Teacher Evaluation System Examines Classroom Performance

I'm all for increasing performance, but most of the time it's not the fault of the teachers if students aren't learning. The culture's totally FUBAR, as I've written here many times. That said, I'm not against the classroom observations, as discussed at the article. It depends though: Who are the evaluators? If it's a bunch of progressive educators marinated in failed methodologies of reform (I don't do "group work", for example), will teachers get a fair shake? A lot of these evaluation systems seem punitive. Still, it's a complicated issue, for while I'd probably stand with the unions against flawed evaluations, I'd oppose them on fiscal reforms and teacher pay and benefits. Anyway, at least the fear factor pushes teachers to excel in the classroom.

At New York Times, "Teacher Grades: Pass or Be Fired":

The evaluation system leans heavily on student test scores to judge about 500 math and reading teachers in grades four to eight. Ratings for the rest of the city’s 3,600 teachers are determined mostly by five classroom observations annually, three by their principal and two by so-called master educators, most recruited from outside Washington.

For classroom observations, nine criteria — “explain content clearly,” “maximize instructional time” and “check for student understanding,” for example — are used to rate the lesson as highly effective, effective, minimally effective or ineffective.

These five observations combine to form 75 percent of these teachers’ overall ratings; the rest is based on achievement data and the teachers’ commitment to their school communities. Ineffective teachers face dismissal. Minimally effective ones get a year to improve.

Ouch! That is harsh!

Back to Teaching at California State Universities

From Naomi Schaefer Riley, at Los Angeles Times, "Cal State system: It's time to get back to teaching."

There's no quick quote to capture the essence here. Full-time faculty don't do much teaching, it turns out, or at least not "the bulk" of it. Mostly adjuncts nowadays. It's weird, though, because I had the best professors at Fresno State. I think I had one grad student TA, in math. And the professor referred all questions to him, and while the TA was a good guy, proficient, etc., that's probably not the best example of cutting-edge teaching. The Political Science Department was great though. So much better than the University of California, in terms of access to the professors. I mentioned previously that the more hands on attention professors provide, the more they'll help their students. That's what happening in my classes, and I still can't do enough to overcome the skills deficits kids bring to college. So yeah, focus on teaching at Cal State. (And check that link: Schaefer Riley notes that Cal State's at risk of closing ten campuses and turning away 100,000 students --- seems unreal.)

Conservative Law Professor Denied Emeritus Status at University of Montana

It's hard out there for the good ones.

At TaxProf Blog, "Conservative Law Prof Decries Faculty's 'Petty' Decision to Deny Emeritus Status." ( via Volokh).

More at the Missoulian, "Former UM law professor Natelson denied emeritus status by faculty."

Former University of Montana law professor and outspoken conservative Rob Natelson has been denied his request for professor emeritus status, a decision he called "petty" and "inexplicable."

Natelson, who retired in May 2010 after serving 23 years as a professor in the law school to take a job as a senior fellow with the Independence Institute, was informed upon his return to Montana in June that the law school faculty had voted against granting the constitutional scholar emeritus status.

Emeritus status is granted to a retiring professor whose colleagues feel he or she is worthy of the academic recognition and prestige based on the faculty member's research, service and instruction during his teaching tenure.

"Emeritus status for retirees is pretty routine and almost always given," Natelson said. "I find the whole thing very peculiar. Even though there's a history here, this thing seems so petty, so small."

Natelson was apparently one the most published professors on the faculty. Denial of emeritus status was clearly driven by ideological hatred. Progressives suck.

'State of Emergency' Rally, Los Angeles, May 13, 2011

I couldn't make it. I covered Noam Chomsky the weekend before, and then David Horowitz a couple of days after --- and we were at finals week, and I was finishing up all of my grading. But I would have loved to have made it. The place was swarming with communists. For weeks before my union leadership was flooding the campus e-mail system with announcements on bus transportation to Pershing Square. State administrative regulations were violated in this, but no one on my campus seems to care, as long as it's far left-wing agitation that's being promoted.

Anyway, Ringo was there, with an awesome photo-essay: "L.A. Teachers Unions "State of Emergency" Rally - Los Angeles, CA 5/13/2011."

And Reason.tv always features killer reports:

Teachers Scramble to Incorporate News of Bin Laden's Death Into Lessons

Well, I wasn't scrambling.

