CEA wrong to claim NWEA’s MAP test is an appropriate tool for evaluating teachers.

In a recent Hartford Courant commentary piece entitled, ‘Smarter Balanced’ Test Wrong Answer For Students, Teachers, Connecticut Education Association President Sheila Cohen correctly explains that,

[The] Smarter Balanced and other high-stakes standardized tests are not useful measures of student success — and were not designed to evaluate teachers. Smarter Balanced is an invalid, unfair and unreliable test that does not measure student growth within a school year. Smarter Balanced does not assist teachers in measuring academic growth, takes away precious instruction time and resources from teaching and learning, and is not developmentally and age-appropriate for students.

Teachers, administrators and parents want an evaluation system that develops and sustains high-quality teaching and provides teachers with more time to collaborate on best practices that result in a better outcome for all students.

But then, in a bizarre move that appears to be yet another attempt to acquiesce to Governor Dannel Malloy and Lt. Governor Nancy Wyman’s ongoing education reform and anti-teacher agenda, the leader of the CEA claims that although the state should not use the unfair, inappropriate and discriminatory Common Core SBAC test as part of the state’s teacher evaluation program, it is okay to use the NWEA’s MAP standardized test as a teacher evaluation tool.

The CEA’s President notes,

Teachers are evaluated appropriately by measurable results using:

  • Standardized progress monitoring tests like NWEA or STAR.

  • Progress on student performance rubrics tied to external standards in their evaluations.

  • District- and department-designed common assessments

When developed correctly, student performance rubrics and district and department designed common assessments can be useful tools when it comes to evaluating and improving teacher performance.

However, standardized tests like the SBAC or NWEA’s MAP are inherently unfair and inappropriate for use as part of a teacher evaluation system.  Period.  End of Story.

Education Advocate and columnist, Wendy Lecker, addressed this very point when she recently published, Connecticut – A failed application of standardized tests by Wendy Lecker.

One of the most damaging practices in education policy, in Connecticut and nationwide, is the misuse of standardized tests for purposes for which they were never designed. Standardized tests are being used to measure things they cannot measure, like school quality and teacher effectiveness, with deleterious results; such as massive school closures, which destabilize children and communities, and the current troubling shortage of students willing to enter the teaching profession.

Connecticut policy makers engage in this irresponsible practice constantly. They jumped on the bandwagon to adopt the SBAC as the statewide accountability test, despite the complete lack of evidence that it the SBAC can support reliable or valid inferences about student performance, let alone school quality or teacher effectiveness. After abandoning the SBAC for 11th graders, our leaders hastily approved the mandated use of the SAT for accountability purposes, despite, again, the absence of evidence that the SAT is either aligned with Connecticut graduation requirements or valid or reliable for use a test to measure student performance, school quality or teacher effectiveness.

Connecticut’s political leaders also blindly adopted the use of standardized tests in teacher evaluations in 2012, despite the evidence, even then, that standardized tests are inappropriate for this use. Since that time, every reputable statistical and educational research organization has repudiated this invalid practice; because a mountain of evidence proves that standardized tests cannot be validly or reliably used to rate teachers.

If only our leaders would examine evidence before adopting a policy, our state would not only save millions of dollars, but it would guide education policy in a direction that is good for students and teachers. Engaging in thoughtful educational policymaking requires a more nuanced understanding of what happens and should happen in schools. It demands an acceptance that in this very human endeavor, objective measures are not always possible and even when they can be applied, they can only measure a fraction what we want schools to accomplish.

As for the claim that the NWEA MAP (“MAP”) is a valid teacher evaluation tool, Wendy Lecker explains,

The MAP test is a standardized tests some districts use to measure progress during the year. In other words, it is used to measure students, not teachers. Some teachers find the MAP test helpful, although a study from the national Institute of Educational Sciences found that the MAP test has no impact on student achievement.

There is only one study on the use of the MAP for teacher evaluation. An urban Arizona district interested in using the MAP for teacher evaluation engaged a well-known expert, Professor Audrey Amrein Beardsley, and her team, to determine whether this use of the MAP would be valid. Unlike Connecticut officials, these Arizona district officials wanted to be sure of its validity before imposing it on their teachers. Thus, they requested the study before beginning implementation.

The MAP test is closely aligned with the Arizona state test. However, despite the close alignment, the study revealed that the MAP test is unreliable for use in teacher evaluation. Consequently, the district decided against this use of the MAP.

The study’s authors stressed that measuring “growth” is not as simple as policy makers think it is; and “it is certainly unwise for states or school districts to simply take haphazard or commonsense approaches to measure growth. While tempting, this is professionally and (as evidenced in this study) empirically misguided.”

The truth is that the NWEA’s MAP standardized test is just as inappropriate a tool to evaluate teachers as is the SBAC and the unions that represent teachers have a fundamental obligation to ensure that public policy makers understand what are and what are not valid techniques for determining how well an individual teacher is doing in the classroom.

The CEA’s latest move to condemn the SBAC but endorse the MAP is an uncomfortable reminder that, over the past six years, teachers and other public employees have watched as their union leaders have engaged in an almost schizophrenic approach when it comes to dealing with Governor Malloy’s bully, while standing up for their members.

Wanting to be perceived as “insiders” for the purpose of “getting into the rooms of power,” some union leaders have consistently dismissed or tried to explain away Governor Malloy and Lt. Governor Wyman’s ongoing anti-teacher, anti-public employee agenda.

On the other hand, recognizing that their membership is getting angrier and angrier and that the Malloy/Wyman agenda is undermining public education, public services and is translating into public employee layoffs, some of these same unions have taken to running television advertisements urging citizens to stand up for the public servants who educate our children, provide critically important support for those in need and ensure that government programs are available to the people of Connecticut.

