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1. Sue 11/14/2009

   The legislation signed into law by Governor Doyle expands collective bargainng rights for teachers related to the evaluation process while ensuring that student WKCE test scores CANNOT be used to fire, suspend or discipline a teacher or nonrenew a teacher's contract.
   
   The previous law only prohibited the use of the student WKCE test scores in the 4th, 8th and 10th grades to evaluate teachers.  To Paul, the 5th grade teacher who submitted comments, under the old law, school boards were free to use WKCE test scores in the 5th grade to evaluate teachers.  Under the NEW law, if a school board wanted to use student WKCE test scores to evaluate Paul, then the board would be required to negotiate with the union regarding the evaluation process which must include multiple criteria, ensuring teachers are part of the discussion.  This is a bargaining right we never had before.  It would be a mandatory subject of bargaining.
   
   I understand the concerns about merit pay, but this new law is not merit pay.  It is pro union and pro educator by ensuring that educators have a voice in the evaluation process at the bargaining table.

2. Paul 11/9/2009

   As a 5th grade teacher working in a low income based school this bill gives me great pause.  I am now going to be evaluated on tests that my students have no vested reason to perform well on.  The WKCE and MAP testing doesn't effect a child's advancement to the next grade or even their grades on their report cards.  It is interesting that our juniors do so well on pre-college testing when those tests directly impact a student's possibility of being admitted to the school of their choice.
   
   
   Along with my previous stated concerns please help me to see the equity in this type of evaluation when a whole range of teachers will not come under this bill.  Are they truly concerned about the testing performance of students in art, band, phy ed, general music, speech, foreign languages, technology education, food and consumer education, early childhood, psychologists, guidance counselors, and special education?  What about the teachers that work in schools where students are already performing at an extremely high level?  Please don't tell us that the teachers alone have affected those results.  It appears that the brunt of this bill will target those teachers that prepare students for the state tests.  Is this really fair?  It is unfortunate that money was the impetus for this legislation and not true educational reform.  
   
   
   If this bill becomes a reality then let us take off the gloves and get down to real test prep, the unspoken focus of all of this pressure.  Let's tie student testing performance into grade advancement and report cards.  Let teachers start test prep in a focused and thorough manner a few months before the standardized testing and require the testing companies to support their assessment tools with thorough preparation materials made available to parents, teachers, and students.  It is prevalent in every other testing environment, let truly level the playing field.  

3. Joe 11/8/2009

   The Devil is in the Details,
   I have tried to follow closely how the Race to the Top circus develops in Wisconsin. I apologize for being unable to specifically cite any of the following comments, but with a not too exhaustive search one may identify that my presumptions are not unfounded. My posting represents conversations and opinions, as closely as possible, a group of at least fifty educators who have similar feelings as those in my post. They have asked to remain anonymous.
   
   Earlier this fall, several legislators and union leaders commented on this proposal for changing Wisconsin law that has existed since the eighties. This would  allow teachers to be judged on test scores - a process  I see as merit pay.
   
   Earlier this fall, legislators and union leaders made remarks such as: the fact that this was being done with teachers and not to teachers....
   Several times: I think this bill....the details have not yet been finalized....adults in the education system have not been held accountable.....some high level education figures comments were probably hyperbolism....changing the school year.....charter schools...the importance of PK entrance in schools.....changing licensure....
   
   My questions and those I am representing are thus:
   
   If you didn't know the final legislation why was it supported?
   
   When did you ask me long time teachers of children of poverty, what to do? It seemed as if there was little forum for teachers in the trenches to speak. Most of the speaking was done by people who have little classroom experience.
   
   How have you educated membership on how this may impact an extended school year, licensure, charter school allowance?
   How could you ignore the fact that research is beginning to substantiate that charter schools have little effect, as does not merit pay?
   
   A basic literature review will show that child poverty, and the language developed BEFORE a child enters school are both by far the most significant associations of kids from poverty under achieving. If you believe in these vast areas of research, why not change the system so that those PreK children of poverty are reached?
   
   As an educator, I don't ever recall getting a simple mass email, or any such venues that would have allowed me to comment on this nebulous legislation. I am the yeoman of the thrust that this change of legislation may effect. I am extremely disgruntled as to the way our union had (not) represented us in this issue.
   Joe
   

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