I had the presidency scheduled for two classes today anyway, and it was interesting, especially because lots of students were shocked to find out that the death pictures of Osama Bin Laden were fake. But we had some great discussion. It occurred to me especially that President Obama's tenure will be defined more than ever as a wartime president. He's already presiding over three wars, and the frequency of U.S. predator drones strikes accelerated under this adminsration, but we're now at a turning point in the war on on terror, and last night's success will redound to this president's benefit. (See CSM, "Osama bin Laden's death will boost Obama approval rating, but for how long?") Indeed, one student asked how developments will help Obama's public approval ratings?

In any case, here's this at the Orange County Register, "Schools quick to integrate bin Laden death into lessons":

Across Orange County, many teachers scrambled Monday to change lesson plans to incorporate news about Osama bin Laden's death.

Teachers led discussions of the significance of killing the world's most-wanted man, while students debated everything from whether the world is now a safer place, to the root causes of terrorism.

At Dale Intermediate in Anaheim, seventh-grade world history teacher Grant Schuster began his classes Monday with a slide show of images from the Sept. 11 terrorist attacks. He followed that with the video from Sunday of President Barack Obama's announcement that bin Laden had been killed by American special forces.

Students in all three of his morning classes applauded at the conclusion of Obama's recorded speech.

"Many of students don't have memories of 9/11 because they were too young," he said. "Some of my students are asking if terrorism is over. But others are quick to explain that no, it's not. And we still have to be very careful."

Schuster also explained to his classes that bin Laden's death will allow families of victims of the terrorist attacks to continue their emotional healing.

"I would have been remiss if I didn't spend at least half of the period today talking about bin Laden," he said. "This served as a valuable teaching tool."

More at the link above ...

California's Public Pensions Crisis

From Steven Greenhut, at O.C. Register, "Pensions Pushing California to the Brink":

There's no getting away from the pension issue these days or from the fact that the state's pension system is on the brink of disaster unless pensions for state and local workers are pared back dramatically. The only people in denial these days are the Brown administration and the state's legislative leaders, as their response to a prestigious government report makes clear.

The well-respected and non-partisan Little Hoover Commission drew some conclusions that even many pension reformers have been reluctant to make – namely, that pensions must be reduced for current employees. The state's unfunded liabilities, or pension debt, is estimated as high as a half-trillion dollars. That is the amount taxpayers will owe to make good on pension for current retirees and employees. Most of the debate has centered on reducing formulas for new hires, but as Little Hoover explained, that won't put a dent in the problem.

More at the link.

I'll be heading to Sacramento if anarcho-communists stage an occupation of the state capitol. Of course, we've got Governor Jerry Brown, so lefties should be well taken care of. Still, some of the anarchists don't care who's in power, so that'll make things tough for the SEIU commie thugs, who'll end up beating on folks who're basically on the same side.

RELATED: AT LAT, "GOP senators claim 'impasse' in budget talks with Gov. Jerry Brown."

Photo Credit, "Anne Stausboll, chief executive officer for the California Public Employees Retirement System, testifies on the state retirement system during a legislative hearing at the Capitol in Sacramento, Calif., Wednesday, March 2, 2011," Albany Times Union, "Democrats cool to targeting workers' pensions."

Wait! Yet More Progressives Calling for Revolution!

God, what is it with the people?

At The Blaze, "Jackson Call for College Students to Rise Up in Revolution, Blame Rush Limbaugh for ‘Huge Ignorance Movement’":

Also at WTSR, "Ralph Nader and Jesse Jackson Visit the College of New Jersey."

Communists Thrilled at Idaho's Precocious Progressive 17 Year-Old Who Took on the Luna Plan

Look, he's an extremely articulate 17 year-old. Interestingly, he says that student opposition to the Luna restructuring plan reflected spontaneous student revolt from below --- no teacher indoctrination, don't ya know! But the kid's a bit too in-the-know on the education lingo. He's hanging with a bunch of union goons at the rally, and perhaps he's got family members in the teaching profession. Or he's hoping to become a progressive teacher himself. Students of the world unite! But the fact that this has gone viral among the anti-establishment progressive fever swamps is telling. At communist Amy Goodman's Democracy Now!, "Idaho Students Stage Walkout to Oppose Teacher Layoffs, Collective Bargaining Curbs" (via Memeorandum):

The background is here: "Hundreds Rally Against Luna Plan."