The CEA’s initial approach to the teacher evaluation issue was a case study in the strategy of trying to get-along to go-along.  But, after failing to successfully fight off Malloy’s inappropriate and unfair teacher evaluation initiative, the union changed course this past January.

As the January 5, 2016 Wait What? post,  4 years late[r] – The Connecticut Education Association may finally be standing up against Malloy and Wyman on their teacher evaluation disaster, reported,

According to a press advisory issued earlier today, the Connecticut Education Association will hold a press conference at 11am at the Legislative Office Building on Thursday, January 7, 2016 to call on Governor Dannel Malloy and the Connecticut General Assembly to “join with the majority of states in the U.S. that have replaced the federally-sponsored SBAC or PARCC tests with better, more authentic and effective assessment programs.”

If the announcement is as impressive as suggested, it would mean that the leadership of Connecticut’s teacher unions have finally moved 180 degrees from the position they held on January 25, 2012 when the CEA and AFT joined with the other members of Governor Malloy’s Performance Evaluation Advisory Council (PEAC) to approve the so-called “teacher evaluation framework” that inappropriately and unfairly mandates that student’s standardized test scores be a major factor in the teacher evaluation process.

In addition to reversing their position on the SBAC test, the CEA and AFT-CT have been working extremely hard to get the Connecticut General Assembly to pass Senate Bill 380 which would prohibit the state from using the results from the Connecticut’s Mastery Testing program in the state’s teacher evaluation program – a proposal that Malloy and his education reform allies strongly oppose.

And yet, as the CEA seriously – and finally – engages on this vital issue, along comes the claim that the NWEA MAP test is a valid mechanism for evaluating teachers – a claim that may please Governor Malloy and his anti-teacher friends but is absolutely and completely out of line with the academic evidence and good public policy.

Connecticut can and should have a strong and effective teacher evaluation system, but using standardized test results to evaluate teachers has no place in such a system.

It does a tremendous disservice for the CEA to suggest otherwise.

4 years late[r] – The Connecticut Education Association may finally be standing up against Malloy and Wyman on their teacher evaluation disaster

According to a press advisory issued earlier today, the Connecticut Education Association will hold a press conference at 11am at the Legislative Office Building on Thursday, January 7, 2016 to call on Governor Dannel Malloy and the Connecticut General Assembly to “join with the majority of states in the U.S. that have replaced the federally-sponsored SBAC or PARCC tests with better, more authentic and effective assessment programs.”

If the announcement is as impressive as suggested, it would mean that the leadership of Connecticut’s teacher unions have finally moved 180 degrees from the position they held on January 25, 2012 when the CEA and AFT joined with the other members of Governor Malloy’s Performance Evaluation Advisory Council (PEAC) to approve the so-called “teacher evaluation framework” that inappropriately and unfairly mandates that student’s standardized test scores be a major factor in the teacher evaluation process.

The CT Mirror reported on the development that fateful day in January 2012 in an article entitled Coming soon: teacher report cards based on student performance;

Years of disagreement have stalled efforts to grade teachers and dismiss those who are ineffective. That all changed Wednesday when a group of educators — including teachers’ unions, superintendent and school board groups — agreed on how to properly evaluate teachers…


“Districts are really going to embrace this,” said Diane Ullman, Superintendent of Schools in Simsbury and a member of the state panel responsible for creating an evaluation process districts must follow. “We’ve been waiting for this.”

The plan calls for student performance and testing to count for half of the grade the state’s 50,000 teachers receive. The remaining share will be linked to teacher observations and parent and peer feedback surveys.

“I think we are 100 percent there,” Education Commissioner Stefan Pryor told the Performance Evaluation Advisory Council as he pointed to the presentation on display outlining the plan. “That’s our system.”


The group agreed teachers should be evaluated as follows:

  • 45 percent on student learning indicators (things like test scores and attendance);
  • 5 percent on how the school performs as a whole or student feedback survey;
  • 40 percent on teachers’ observation and practices;
  • 10 percent on peer and parent feedback surveys


In a statement, Malloy called the agreement a “milestone.”

“Connecticut has taken a major step toward a meaningful teacher evaluation system,” Malloy said. “Today’s consensus proposal has real potential to increase teacher effectiveness — and as a result, to elevate student achievement.”


…both the state’s teachers’ unions said Wednesday they are on board with this plan. ‘This is very robust,’ Mary Loftus Levine, head of the Connecticut Education Association, the state’s largest teachers union, said of the plan. ‘This is a pretty good plan,’ agreed Sharon Palmer, leader of the state’s American Federation of Teachers chapter. “Yes, student improvement and growth is playing a huge role, but it’s factoring it in in a fair way.”

After the PEAC vote, an article appeared on the CEA Blog that sought to persuade teachers that the new teacher evaluation system was good news.  The CEA Blog explained;

A council working to develop new educator evaluation guidelines reached favorable consensus today on a basic framework that will meet the needs of Connecticut teachers. CEA has been a strong advocate for teachers as a member of the state Performance Evaluation Advisory Council (PEAC) that has been meeting for over a year.

“It was a compromise by consensus, which was reached after many months of long, tough conversations,” said Mary Loftus Levine, CEA executive director. “What the positive consensus shows is that all education stakeholders want the same results. And we and other members of PEAC are pleased to have developed a structure for a fair, reliable, and valid evaluation system with accountability for all. Student achievement is the overarching goal.”

CEA’s voice on the council has resulted in a framework which is consistent with the goal of elevating the teaching profession by holding everyone accountable, while producing a new evaluation system that is fair, valid, reliable, and useful. The area of greatest teacher concern and focus in PEAC’s work has been how to define, implement, and include “multiple indicators of student academic growth and development.”

