Bossier Parish School Board
Post Office Box 2000
Benton, Louisiana 71006-2000
Dear Bossier Parish School Board:
The 2012-2013 school year marks my twentieth year as an elementary school teacher in Bossier Parish. I am a product of Bossier Parish Schools and have enjoyedthe privilege to work with many of my former teachers. They are the mentors and role models who constantly urge me to balance my profession with my personal life. I can never fully express the positive impact each of these mentors have had on my life.
My sons continue to reap the benefits of talented, innovative teachers that have taught them how to be problem solvers and to think deeply. For those educators, I am forever thankful.
Having worked many years in only two Bossier Parish elementary schools, I have developed many friendships with faculty members and consider myself richly blessed. The relationships with my students combined with the friendships of my peers create a delightful working environment.
However, this year has been significantly different. For example:
• The State of Louisiana implemented a new teacher evaluation process known as COMPASS;
• The state mandated that Common Core begin in Kindergarten and First Grades - Bossier Parish onlyprovided training on the first three in-service days of school;
• Grades Second-Fifth are in a transition period. Portions of the iLEAP and LEAP tests will change this year. More changes will occur as our state prepares for the PARCC Assessment.
At first glance, these changes do not seem overwhelming however, such is impossible. COMPASS, the tool used to evaluate teachers, is based only on two lessons per year. However, the amount of time for an administrator to pre-conference, observe, evaluate/score (typing the “evidence” from the lesson), and post-conference with each teacher is exhausting, not to mention time consuming. This evaluation is followed by an informal/unscheduled observation or “walk- through” that will be scored using the same rubric and requiring the same criteria as the first. These changes sound wonderful, however, the requirements associated with the same are quite strenuous. One would hope (and pray)that the second evaluation and/or evaluator would be present from the beginning of the lesson until the close.
It is unclear how this portion of the COMPASS evaluation will be conducted. Will it be conducted under the same conditions at all schools across the State of Louisiana? Who will handle the business of the school while the administration is conducting these lengthy evaluations of the teachers?
Teacher evaluation is necessary for accountability. Perhaps the COMPASS needs to be reevaluated and revamped before it is used as 50% of a teacher’s score. Another consideration concerning the COMPASS is Domain 3 - Instruction. Two-thirds of Domain 3 is focusing on what the students are doing. Again, it sounds wonderful. However, if a student is a behavior problem, the teacher’s score will suffer. Another problem occurs when the teacher being evaluated is allowed to send a student or students that pose a behavior problem to another classroom while the evaluation occurs. Is this practice fair to all teachers across the state?
COMPASS states that 25% of the score is from the formal evaluation, 25% from the informal evaluation, and 50% from either the VAM (Value Added Model) or SLTs (Student Learning Targets) depending upon the grade and/or subject taught. This is another problem faced by educators. Those teaching Third-Eighth grade, Algebra I, and Geometry receive a VAM score. According to the Louisiana Department of Education website, approximately 36% of our state’s teachers will receive VAM scores. Teachers receive VAM scores based on student expected growth from the previous year. High performing schools yield high performing student scores. Is it safe to assume those same students and schools employ high performing teachers? Not necessarily, or at least it is not reflected by the score.
High performing students provide little room for growth. Accordingly, teachers of high performing studentswill show little growth and often show a decline. The poorchoice of words located at the bottom of the VAM score intensifies the issue. The explanation states that a “Zero”reflects the expected student outcome with an average teacher. A “Positive” reflects that the teacher positively influenced the student’s performance, whereas a“Negative” reflects that the teacher negatively influenced a student’s performance. These are not necessarily comforting words to read after working diligently all year and knowing that 50% of my evaluation is from a test that is given one week during the spring.
Another problem compounding the issue is that the remainder of the state’s teachers receive 50% of their score from SLT’s (Student Learning Targets). These goals are set by the teacher and can be changed to show growth. Teachers evaluated on SLT’s are able to test and re-test the skill until their students receive the desired score with a perfect score being a 4. Is this how we thank the educators in the most critical and stressful testing positions? I think not!
This new evaluation process combined with a new and changing curriculum was simply too much, too fast! Teachers are exhausted, overwhelmed and leaving the profession by the dozens. Since the beginning of the school year, Bossier Parish has lost twenty educators (possibly more). Has this happened before in the history of the Bossier Parish School System?
Communication from the state and parish is lacking to say the least. Mixed messages combined with low teacher morale make it almost impossible to function and “display a positive attitude” as stated in the revised Bossier Parish Job Description for teachers. (Please see Job Description for Teachers revised 8/12)
Perhaps my most difficult issue comes from a higher calling. As a child, I was taught Colossians 3:23 which states, “Whatever you do, work at it with all your heart, as working for the Lord, not for man.” My heart’s desire is to provide the best education for my students, as well as, teaching them life skills that will enable them to be productive citizens.
In my opinion, I must choose to either complete all of the assigned tasks which deplete my energy and motivation, or simply teach. I can neither physically nor mentally do both. The work is endless. The paperwork continues to mount. Reports are overdue. Accelerated Reader Goals are not set. My lesson plans are not flawless. Graded papers will probably be a day late this week.
But in my classroom, I am teaching. And students are learning. We read, laugh, share, sing, dance, think, create, draw, joke, and just have fun. That is not reflected on my COMPASS Evaluation or the VAM score, but it is the only way I know to educate the future.
And just maybe when I answer to the Highest Authority, He will say, “Well done, my good and faithful servant.” I continue to remind myself that His affirmation will be all that I need.
Until that day, perhaps you should listen to the cries of your normally compliant, diligent educators. Act quickly and accordingly!
Each school in Bossier Parish has a crisis management plan. I certainly hope the Bossier Parish School Board and the lawmakers of the state of Louisiana have a crisis management plan as well.
YOU ARE IN THE MIDST OF A CRISIS! INITIATE THE PROCEDURES TO UNDO THE DAMAGE TO THIS SYSTEM BEFORE IT IS TOO LATE! THE TIME TO ACT IS NOW! WHAT WILL YOU DO?
Educators want what is best for their students. Wouldn’t it be more productive for us to be on the same team? I will be waiting for your prompt reply to this matter.
Thank you for your time and careful consideration in these pressing issues that are certain to affect this parish and state.
Sincerely,