Blogging Teacher Natalie Munroe Defends Critical Comments About Students

The AP story is here: "Embattled teacher: Blog spoke truth about pupils." Some cached blog posts are here: "CB East teacher suspended for blog investigation." And a sample, "A Big Problem Today":

My students are out of control. They are rude, disengaged, lazy whiners. They curse, discuss drugs, talk back, argue for grades, complain about everything, fancy themselves entitled to whatever they desire, and are just generally annoying.

Well, yeah. The problem is that as teachers we sign up to deal with that, and hopefully role-model better attitudes. That said, it's hard out there.

See as well, at WPVI-TV Philadelphia, "CB East teacher defends blog posts."

Plus, Monroe's got a report at the blog: "Bloggate - Day 1: The Scandal Begins":

See, what I'd done was written a casual blog. I talked about everything--such exciting topics as our trip to Sesame Place, my favorite (and least favorite) restaurants, my work experiences, the diaper genie. I had 9 followers--2 of whom were my husband and myself, the other 7 were friends. When I started it, my goal was to write 1-3 times a week, though I didn't usually have time to do it that much. I ended up writing 84 blogs between 8/9/09 and 11/25/10. (I remember that, at one point, my track of blogging was about equal with my gym-going, but my gym-going eventually surpassed my blog track. I went there religiously at least 3 times a week until my morning sickness started...) I slowed down at the end, writing only about 10 blogs between June and November. I was too busy with being pregnant, teaching a new curriculum, and being harassed at school to write anything between November and February.

Success Stories at LBCC

A student e-mailed this morning to say that she had plans for Veterans Day and wouldn't be attending class. And she added a post script:

P.S. Love the Dead Kennedys! Thought it was very cool you knew the lyrics to California Uber Alles when you were talking about Jerry Brown in class on Tuesday!

I don't know if that the kind of teaching excellence that Presdient Oakley is looking for, but that's cool my brief discussion of "California Über Alles" went over well with the students.

California Ballot Propositions Threaten Major Tax Hikes

A range of far left-wing lobbying groups is pushing for a major shift in California's tax structure. The effort got a boost this week by the findings of a pro-tax commission, reported at LAT, "California's Business Tax Burden No Heavier Than Average." Of course, out-of-control spending explains the state's fiscal problems, and the commission's report is a scam. See, "LA Times Thinks (Incorrectly!) That Business is Undertaxed":

The fundamental problem with the Times article, and much of the left-of-center criticism of California business taxation - is that they posit a world where public policy is a passive pawn in the hands of manipulative corporations ...

That's right, although that's WAY left-of-center criticism, for example, with the California Teachers Association's attacks on "corporate greed" seen in this "Yes on 24" video clip:

See also WSJ, "The Tax Me More State: Two Initiatives Would Further Punish California":

The Tax Foundation announced this week that California has the second worst business tax climate of the 50 states, with only New York more hostile to employers. Congratulations, but it gets worse. If a pair of ballot measures pass next week, the Golden State could soon take the tax lead and make even Albany look like Hong Kong.

Proposition 24 would raise $1.3 billion of new taxes on businesses, while Proposition 25 would allow the state legislature to pass budgets and tax increases with a simple majority vote, instead of the current mandated two-thirds supermajority.

The most pernicious is Proposition 25, which is being sold as a good government measure to end the state's annual fiscal follies and pass a budget on time. But what matters more than how a budget passes is what's in it. And the two-thirds rule that has prevailed since the passage of Proposition 13 in 1978 has been the lone restraint on the government unions and their political valets who have spent California to the brink of insolvency.

Only last year, voters were spared another huge tax increase when Democrats who control the legislature agreed with Governor Arnold Schwarzenegger on a budget deal. Using their leverage from the two-thirds rule, a GOP minority demanded a referendum, and the voters rejected the deal. The annual budget squabbles may be messy, but they draw much-needed public attention to what the spending interests would prefer to keep secret in Sacramento.

Proposition 25 is deceptive because its "intent" language that purports to explain its meaning to voters claims that the law "retains a two-thirds vote requirement for taxes." But "intent" sections aren't included in the state Constitution. Instead, the proposition clears the way for a straight majority vote for budgets and the more amorphous category of bills "related to the budget." That's an exception wide enough to drive a tax increase through, and nearly every state taxpayer group and their legal experts are convinced that this is an attempt to end-run Proposition 13.