In short, with today’s favorable consensus, PEAC is recommending a three-tiered system with no single test score or indicator being used to assess student learning. It has achieved this goal with fair and balanced weighted percentages as follows:

  1. Multiple indicators of student learning will count as 45% of the evaluation. Half of that 45% weight will come from a standardized test, which would be either the CMT, CAPT, or another valid, reliable test that measures student learning.

  2. Teacher performance and professional practice will be weighted at 40%.

  3. Other peer, student, and parent feedback will be weighted at 5% with professional activities counting for 10%.

Malloy’s inappropriate initiative mandating an unfair teacher evaluation system has been a cornerstone of his pro-Common Core, Pro-Common Core testing, Pro-charter school and anti-teacher agenda.

Check back here at Wait, What? for details following the CEA’s press conference on Thursday.

Democracy appears to be a burden for the “modern” American Federation of Teachers

On Friday, fellow public education advocate and commentator Sarah Darer Littman wrote an incredibly powerful piece in CT Newsjunkie entitled “Serving Up A Preferred Candidate,” in which she took issue with the obviously undemocratic process that the American Federation of Teachers was using to endorse a candidate for President of the United States.

Sarah Darer Littman opened her piece with the following observation,

I’ve been commenting privately for years that the unions don’t need the Koch Brothers to destroy them — they are doing a good job of that themselves by working against the interests of their own rank-and-file membership. I speak in particular of AFT President Randi Weingarten, who reportedly pulled in an AFT income of over half a million dollars in 2014, while the average teacher salary in the United States has declined by 2.3 percent since 2000 to $56,689.

Sarah Darer Littman went on to describe what appeared to be the AFT’s presidential endorsement process, which was hardly a model of openness and transparency.

Less than 24 hours later, AFT President Randi Weingarten, a close personal friend of Hillary Clinton and a member of Hillary Clinton’s “Super-PAC,” announced that that AFT was endorsing Hillary Clinton for President.

As Politico reported, Weingarten explained the endorsement by stating,

“Clinton is a tested leader who shares our values, is supported by our members and is prepared for a tough fight on behalf of students, families and communities.”

The harsh reality is that Hillary Clinton has actually been a vocal proponent of the corporate education reform agenda and she has a long way to go before it can be said that she is the best choice for students, parents, public schools or the teachers who make up the American Federation of Teachers.

Before Election Day 2016, Hillary Clinton may very well become the Democratic nominee and the best choice for President, but the AFT’s premature endorsement is actually a disservice to Clinton, and more importantly, to the nation’s teachers and the legacy of the American Federation of Teachers, a union that is steeped in the history of American Democracy.

But Weingarten seems intent on leading a “modern” AFT.

Last summer, Randi Weingarten and the leadership of the American Federation of Teachers – Connecticut Chapter was committed to endorsing Governor Dannel Malloy’s and his effort to get re-elected to the governor’s office despite the fact that Malloy was the only sitting Democratic Governor in the nation to propose doing away with tenure for all public school teachers and unilaterally repealing collective bargaining rights for teachers in the poorest school districts.

However, rather than use the campaign and the endorsement process to focus attention on Malloy’s ugly record on public education and provide him with an opportunity to become a supporter, rather than an opponent, of teachers and the teaching profession, the union leadership throws out their “democratic” endorsement process in order to hand him the union’s support.

Despite being the only pro-public education, pro-teacher candidate in the race for Governor, the AFT-CT refused to allow me to fill out a candidate questionnaire, refused to allow me to speak to the AFT-CT candidate endorsing committee, refused to allow me to address the AFT-CT executive committee and even prohibited me from speaking to the AFL-CIO’s annual endorsing convention, a meeting in which Randi Weingarten was the keynote speaker.

At the time, no one doubted that the leadership of the AFT and AFL-CIO would endorse Dannel Malloy, but prohibiting an open, transparent and democratic process was a sad reminder that being with the perceived winner – at all costs – has become the exclusive goal of some union leaders.

A year later and nothing has changed.

Once again, few doubted Hilary Clinton would get the endorsement from her friend Randi Weingarten and the union she runs.

But rather than ensure that the AFT provided for an open and honest discussion and an endorsement process that ensured that the membership was heard and their opinions taken into consideration, Weingarten pushed through an early endorsement thereby allowing Time Magazine to write;

Hillary Clinton Wins Key Endorsement From American Federation of Teachers –

Hillary Clinton has secured the first major union endorsement of the 2016 Democratic presidential primary.

The American Federation of Teachers, a powerful, 1.6 million-strong national union, voted on Saturday to endorse the former secretary of state, calling Clinton a “champion” for “working families.”

But the truth is the endorsement was from the union’s leadership, not the members. 

Clinton and her historic candidacy would have been better off if the leadership of the AFT had actually engaged in a process to build a true consensus that Hillary Clinton is the best choice for teachers and public education.

And certainly the American Federation for Teachers would have been better off had its leaders approach the endorsement process in a truly democratic way.

Instead the AFT leadership’s actions undermine the extraordinary legacy of the AFT itself.

Begun in 1900, the American Federation of Teachers earned the right to represent more than 1.5 million members because the AFT leadership has always been dedicated to developing a union focused on improving the conditions for teachers and the public schools that educate America’s children.

It has been a difficult journey for the AFT.

Nearly three decades after it was founded, unprecedented efforts to undermine the union and convince teachers not to unionize resulted in the AFT’s membership to drop below 5,000 teachers in the years leading up to the Great Depression.

Even after the Depression and World WW II, the AFT failed to make great strides in the face of opposition to collective bargaining for teachers.

But then came the incredible work of Albert Shanker, Charles Cogen and other fearless labor leaders that changed the course of teachers and their unions.

