Malloy is selling, but teachers aren't buying

March 6, 2012

By Mark Pazniokas

West Hartford -- Gov. Dannel P. Malloy came to this high-performing school district Tuesday night to confront teachers who see his education reforms as little more than an overhaul of how educators are evaluated and paid.

Malloy was met with hard stares and a few derisive chuckles when he insisted that his proposals to change teacher evaluations and tenure are reasonable elements of a broader package necessary to rescue failing school districts.

Malloy

Gov. Dannel P. Malloy listening to a questioner.

"You think about how hard this might be for you to make the changes required here," Malloy said. "Think about how hard it would be to live raising a child in a city with a school district that is not meeting that child's needs."

Teachers from across the region filled most of the 370 seats in a school auditorium at the Charter Oak magnet school, while another 45 were directed to an overflow room and 100 more were turned away from Malloy's second education forum, a local official said.

Politicians in the audience included Rep. Andrew Fleischmann, D-West Hartford, the co-chairman of the Education Committee, one of the lawmakers trying to bridge a politically uncomfortable gap Malloy has opened with unionized teachers.

Long after Malloy had left, Fleischmann remained with about 200 local teachers in a closed-door meeting to talk about their objections to the bill, which he said is the subject of continuing negotiations with legislators, teachers and the administration.

"We have separate branches of government, and we have a legislature for a reason. It's our job to take an initial proposal and refine it. And we're working on doing that," he said. "I think there are some questions that were raised tonight that do reflect areas of the bill that may need some refinement."

He declined to name them.

The Malloy administration has emphasized the willingness of a Democratic governor to take on unionized teachers over tenure as an important theme in his push for reforms. One obvious consequence is skepticism, if not hostility, to his plan by teachers.

"When looking at the totality of the bill, I think it's fair to say that critical elements involving turnaround of low-performing school districts and low-performing schools have been overshadowed by this one topic," Fleischmann said. "If you were to do a content analysis of the bill, I think you would see how disproportionate the discussion of the tenure issue has been."

In their questions, teachers repeatedly suggested that Malloy's emphasis on teacher evaluations, tenure and pay suggest that they are problems for low-performing schools, not the challenges of poverty and other factors that leave some children unprepared to begin their education.

One teacher held a sign that described her work history: time in an urban school, where her students performed below grade levels, and time in a suburban school, where her students excel. It asked the question: Is she suddenly a better teacher in the suburbs?

Malloy repeatedly told the teachers that their concerns were misplaced: The heart of his changes in evaluating teachers was negotiated with their unions.

"Your union negotiated this through a two-year process," Malloy responded to an East Hartford high school teacher's criticisms. "They celebrated the adoption of those standards."

But that characterization is incomplete.

Union leadership did agree in January to a framework on evaluations, including having about one-quarter of a teacher's grade tied to his or her students' standardized test scores.

But they did not sign onto the next step Malloy is asking state legislators to approve: He wants these evaluations used to determine teachers' pay, whether they earn tenure, or if a teacher is so ineffective he should be dismissed.

"We've agreed to a framework," Mary Loftus Levine, leader of the state's largest teachers union, said on WNPR's Where We Live Wednesday morning. "We haven't backed away from anything. What we are, I believe, not in sync with in the governor's bill is a different issue than the evaluation system. It is that, how do you use evaluation fairly? And the bigger question is, why would you tie it to someone's license?"

Malloy also wants to stop awarding automatic pay increases for graduate degrees.

"If you have a master's and you are a masterful teacher, you will be recognized," Malloy told a teacher now in graduate school. "But if you are bad teacher who has a master's degree, why should you get extra compensation?"

Jacqueline Rabe Thomas contributed to this report.