Proposition 24 is also deceptive, starting with its title, "The Tax Fairness Act." It is opposed by just about every iconic employer left in the state ...

We'd prefer no such tax carve outs and a flatter tax code ... but in California they're the only break from the state's preposterously high tax rates. California imposes the fourth highest personal income tax rate on small business income (10.55%), the third highest state-local sales tax (9%), and the 13th highest corporate tax rate (8.84%).

The main sponsor and funder of these tax initiatives is — you'll never guess — the California teachers union. Need we say more? The unions are desperate for more taxpayer cash lest they have to adjust their health-care benefits and pensions as workers in the private economy have had to do. They seem to believe they have no stake in the state's economic growth so they can pile on taxes even with a 12.4% state jobless rate. A horrific 21.9% of the state's residents are either unemployed, can't find a full time job, or have become so discouraged they are only marginally attached to the labor force. But public employees, protected by the political class, live in an alternative universe ...

Rubber Stamp Man

The new ad from Christine O'Donnell (via Greta):

RELATED: "In new interview, O’Donnell: ‘God is the reason that I’m running’." And at The Hill, "O'Donnell: Prayer contributed to a bump in polls."

Men's Style

I've lost a little weight. Not much, about 4 pounds. I've been exercising and eating fruits and veggies (especially carrots). I'm making no predictions, but if I can keep going I'd like to go down a couple of belt sizes and buy a new suit or two and get back in the practice of dressing up for lectures.

Anyway, via Paco Enterprises, here's an interesting piece on men's fashion, from William M. Briggs, "Men’s Fashion Advice":

If you’re wearing a jacket (and you should) that has a breast pocket, that pocket should be filled to overflowing with a pocket “square”. The material of this object must only be cotton, linen, or silk. Polyester or any blend is forbidden because it looks cheesy.

Why wear one? Several reasons. The pocket square, like the tie, breaks up the monotony caused by draping one’s chest entirely in one fabric. Nobody now has the fortitude to wear a boutonniere, but these provide the same effect. The more the jacket angles towards one color and lack of pattern, the more the pocket square is needed. And if a jacket is loudly patterned, again, the pocket square can bring relief to the eye.

Ancient advice recommends a pocket square not be cut from the same bot as the tie. This advice is ancient because it is true. If the tie and pocket square match, the eye is strongly drawn to them, and you risk looking studied or goofy: worse, nobody will look at your face. Matching a pocket square to tie can be done, but the probability of a pleasing result is so low that it should not be attempted by the amateur.

More at the link.

Summer School 2010 — One of the Best Classes in Memory

I watched "The Paper Chase" again last week for the first time in years. I'd been having such a fabulous summer session — with some of the best classroom discussions in years — that I wanted to share the opening scenes with my students on the day before the final exam — and not just so they'd get a look at Professor Kingsfield's method. I love how the movie opens with the first-year law students settling into their seats on the first day of class with the caption "Harvard Law School" flashing at the screen just as John Houseman enters the room. It does capture that supreme sense of both excitement and fear that is the college classroom experience, all the more so since it's Harvard. We couldn't watch the whole movie, of course, and amazingly not one of my students had seen it, so perhaps they'll dwell on it if they find it while surfing the cable channels in the future.

Teaching this summer was a lot different for a number of reasons: We're fully moved into the South Quad Complex, and the new classrooms are fully modernized with smart technology; the computer console/media setup is extremely user-friendly, which facilitates use of short video clips for quick discussion launchers; I'm using a new textbook, one that offers an "exceptionalist" take on American politics, and one that helped drive some dramatic sections; lots of university students attend community college in the summer, to save money and finish up their G.E., so they help elevate the quality of the experience; I also had two Iraq war veterans and a public relations officer from the Long Beach Police Department, and they further added to the diversity of the summer session; and I taught just this one class, which left me with more time to think about my students and how to improve instruction.

All of that, plus after ten years at LBCC I'm more comfortable in my methods than ever. I try less to be a Professor Kingsfield and more like when I was younger — i.e., more hip and laid back, and even more understanding.