In the ten years following 1960, a dedication to improving pay and working conditions for teachers and pushing policies that created schools that provided educational opportunities to all children, bolstered the number of AFT members from 65,000 to 400,000

A continued commitment to doing right for teachers and students grew the AFT to over 1 million members by the year 2000.

Shanker and those who built the AFT were never afraid to take controversial positions, fight for real change or push the union’s agenda, but they also understood the importance of including and representing their members in a way that has apparently become foreign to some of today’s union leaders.

Certainly Shanker made his share of mistakes over the years and received more than his fair share of criticism, but he profoundly believed in then notion that collective bargaining and democracy go hand in hand.

Those that know the story behind Dr. Martin Luther King, Jr’s “I Have a Dream” speech and The March on Washington in 1963 know of the incredible work that the AFT played in that event and throughout the Civil Rights Movement.

For those that don’t know, while many unions tried to hide on the sidelines, the AFT helped finance that historic March and many of Dr. King efforts.   A glimpse at any photo from that momentous day reveals the AFT’s signs and their pro-education, pro-labor and pro-civil rights message.

Yet another extraordinary event in the AFT’s history was the decision by its affiliate, the UFT of New York City, to take a position, decades before others, to refuse to invest their funds in any bank or company that was associated with South Africa’s apartheid system.

Over the decades the American Federation of Teachers never lost sight of the importance of winning, but perhaps even more importantly, it never backed down for its commitment to stand on principle and promote a union that was dedicated to the democratic rights of its members and the nation.

But the passage of time has brought uncomfortable changes and it would appear that “winning,” however narrowly defined, has become the primary goal.

In Connecticut, the AFT’s notion of winning was re-electing a pro-charter school, anti-public education, anti-teacher candidate, rather than allowing a supportive, third-party candidate to even be considered.

And yesterday, the “modern” AFT endorsed Hillary Clinton without utilizing an open, transparent and democratic process.

In the real world, this approach is often referred to as the notion that “The end justifies the means” and, as we know, it is a concept that has been used to explain away some of the most inappropriate actions in history.

Hilary Clinton could become the best choice for teachers, students and our public schools, but she needs to do far better to earn that support.

And teachers, the members of the AFT and the AFT’s legacy deserve better than they got with the Clinton endorsement.

Republican State Senator Toni Boucher calls Malloy out on his latest anti-teacher hissy fit

While Democrat legislators are strangely silent on Governor Malloy’s latest attack on teachers and the teaching profession, Republicans in the State Senate, led by State Senator Toni Boucher, the ranking member of the Education Committee is speaking out about Malloy’s bizarre veto of a bill requiring that the Commissioner of Education have some classroom experience.

Apparently Malloy feels that that notion of having to select someone who actually knows something about teachers and what is going on in the classroom would cramp his style, so the governor who will become the leader of the Democratic Governors Association next year vetoed a bill that passed the General Assembly’s Education Committee 32 – 0, the Connecticut State Senate by a vote of 36 -0 and the Connecticut House of Representatives by a vote of 138 – 5.

Through the entire legislative process, only one Democratic legislator voted against the bill (In the State House) and neither Malloy nor his administration ever raised any public opposition to the common sense bill.

Yet another stunningly arrogant action from a politician who will soon be traveling the country urging voters to cast their vote for the Democrats.

Compared the silence of the lambs, the Republican reaction actually sounds like a clarion call to action.

In a press release entitled, “Why Is Governor Malloy Undermining Teachers Again?” Senator Toni Boucher (R-Wilton), the ranking member of the Education Committee and State Senate Minority leader Len Fasano (R-North Haven) quickly released a strong statement yesterday about the Governor’s decision to veto of HB 6977; AN ACT ESTABLISHING QUALIFICATIONS FOR THE COMMISSIONER OF EDUCATION.

The two Republican legislators wrote, 

“Since taking office in January 2011, Governor Malloy has been highly critical of teachers and retired teachers.  Today’s veto of an important measure will surely give them cause for concern.

“The bill simply requires the state education commissioner be a qualified person with a master’s or a higher degree in an education-related field.  Additionally, they must have at least five years as a teacher and three years as an administrator in a school or district in Connecticut or another state.  Currently, the commissioner is not required to hold a degree or have any experience in education.

“Why would he veto this valid request?  Apparently, it ‘restricts’ his authority to pick a new candidate,” said Boucher and Fasano.

When announcing the new commissioner, Dianna Wentzell, Malloy stated: “I made it clear that we were looking from day one for someone who has been a teacher.” Previously, the governor had been criticized by teachers for his prior commissioner, Stefan Pryor, who lacked teaching experience.

Senator Fasano said, “In the words of Queen, another one bites the dust. Governor Malloy is backpedaling on another policy he seemed to support not too long ago. The governor made education experience a priority when searching for his new commissioner, after distancing himself from a previous controversial choice. So why reject a bipartisan effort to ensure that education experience is always a priority?”

Senator Boucher said, “If you recall in in February of 2012 Malloy said in order for teachers to earn tenure, ‘basically the only thing you have to do is show up for four years.  Do that, and tenure is yours.’ Sadly, the insults continue.  We encourage the state board of education and the Governor to at least follow the spirit of this legislation- supported unanimously in the legislature – which sought to bring the highest possible standards to one of the most important positions in our state government.  Which requires the depth of experience and knowledge in the field of education. It is important to the future of education in our state.”

Malloy vetoes bill requiring that education commissioner have education experience

Dannel shows his true stripes yet again…

The CT Newsjunkie headline reads- Union Leader ‘Stunned’ By Malloy Veto of Standards For Education Commish while the CT Mirror exclaims Malloy vetoes qualifications for education commissioner

The leader of Connecticut’s teacher unions are stunned because the Right Honorable Governor Dannel P. Malloy decided to veto legislation that would have required that the state education commissioners have “a strong classroom background, something his first education commissioner lacked.”