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Comments

Governor Malloy is way off

Governor Malloy is way off and being disengenuous in his remarks about our Union leadership agreeing to this----we will set him straight as his proposal has no chance of improving education for our children at all--

As an educator for over 20 years I am embarrassed and befuddled by the Governors Bill--created in 4 months and so comprehensive w/o teacher input on the ground----

New Haven already has a model that can be tweaked as needed by districts that will qualify for Race to the Top $$$ now---but done in collaboration with all parties involved--that is something we should shoot

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While we may not agree with

While we may not agree with some aspects of the Governor's reform plan, we must stand with him because he at least had the courage to think about the needs of ALL of his constituents, black and white, rich, middle class and poor and for that I thank him, as a parent of children in CT Public Schools.

Here are the facts. Connecticut has too many students that are not graduating from high school and college with the skill sets that they need to become productive citizens, engaged community leaders, and participants in a trained and qualified workforce. Needless to

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It has been at least 25 yrs

It has been at least 25 yrs since Conn was a good state for private sector employment even by people with engineering or pharma type degrees. I am sad to say that since 1986(start of ed enhancement act) if you get a degrees from Southern, Eastern,etc., wait until a job opens(you may have to move a little) by pregnancy, etc..get lucky to go permanent, make your 4 years tenure, in 31 more years (about age 60) you will be able to retire at about 90K, get a pension of 70% of that(35 yrs x 2%/yr) which has an annuity

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I imagine some teachers in CT

I imagine some teachers in CT make enough to take the summers off. I also know that some teachers work second jobs to make ends meet. But this discussion about teachers misses the point entirely. Teachers are not responsible for the achievement gap. There, I said it.

Anyone who has looked with an open mind at the situation knows what the problem is. Students from low income areas start kindergarten behind their more wealthy peers. By 3rd grade the difference in reading in math is so great, that by looking at the

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Some teachers late in their

Some teachers late in their careers earning a comfortable salary or those who have a spouse in a more cost-effective profession may have the money to “never work a day” in July or August and hang out at the beach as Artythesmarty stated earlier, but that is not the case for many of us. I have been teaching for nine years and have a Master’s degree and my husband is also a tenured educator working on his Masters. We have children, and take turns working after school jobs 5 days a week in order to scrape by and save a

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Any teacher bashers out

Any teacher bashers out there--come teach for one marking period in the inner-city and then let me know what you think--
No one in any other occupation has any idea what a day in the life of a teacher is----and I guarantee you it is much more taxing than the occupation you are in---we welcome you with open arms to show us how to do it better---will you take my challenge??

Mr Malloy, Mr Pryor, Legislators, Conncan, Gary Holder-Winfield, Parents---live a day in our shoes and then you can comment on what we are all about-----we need you--so bring it--Tom

Tom Burns, I am not one of

Tom Burns,

I am not one of the "bashers" who think teachers have it easy. I am married to an educator and understand the stresses.

But no one first has to walk in your shoes in order to comment. The system is a public government run system funded by taxpayers. It is also a monopoly. Consequently there are no real choices for parents, students, or taxpayers. And we don't have a real money-follows-the-child-system primarily because of the power of the union lobby.

So without the ability to make choices, the people

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What a silly, misguided

What a silly, misguided comment about teachers Arty. 90K? Name a district outside of the SW corner that is paying that much. No work in July or early August? Riiiiggghhhttt and teachers go home at 2:30 without taking any work with them. Teachers don't care about outcomes? That's like saying Mitt Romney doesn't care about money.

Silly.

Malloy is bullying the

Malloy is bullying the teachers, and small business owners such as the wine retailers. I guess these groups don't have the deep pockets to support his future goals in politics.

I wish the teachers luck. Many parents support the teachers and the good job they do. Many parents aren't supportive nor are they of their own kids education, those are the ones that fail. Teachers need parents to be supportive of education. Education is the only way out for these low income areas. Imagine going to a job everyday and knowing some parents

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This is Malloy'sattempt to

This is Malloy'sattempt to further the State take over of our schools. This is a great plan if you want less local control of your child's school, more bureaucracy, and the schools run like the DMV.

Oh ya, and the added benefit, a stiff increase in taxes.

Thanks to all those who voted for the man who raised taxes in Stamford 8 years in a row.