In any case, things really came together. Not only were the sections dynamic and endlessly vibrant, but the students were not shy in sharing their feedback on the learning experience. Some classes go better than others (every classroom is different), and you'll know when you're hitting it off. But I was surprised and honored that the students put together some thank you cards on the day before the final. One student in particular had a life-changing experience. His comments are up on the "guys" card at top right:

Professor Douglas!!! I have never been so excited to come to class as I was this semester! You are a tremendous leader and a Class-A example of looking at both sides of stories. Thank you for your passion for teaching.

At top left, a UCI student comments:

You've made me realize that your political ideas should be based on sound knowledge/reasoning. Thanks ....

Now that is interesting! It seems to me that upper-division students at a top-tiered public university would have already gotten instruction in "sound knowledge/reasoning"? Or maybe that's just a good reflection on the (non)quality of instruction at UCI, where the reputation's as one of the most radical campuses in the country.

The students signed the cards on the same morning that I showed "The Paper Chase" clip. I went around the entire room and asked each student their major and their plans for college and beyond — and I called on each by name to personally validate and humanize their participation and experience. Lots of students are majoring in psychology, and they laughed when I joked that I was now recruiting political scientists! But some took that discussion to heart. It made them think about what they were doing in the context of the career aspirations of the others. As one fellow wrote, on the left at middle-top:

Professor Douglas ... It's been an interesting summer session, and the discussion today has made me consider my immediate future a little more. Keep doing what you are doing.

Reading the card from the "girls" seemed almost like reading farewells in a high school yearbook at graduation! The comments had more of that kind of a feel, for example, at the ladies' card center-left:

Thank you for being a great teacher! You are one of the funniest teachers I've had a LBCC. I know I'm not the best student although I try as hard as I can but thank you for taking your summer to teach us!

And this one, second to the bottom at right:

Thank you for being a cool guy. I really appreciate teachers who take the time to emotionally reach out to students. Sorry I couldn't have been a better student! Anyways, thanks for the fun lectures! I'll miss them. Thanks and have a great summer.

Some of the other comments are readable at the picture above. Not all the students in class signed the cards, but 42 students took the final exam, which ended up being almost 100 percent retention (a key measure of classroom effectiveness from the administration's perspective, especially when the drop-out rated exceeds 50 percent for a lot of professors) .

In any case, I mostly wanted to share all this with readers.

It takes a long time to get truly comfortable in the classroom. Teaching is not a natural ability for a lot of people, and even for great teachers it takes a while to warm up the inner attributes that can enliven a classroom and change lives. Meanwhile, I don't push myself off as some kind of "Master Teacher" or "Expert Instructor." We have a few like that on my campus. Folks who dominate curriculum development and are fairly closed-minded on pedagogical inputs from others. I just do my thing. I teach it right down the middle. With the new textbook I'm making more of an explicit effort to counteract left-wing indoctrination on campus, but as you can see from the students' comments, the kids appreciate a balanced approach that focuses on sound argument and careful evidence.

I think this is also important in the context of blogging as well. I don't use the blog in class, although some of my idiot antagonists online love to launch attacks on AmPower as perverted and "creepy." For example, after eviscerating Scott Eric Kaufman the other day, the LGM lamebrain commented at the post (twice actually, since comments are moderated, and Insecure Little Scotty wanted to be sure he got his digs in):

You've got me there. My whole world view invalidated by a spelling error. No amount of having taught Dispatches can ever take back that typo ... on the internet, at least among children. Please, tell me how teaching critical thinking and persuasive writing through complex texts with students are familiar is necessarily a bad thing? I await your silence, since the last time you thought twice about pedagogy was when you decided which of the beautiful ladies in the second row would require the bulk of your creepy attention. For the rest of us, we aim to teach.

Scott proves correct my criticisms of him: He never once has acknowledged he's not that good with language, which is not good, since he's an English professor. So word to Scotty: Your use of "flack" wasn't a spelling error or a typo. You didn't know the differences. And you'd show some intellectual maturity by just admitting that you still have things to learn, even in what should be your field of expertise. And no, Scott, as you can see above, this isn't the "last time" I thought about pedagogy. A good professor thinks of it whenever she sets foot in the classroom. And my sense is that trolling the conservative 'sphere for snarky attack material against your ideological enemies is eminently more "creepy" than your allusion to "beautiful ladies."