The legislation passed the Education Committee 32 to 0

It passed the State Senate 36 – 0

And it passed the Connecticut House of Representatives  138-5

Only one Democratic legislator voted against the bill in the House.

But Dannel Malloy vetoed it anyway.

The story?

Harken back just over one year ago, and the Connecticut AFL-CIO’s was holding its political endorsing convention.

As a candidate attempting to petition on to the ballot, the union refused to allow me to address the delegates.

Instead, as the CT Mirror called it, the convention was “a two-day infomercial promoting the re-election of Gov. Dannel P. Malloy, with one carefully choreographed note of discord: A rebuke to the Democratic governor’s choice of Stefan Pryor as commissioner of education.”

Before formally endorsing Malloy, the statewide labor federation adopted a resolution Tuesday calling for a requirement that an education commissioner hold the same credential as a school superintendent, a standard that Pryor does not meet.

“We’re hoping the governor’s listening,” said Melodie Peters, the president of AFT-Connecticut, one of the state’s two major teachers’ unions.

The resolution drawn up by the AFT, which separately endorsed Malloy ahead of the AFL-CIO convention, was a message to a Democratic governor and to labor’s rank-and-file. It was meant as a gentle rebuke to Malloy, not a rejection; a way to soothe educators, not provoke them.

Pryor never was mentioned by name, but he has become a pressure-relief valve for labor, which acknowledges a need to draw anger away from the governor. Peters agreed when asked if the resolution was a second-term message to Malloy about a need for a new commissioner.

Now, a year later, having failed to testify against the union’s proposed bill or even voice any opposition what-so-ever, Malloy vetoed the very concept  was submitted as a result of that AFL-CIO resolution.

As the CT Mirror explained last year,

Teacher unrest has given Jonathan Pelto, an education blogger and former Democratic state legislator, an opening to try to organize a third-party run for governor.

Malloy told the delegates Monday in a well-received speech that he’s made mistakes, but he stopped far short of apologizing for what teachers still say was a gratuitous and deliberate insult.

The task for union leaders has been to manage the anger of the rank-and-file, sharply contrasting the overall labor record of Connecticut’s first Democratic governor in a generation with the hostility to labor and collective bargaining by GOP governors in once-union friendly states like Wisconsin and Michigan.


A procession of delegates stepped up to microphones Tuesday to speak in favor the resolution.

“Education is a profession, not a hobby,” said Edward Leavy of AFT Local 4200 A.

The delegates cheered.

Anna Montalvo, the president of AFSCME Local 1522, which represents paraprofessionals in Bridgeport, said a superintendent and education commissioner should meet standards, as do her members.

The delegates cheered again.

But the message of the convention eventually circled back to a simple equation: What would be best for labor, the re-election of a Democratic governor or a Republican?

Sharon Palmer, a former AFT-Connecticut president who is Malloy’s labor commissioner, vouched for the governor’s commitment to labor.

“Let me say from up close and personal, he is a good boss,” Palmer said. “Sometimes he has a sharp tongue, but more often than not he uses that sharp tongue to fight off those who would diminish us.”

Palmer, Peters and Randi Weingarten, the national AFT president who was the second-day keynote speaker, all reminded the members of Malloy’s support for a broad labor agenda and his defense of locked out health workers represented by AFT at Lawrence + Memorial Hospital.

Weingarten ended the convention with a loud, passionate pitch for Malloy. She acknowledged rough spots in AFT’s relationship with Malloy over tenure.

“Yeah, I don’t like some of the things he’s said, either,” Weingarten said. “But what he’s done, he’s increased funding for K-12, increased funding by seven percent for K-12, making Connecticut the second-highest education spender in the country since the recession.”

She called Pelto a friend who has some important things to say, but his candidacy is a distraction and a danger that can only draw votes away from Malloy.


She told reporters after the convention that she spoke by telephone the previous day with Pelto, who had complained he wasn’t invited to speak. Only the major-party endorsed candidates addressed the convention.

Weingarten said third-party candidates can play an important role, and she has supported some in the past.

She said the stakes in Connecticut are too high: “The stakes here are whether you’re going to have a Dan Malloy or a Tom Foley as governor, whether you are going to have a Connecticut that acts as Connecticut or that emulates Wisconsin.”

As to why Dannel Malloy would veto the bill out of the blue?

According to the CT Newsjunkie,

In his veto message, Malloy said the legislation “encroaches on the purview” of the chief executive and would prevent them from picking “the best candidate to lead the department.”

Connecticut Education Association Executive Director Mark Waxenberg said he was “stunned” by the veto. He said it’s good public policy that doesn’t take away any of the governor’s authority to choose a qualified individual for the job.

Just like teachers have to be certified, the state’s Education Commissioner should have minimum qualifications, Waxenberg said.

He said his members will be angry about this veto and will speak with legislative leaders to “seriously consider an override session.”


AFT Connecticut President Jan Hochadel said she’s “disappointed” in the veto, but to Malloy’s credit he heard their voices and “chose a new commissioner with extensive background in the classroom.”

Hochadel added: “We expect that he and future governors would follow this example in recommending leadership for the state’s education agency. Our state’s students and their parents deserve nothing less.”

But Malloy made it clear in his veto message that he should have the ability to hire the most qualified candidate, regardless of their background.

“Open-mindedness and flexibility are paramount in a search for the right candidate who can best respond to the educational challenges that face our state,” Malloy said in his veto message. “The establishment of qualification for the Commissioner of Education in statute closes the door on a broad pool of talented and diverse leaders who would otherwise be eligible and could foster greatness in our schools.”

