Watch For This in Your Common Core State: Something is Rotten in Missouri. Constitutional Amendment 3.
Debunk this talking point: ‘Common Core is ‘just’ standards’. That is misinformation. Focus on the ‘I’ in CCSSI. It stands for INITIATIVE. And just what does that INITIATIVE include? Look at the State Stabilization Fund the states signed. It includes much more than ‘just standards’:
- Improve student achievement through school improvement and reform. ARRA funds should be used to improve student achievement, and help close the achievement gap. In addition, the SFSF requires progress on four reforms previously authorized under the bipartisan Elementary and Secondary Education Act and the America Competes Act of 2007:
- Making progress toward rigorous college- and career-ready standards and high-quality assessments that are valid and reliable for all students, including English language learners and students with disabilities;
- Establishing pre-K-to college and career data systems that track progress and foster continuous improvement;
- Making improvements in teacher effectiveness and in the equitable distribution of qualified teachers for all students, particularly students who are most in need;
- Providing intensive support and effective interventions for the lowest-performing schools.
Constitutional Amendment 3 public relation soundbites are beginning to surface from teachgreat.org. This amendment would dictate how teacher effectiveness is measured on the district level. From Missouri voters to consider teacher tenure, evaluations in November:
A ballot initiative to weaken tenure and tie teacher evaluations to student performance has enough signatures to appear on the November ballot.
Missouri Secretary of State Jason Kander announced Tuesday that supporters of the proposed constitutional amendment had been successful in their effort to put the issue before voters this fall.
The measure has support from wealthy investor Rex Sinquefield, who is financing the group behind the initiative. It’s being opposed by teachers unions and public school organizations, which so far have raised $600,000 to fight it.
The measure would require more than half of a teacher’s evaluation to be based on student academic outcomes, and it would allow districts to set a teacher’s pay based on how well his or her students perform. It would give districts more control over the terms of their contracts with teachers — allowing administrators to dismiss staff more easily. It would also prohibit districts from entering into contracts with certified staff that exceed three years.
This amendment does not restore local control to establish teacher effectiveness, rather it centralizes this process. The initiative was written by a private organization to dictate to school districts how they are to measure teacher effectiveness. Effectiveness will be based largely on student evaluations from assessments written by the Smarter Balance Assessment Consortia. As a Missouri teacher observed about this amendment ‘allowing’ more control:
These evaluations are also based on tests that have no validation. How can teachers be held accountable on testing that isn’t even proven to be a reliable tool of accountability? This is the same method of education reform via the NGA/CCSSO blueprint of crafting The Common Core State Standards Initiative. Once again, private organizations are mandating how public schools should operate, bypassing local school boards to determine how they determine teacher effectiveness.
Those concerned with the ability of local districts to make autonomous decisions should be concerned about this campaign by Teach Great, funded by Rex Sinquefield and receiving support from national spokespersons in favor of the CCSSI reform. If this is truly an amendment that restores local control, then why would Teach Great use national Common Core supporters of centralized planning in its PR campaign?
This is a bipartisan effort to dictate teacher effectiveness and evaluations:
School districts already have the ability to get rid of ineffective teachers. This is an attempt to dictate the teacher effectiveness process as mandated in the Common Core State Standards Initiative.