The issue of reassigning teachers has been deferred. A committee--of teachers and administration--will continue to work to develop a procedure for reassignment. Word is, any plan coming out of the committee has to have 2/3 agreement of the committee, but will not go before the union membership for a vote.
This means, of course, that the composition of the committee is all the more important. Let's pay attention to what that committee looks like.
There are several questions to which we can now return.
- How do we prioritize all the suggestions the consultant’s report makes? What evidence suggests that cultural training supports student achievement? The district has undertaken several cultural awareness initiatives before, why haven’t those generated more success?
- What is the best evidence about causes of and solutions to the achievement gap? The consultant’s report contains the following two sentences--about a page apart.
- How do we make sense of the “primary cause” of the achievement gap?
- Why has there been so much less mention of the Hispanic achievement gap?
- The Tacoma schools have the responsibility to get students to standard, and get them college ready, and close the achievement gap. Sometimes these objectives are at odds. Getting a nearly-at-standard student to standard is much different from making them college ready. How shall we reconcile these sometimes competing responsibilities?
- What connection can we verify between student test scores and teacher effectiveness? How confidently can we use test scores to evaluate teachers?