Malloy said he’s concerned it would unintentionally reduce the diversity of future commissioner applicant polls, since representation of African American and Hispanic teachers and administrators remains disproportionately low.

As the legislative report (JR report) explains, when the Education Committee held its public hearing, the testimony was almost unanimous in favor of the bill.

Melodie Peters, President, AFT Connecticut AFL-CIO spoke;

Ms. Peters and AFT Connecticut support the proposed bill citing the role of the Commissioner in providing, “direction and guidance to districts, schools and educators.” AFT believes the credibility of the Commissioner of Education depends, in part, on the shared experience of the Commissioner with teachers, administrators, and superintendents.”

Dr. Anne Jellison, Chair, Connecticut Association of School Administrators spoke:

“Dr. Jellison testified in favor noting that it is critical for the Commissioner of Education to have credibility and expertise among all stakeholders in Connecticut’s education system. She included that an effective, credible Commissioner needs “first-hand knowledge” of Connecticut schools and understands the impact of not only day-to-day situations but how policies impact the school environment.”

Jeff Leake, Vice President, Connecticut Education Association spoke:

“Mr. Leake testified in support of the bill, commenting that many of the members of the CEA are also in favor of a person with a background in the education field serving as Commissioner. The CEA feels the bill may be too basic in the required qualifications but stressed to the committee that their organization is looking for a commissioner who understands the qualities necessary to be a true educator.”

Lori Pelletier, Executive Secretary Treasurer, Connecticut AFL-CIO spoke:

“Ms. Pelletier testified in support of the bill. The position of the AFL-CIO is that high standards that have been set for teachers, administrators, and superintendents should also be a standard for the Commissioner of Education.”

But there was one person who rose to oppose the requirement that Connecticut’s Commissioner of Education have substantive educational experience…

Jennifer Alexander, Chief Executive Officer, ConnCAN:

“ConnCAN opposes the proposed bill because they believe the requirements laid out in the bill for the Commissioner of Education would severely limit Connecticut’s ability to recruit talent and would, “unnecessarily exclude qualified and experienced candidates from being considered for appointment as Education Commissioner.”

So there you go…

A new president for AFT-CT? 

Connecticut’s two major teacher unions, the Connecticut Education Association and the American Federation of Teachers – Connecticut Chapter are meeting tomorrow to elect officers.

Word is spreading that the American Federation of Teachers will finally get a president who is actually an educator and will speak up and fight for the interests of the teachers who are members of the AFT-CT, in addition to the union’s health care affiliated members.

Multiple sources confirm that Jan Hochadel, who presently serves as the President of the State Vocational Federation of Teachers, appears poised to become the AFT-CT next president at tomorrow – May 15, 2015 – AFT-CT convention which will be taking place in Southington, Connecticut.

The selection of an educator to lead the AFT-CT would be a major leadership shift for the AFT-CT, a union that has been one of the loudest apologists for Governor Dannel Malloy, despite Malloy’s unprecedented and ongoing assault on teachers, the teaching profession and Connecticut’s public schools.

In particular, the news means former state senator and Malloy ally Melodie Peters would be out of the job.

Jan Hochadel’s career has been dedicated to the Connecticut Technical High School System, its teachers and 11,000 students who annually attend Vo-Tech high schools in the state.  The State Vocation Federation of Teachers is the union that represents teachers as these state run high schools.

The change in leadership would certainly send a strong message to government officials, not only about the importance of teachers and teaching, but the value of Connecticut’s Vo-Tech high schools which have been reeling as a result of budget cuts and abusive initiatives implemented by recent Republican and Democratic governors.

In his first term, Governor Malloy actually proposed disbanding Connecticut’s historic Vo-Tech system and farming the individuals schools out to local school districts.

In her present capacity as president of the State Vocational Federation of Teachers, Jan Hochadel is known as a leading advocate for vo-tech education at both the state and federal level.

In addition to fighting for better state funding and support for Connecticut’s Vo-Tech high schools, she recently served as a featured speaker at a major Washington D.C. Capitol Hill briefing last month about strategies to improve Career and Technical Education (CTE) in the United States.

The change in leadership would come as especially good news to the students at Connecticut’s Vo-Tech high schools who have been particularly hard hit by the negative aspects of the rapid move to the Common Core and the implementation of the unfair Common Core SBAC testing scheme.

Not only have the Vo-Tech schools been required to implement the new Common Core standards without the appropriate resources to make it happen, but the system’s state administrators have been among the worst offenders when it comes to misleading students and parents about the Common Core SBAC testing requirement.

In recent weeks numerous Vo-Tech high school students or their parents have reported that they have been misled, harassed and told that they must take the Common Core SBAC test in order to graduate, a requirement that clearly violates state law.

A new leader for AFT-CT would provide the nationally renowned union with a unique opportunity to return to a leadership position on behalf of public education in Connecticut.

More on this breaking story as it develops.

The CEA convention starts this evening with an election for officers tomorrow.  Challengers Martin Walsh and Scott Minnick are challenging the incumbent slate of Sheila Cohen and Jeff Leake for the position of President and Vice President.  Walsh and  Minnick have been especially vocal on behalf of the Common Core SBAC opt-out movement and have been pushing the CEA to join the opt-out effort here in Connecticut.

Will anything convince Connecticut’s teacher unions to join the Common Core Opt-Out Movement?

All across the nation, teacher unions at the state and local level are joining parents, students and teachers in an unprecedented uprising against the massive unfair, inappropriate and discriminatory Common Core testing scheme.

Here in Connecticut, the Common Core Smarter Balanced Assessment Consortium (SBAC) testing craze began on March 27, 2015.

Yet six weeks have gone by and there is still no public sign of support for the opt out movement from Connecticut’s two teacher unions – the Connecticut Education Association (CEA) and the American Federation of Teachers – Connecticut Chapter (AFT-Connecticut).

