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IEA, NEA input helps shape Race to the Top

Input provided by IEA, NEA and other state affiliates has positively impacted the final rules for the federal program that will have states compete for $4.35 billion to improve education quality and results statewide.

IEA was among more than 1,100 organizations and individuals that provided feedback to the Department of Education about how Race to the Top (RTTT) should work.  Among the areas where the feedback appears to have resulted in a better proposal:

• RTTT Rules on teacher and principal evaluations now include language on multiple measures and focus on student growth and learning (as opposed to a primary focus on student assessments).  The rules also call for feedback to be provided to educators to improve instruction,
• The section on school improvement now recognizes school transformation as an equal option of four available options; this model calls for the dismissal of the principal, but keeps the teachers,
• The section focused on high-performing charter schools, now includes language providing for “innovative, autonomous schools” not just charter schools.

It also is made clear in the final RTTT rules that union support both at the state and local levels and support from other stakeholder groups, is a key success factor that will be heavily considered when state applications are reviewed for viability of implementation.

IEA President Ken Swanson expressed appreciation that Secretary Duncan, as promised, is listening to the people who work in America’s classrooms.

“A student, like a teacher, is more than a test score. This core belief is reaffirmed by the decision to reward states that use student growth, multiple measures and data to improve instruction, rather than focusing solely on holding schools accountable,” Swanson said.

“The decision to place more emphasis on professional development for teachers and continual instructional improvement shows that the input from teachers, the classroom experts, was heard,” he added.

Swanson added that there remain areas of concern.

“The administration’s continued focus on tying students’ test scores to individual teachers is disappointing,” he said.

“Our members will accept responsibility for student learning and for being evaluated based on criteria they help develop. We look forward to working with the administration to ensure that its goal of true multiple measures in teacher evaluation systems is realized.”