happens as he is registered and training for the May 2013 Pittsburgh Marathon, his first.

---------- Forwarded message ----------
From: "Mark Rauterkus" for Morning Announcements
Date: Feb 6, 2013 7:01 AM
Subject: Senior night

The last home meet for the swim team is tomorrow, Thursday, at 6 pm against Bishop Canevin. This is our senior night and we honor our greatest class of seniors ever in the city swim scene.
The team as 14 seniors including three time PIAA swimmer Erik. Plus:
Annie
Hannah
Wendy
Nicole
Rene
Jonah
Tobias
Max
Mat
Demetri
Daniel
Ben

And, Sam Lapp who will compete in his first ever swim event on Thursday.
Win the section.
Go Seniors!
Swimmers have AM swim on Thursday and should be at the meet by 5 pm.



Monday, October 18, 2010

Blair, smiles and says nothing so as to not offend. Very wise move.

Coach makes "Facebook" curfew .... Blair "no comment" on City League

Blair keeps to self on City joining WPIAL

Former Schenley basketball star DeJuan Blair was in town Thursday night playing for the San Antonio Spurs against the Cleveland Cavaliers in an NBA preseason game. Shooting the breeze a little with Blair before the game, I told him that the City League is seriously considering disbanding and joining the WPIAL. He hadn't heard of the idea, but I asked him of his opinion.

"That's interesting," Blair said.

I then said, "Well, what do you think? Do you think it would be a good or bad idea?"

Blair said, "I can't saying anything else. I'm going to have to no comment on this one because if I said what I really want to say, it wouldn't come off too good."

Don't know if Blair thinks it's a good or bad idea, but he obviously thought it best to keep his thoughts to himself. Maybe it was a smart move, but I'm still curious what he thinks.

Saturday, May 27, 2006