At this point, Connecticut’s teacher unions have forever lost the opportunity to help lead the charge.  But even running to jump on the opt-out train would be an important and appreciated gesture of support for Connecticut’s public school students, parents and teachers.

What is so incredibly strange, even bizarre, about the utter lack of action by Connecticut’s teacher unions is that it is in such stark contrast to what other teacher unions are doing around the country.

In New Jersey, the headline on the New Jersey Education Association website demands that Republican Governor Chris Christie and his administration, “Stop attacking parents…” for opting out of the Common Core Tests. 

And the pushback against New York Democratic Governor Andrew Cuomo is just as strong, as  NYSUT, the union that represents more than 600,000 New York State teachers, school-related professionals and academic and professional faculty in higher education continues its full-fledged campaign to help educate and support parents who are opting out of that state’s Common Core Testing.

In New York, the union’s well-funded program has provided needed support for parents and students, which, in turn, has helped to boost the number of students opting out from around  40,000 last year to as many as a quarter of a million this year.

Numerous public high schools in New York State are reporting more than 50 percent of high school juniors have been opted out of the destructive Common Core test and many high schools are seeing opt-out rates exceeding 80 percent.

But here in Connecticut, Governor Malloy’s administration’s goes unchecked as it continues to lie and mislead parents about their right to opt their children out of the testing scam and some local school superintendents go unchallenged as they inappropriately tell highs school juniors that they cannot graduate unless they take the SBAC test – a policy that would be illegal if true.

In state after state, teacher unions have stepped up to leverage their political power and visibility on behalf of the opt-out effort.

This weekend, the Massachusetts Teachers Association joined the effort endorsing the fundamental right of parents to opt their children out of the Common Core testing.

The MTA’s resolution states;

That parents in Massachusetts deserve the choice to opt their public school students out of high-stakes standardized assessments.

That districts should be required to provide all parents with yearly written information explaining their right to opt students out of assessments.

That students who opt out should not be included in data used by state or federal entities in “grading” schools.

That no parent or student should be penalized because of a parental decision to opt out.

That no educator should be disciplined for discussing with students, parents or community members the options for opting students out of high-stakes tests.

Barbara Madeloni, who as a challenger became president of the Massachusetts Teachers Association last year wrote,

 “Supporting the right to opt out is one of the strongest statements we can make as educators against standardized testing.”

Madeloni added,

“The MTA will vigorously defend any educator who is disciplined for supporting the right of parents and students to opt out. The more people step up and speak out, the clearer will be the message to our legislators that the people of Massachusetts want to put a stop to the madness of standardized testing.

Standardized testing is distorting the goals of public education and choking the creativity and joy that should be at the center of teaching and learning.”

Even now at this late date Connecticut’s teacher unions can and should step up and join the opt-out battle.

Just as Connecticut’s public school teachers need and deserve the support of the state’s students and parents…

Connecticut’s students, parents and teachers need and deserve the help and support of Connecticut’s teacher unions in this historic battle against the corporate education reform and testing industry and those like Governor Dannel Malloy who continue their anti-teacher, anti-student, anti-parent, anti-public education initiatives.

NEA President Lily Eskelsen García says every parent should have the right to opt their child out of Common Core test

In a blog entitled, The Opt Out End Game, the President of the National Education Association has announced her strong stand for a parent’s fundamental right to opt their child or children out of the unfair, inappropriate and discriminatory Common Core testing system.

While explaining that the real goal is to do away with the fixation on standardized testing, NEA’s President is joining the call to recognize that parents do have the right to opt their children out of the testing.

Lily Eskelsen Garcia writes,

Parents should have the right to know for what purpose a test is designed and whether it’s valid and reliable for that purpose; how the results of that test will be used; whether or not testing companies will have access to private student information and for what reason those companies need that information.

They should have a right to demand that any testing companies hired by the district sign the Student Privacy Principles developed and endorsed by major student advocates from the PTA to the NEA to the School Boards Association to the American Library Association and the Thomas Fordham Institute.

And they should have the right, if they are not satisfied with the answers to their questions, to opt their children out of any mandated standardized testing that they believe is inappropriate or harmful to their child. NEA fully supports parents and supports our affiliates who take a stand against tests that serve no educational purpose.

The rest of Eskelsen Garcia’s piece focuses on why the testing is so inappropriate and the NEA’s position is to permanently reduce the use of standardized testing.  Her blog post can be found at: http://lilysblackboard.org/2015/04/the-opt-out-end-game/

Now that the presidents of both the National Education Association and the American Federation of Teachers have announced their support for parents who want to opt their children out of the destructive common core testing, hopefully the Connecticut Education Association and the American Federation of Teachers – Connecticut Chapter will come out strongly on behalf of Connecticut students and parents and their right to opt out of the SBAC test.

Common Core test Opt-Out movement steamrolls across the nation

While Connecticut Governor Dannel Malloy, his Commissioner of Education, Department of Education and a group of Connecticut superintendents continue to lie and mislead parents about their fundamental right to opt their children out of the unfair, inappropriate and discriminatory Common Core Smarter Balanced Assessment Consortium SBAC testing scheme, parents in Connecticut and across the country are stepping up to protect their children from the corporate education reform industry’s Common Core testing scam.

The Common Core SBAC test is designed to ensure a significant majority of students will be labeled as failures and parents are saying they won’t allow their children to be abused and bullied by the Common Core testing machine.

In Seattle, 95% of students at Garfield High School student opted out of the SBAC test – a test designed to label up to 70 percent of high school juniors as failures at the very time those kids are working hard to improve their chances of going to college.

At nearby Nathan Hale High School not a single high school junior took the destructive SBAC test and at Seattle’s Roosevelt High School and Ingraham High Schools, 80 percent or more of high school juniors opted out of the Common Core SBAC test.

As local media reported,

“Many parents and teachers believe the state-required Smarter Balanced test is unfair, that it sets up the majority of the students to fail, and that it’s a high stakes test that could penalize the teacher or the school.”

In South Eugene Oregon, more than a quarter of high school juniors have opted out and the overall opt out rate for that region’s high schools is at least 20 percent.

16 year-old Emmalyn Lindsey told her local paper that she was preparing for, “six upcoming tests — two for her Advanced Placement classes, two for the International Baccalaureate program, and the ACT and SAT college admission exams.”  Rather than take the Common Core SBAC test Lindsey said,

“We’re losing upward of 10 hours of class time, and that’s just ridiculous…Standardized testing has gotten to the point where it’s out of control and taking up so much of our time and resources.”

In the Madison School District in Idaho, 40 percent of the school system’s children opted out of the SBAC testing.

Madison, Idaho, like Madison, Connecticut has a superintendent that respects the right of parents and although Idaho’s state officials, like Malloy’s representatives in the Connecticut Department of Education, claim that there is no provision for opting out of that state’s Common Core SBAC testing, Madison, Idaho Superintendent Geoff Thomas explained, “…if a parent says I don’t want my child to take this test we’ll find an alternative educational opportunity for them.”

Imagine, school leaders who stand up for their students, parents and teachers!

Meanwhile, 40 percent of the high school juniors at Stanford, Maine’s high school opted out of their Common Core testing program, and more than half the 8th graders at a middle school in Ann Arbor, Michigan were opted out.

And in Colorado, parents are taking the initiative and pushing back against the absurd level of Common Core standardized testing that are turning public schools into little more than testing factories. A parent in Denver spoke the truth writing in the Denver Post,

My son’s school does not have enough computers for all the students to take the [Common Core] test simultaneously. As a result, the school was on reduced schedule for three weeks, meaning he did not have regular classes and he and his fellow high schoolers were home every afternoon. Following those three weeks of testing, they were then off on spring break.

A month off from regular classroom instruction is too much to sacrifice in the name of measuring our competitiveness. In addition, the tests require students to show their math work on the computer. How many of us would know where to find the symbol for the quadratic equation on a standard computer keyboard?

Let’s face it — these tests are designed to help the politicians in Washington and Denver justify their constant meddling in the school system. They do nothing to help our children learn.

Sadly, Connecticut’s legislators continue to sit on the sidelines, along with the Connecticut Education Association, the American Federation of Teachers – Connecticut Chapter, the Working Families Party and other progressive organizations…But even without their help, Connecticut parents are learning the facts and demanding that they and their children be treated with the respect and dignity they deserve.

There is still time to opt out children out of the Connecticut’s Common Core SBAC tests.

Just inform your local principal that your child or children will not be taking the Common Core SBAC test this year.

Tell them the assault on our children must stop.

CT Teachers Unions schedule rally in May – But no mention of opt out!

The Connecticut Education Association (CEA) and the American Federation of Teachers – Connecticut Chapter (AFT-CT) have scheduled a rally on Tuesday, May 12th at 5:00 p.m. at the State Capitol in Hartford — but unfortunately their effort IS NOT related to stepping forward to support Connecticut’s growing SBAC opt-out movement.

Instead the planned teacher union rally is focused on promoting the union’s proposed legislation (Senate Bill 1095) which is a well-intentioned proposal to “phase-out” the SBAC Testing, but contains a series of issues and problems of its own.

The CEA and AFT-CT proposal seeks to phase out the Common Core SBAC testing scheme and replace it with a different statewide testing system that would still result in assigning every child a series of “scores” and then rank order children, schools and school districts based on those scores.

For example, one of the oddest and most disturbing aspects of CEA and AFT-CT’s legislative proposals would be the creation of a “Creativity indicator” for every child.  The union’s plan would be to assign each student a “Creativity indicator” score based on, “the weighted sum of students’ ability to utilize interdisciplinary knowledge to address questions and challenges, simulate situations to estimate outcomes, explore new innovative approaches to interests and issues, research and design or develop new ideas and scored as determined by the commission on student learning and school quality…”  According to the union plan, 15 percent of a school’s performance index would be based on the cumulative student creativity indicator scores.

While it is great news that Connecticut’s teachers unions are taking a more aggressive stance against the SBAC testing scam, parents seeking to opt their children out of the Common Core SBAC test need and deserve the support of the teacher unions and progressive groups right now.

The union-sponsored rally won’t even be held until Connecticut’s public schools are more than two-thirds of the way through the SBAC testing period.

The material being sent out to teachers about the union rally refers to legislation that the Connecticut General Assembly’s Education Committee held a public hearing on back on March 19th, 2015.

However, the Education Committee failed to use any of the unions’ suggested language when they passed the bill out of the committee.  Instead the Education Committee merely endorsed the concept of a study about the Common Core SBAC testing and, even then, failed to include the test’s validity as an issue to be studied.

Dumping the unfair, inappropriate and discriminatory Common Core Smarter Balanced Assessment Consortium SBAC test is a critical part of derailing the corporate education reform industry’s unwarranted attack on teachers, students, parents and public schools, but Connecticut’s teachers unions should make it a priority to speak out on behalf of parents’ right to opt their children out of the Common Core SBAC test …. while working to implement an alternative system.

The Common Core SBAC test is nothing short of a scheme designed to label the vast majority of Connecticut public school students as failures and it is rigged to undermine Connecticut’s students, teachers and public schools.  

It is great news the teacher unions want to have a rally about doing away with the SBAC test but their voice on opt-out is needed now!