Yikes! This sounds like a recipe for generating bad feelings between teachers and North Ave. I guess the 286 teachers probably knew they were in a tenuous position with "conditional certification", but what about the 100 teachers who don't know where they'll be working in 1.5 months? I would expect a lot attrition to come out of that group.

I'm curious about which schools are losing these teachers. Have the budget plans for all the schools been made public? They were supposed to have meetings with the community where input was sought and the budgets were explained. If presentations were made publicly you would think that they would be available to all of us.

Ummmm....

But what about the number of teachers who were given non-renewal notices IN ERROR??? Through absolutely NO FAULT of theirs or their principals -- or people whose certification papers have been sitting at North Ave for OVER A YEAR and were told they were being non-renewed because they weren't certified, but North Ave just hadn't processed the certification IN A YEAR???

They certainly didn't provide THOSE statistics, did they???

This is the kind of thing that generates "bad feelings" -- screwing up with peoples' lives, then not even owning up to it...

Let's be clear: people who haven't gotten off their illiterate butts and gotten certified in the proper amount of time SHOULD be non-renewed -- I have NO sympathy for them. Classes can even be taken ONLINE nowadays, and almost every college in the area has tuition discounts for BCPSS teachers. NO EXCUSES there... there are many, MANY teachers who are just not qualified to be teachers, sooooo sorry to say, and they should be fired -- but then, where will the BCPSS get GOOD teachers (at least minimally-qualified ones) when North Ave treats everyone so disrespectfully, and they don't give teachers the benefit of even knowing what their job is in 8 weeks, or by screwing up their legitimate paperwork and firing them accidentally?!?!

Do you all know that there are hundreds of BCPSS teaching jobs that go unfilled every year because we just can't find enough teachers WILLING to do the job, let alone qualified for it?

I guess there now is a published budget per school - http://www.bcps.k12.md.us/Departments/Finance/PDF/BCPSSSchoolBudgetSummary.pdf
It's 727 pages without any overall summary or any comparison to last year, so I'm not sure how to interpret the data, but the data is being put out there.

I'm one of those conditional teachers not renewed but I'm not one of those illiterate teachers who sat on their butts. I've completed all of the necessary courses but have not passed the Praxis. I've taken this test 5 times trying to get 3 points. This test does not gauge if you are a good teacher it only gauge if you can pass a test. Point, why is a test used across the U.S. have different scores to determine who is "highly qualify". What North Ave should have done, was to determine those teachers who were actually working towards certification and kept them on a year-to-year contract and those teachers who have not completed any course work terminate them. North Ave also should have given sufficient notice to the affected teachers. No one is knocking the doors down to become a teacher in Baltimore City.

To a Terminated Teacher,

The praxis is one measure that every person wishing to enter a classroom should be able to pass first time around if they wish to teach and lead children. Yes, you are correct that passing/taking a test will not determine the quality of teaching but it should be the first step in insuring that those that wish to call themselves teacher meet basic competency. I would further say shame on BCPSS for bringing on board teachers who have not taken this test and should not have retained someone who has failed to make a passing grade more than once. Teachers not school systems need to stand up and look hard at the teaching corps and say to those teachers who are not doing what they should to meet the legal requirements, "It is time to get out!” It is only when teachers take control of their profession, and regulate it themselves as do Doctors and Lawyers will we start to rise to the respected that the aforementioned professions hold within our society.

Teachers now are the pawns of Unions, Schools Systems, State and Federal Governments and until we move out from under these political units and form not a union but a strong governing body where teachers themselves say what the standard is will we be able to gain complete respect. It should be teachers that set the standard and say what good teaching is not the state board, not the State Legislature, not Congress and most definitely not a principal.

In the last paragraph of your response you sound the theme that has made BCPSS what it is today. You must take it because this is the best that you can get. Our children must take legally unqualified teachers because it is the best the school system can get. Our children must take schools in disrepair because it is the best the school system can get. Our children must go without art and music programs because it is the best the school system can get. Our children “must do more with less” because it is the best the school system can get. Our children must do with antiquated technology because it is the best the school system can get. It is only when parents, teachers, principals and executive leadership stand up and say with one voice that we will no longer settle for less than the standard but demand and not give in until we have teachers, principals, facilities, curriculums and CEOs that exceed the standard it is only then that as a city will we see any improvement in the school system.

So stop whining and pass the praxis – 6th time should be a charm.

There should be more discussion about the fact that many of these teachers helped their schools make AYP (Adequate Yearly Progress). Those teachers should be allowed to stay because they were obviously good enough to help the children. This is a set up for failure because now good schools will have to take unknowns with unproven or unknown effectiveness.

Terminated teacher, I agree that people are not knocking doors down to become Baltimore City teachers but the Praxis tests are not difficult. I believe that many high school students could pass the test. The Praxis II is a little more difficult but, for instance in math, the test barely touches on elementary calculus. Any person who is somewhat competent in their content area should easily pass the Praxis tests.

We preach to the students all year long that they have to pass the HSA tests. They have to meet certain requirements to graduate. I think that teachers should also meet certain requirements. The Praxis tests are anything but unfair. I suggest you buckle down and hit the books or find a new profession. I can say as a teacher and a parent that I would not want my child to be taught by someone who could not pass the Praxis tests.

It is not just teachers who are losing their jobs or being reassigned. There are people on North Avenue who do not even know where their pay will be coming from on the 25th due to the quick change that is going on. Some are being reassigned some have been given letters stated that the 15th of August is their last day. Sarbanes has come in and reeked havoc with a lot of changes that he has been making. how can you just come in and take a much need position out and place it with something that is more politically motivated instead of Parent, Student and School motivated. There are a lot of things that are going on that until the government comes in to investigate it will keep being swept under the rug. How can you come into the system, reword a position so that it takes people out of helping the parents and schools, hire people that you changed the desription to fit so that they can come in and get the position. Go on vacation during the time you supposedly have been having interviews and then say you are not interviewing people because the new office does not have a payroll. yet you hired people, moving people and has no respect for people in thatdepartment at all.

Terminated teacher - I hate to be blunt, but with the number of grammatical errors in your submission, I wouldn't want you to be teaching my child. Sorry.

I agree that teachers should in fact be able to pass the Praxis. However, part of the problem with the terminated teachers is that for years these teachers (especially CTE--read vocational teachers) who were allowed to skate without certification. Is it any wonder that those same teachers didn't believe the system when they said termination would come this time around? I feel for some of these teachers but there is blame to go around to all parties. Consistent enforcement of all policies in a timely manner would eliminate most of this stress. BCPSS is the only system in which I have worked where your assignment for the coming year is a deep, dark secret closely held by the principals. What a crock!

Let's be clear here teachers at some of private and parochial schools don't have to pass the praxis test and probably couldn't pass it. It also should be noted that some of these individuals who have not passed also have Masters Degrees from the likes of Towson University and Johns Hopkins University respectively. To be sure, the test is not a true measure of anything but whether you can pass the test. This is a case of cutting off your nose to spite your face. The school system needed to free up a lot of slots for displaced central office staff who lost their jobs. The question will become how many of them have current certification. Additionally, many of the teachers who were let go were fine teachers with exemplary teaching records. Lastly, anyone who's been around awhile knows that tthe praxis test is tougher than the ole NTE. I wish Good luck to those teacers that lost their jobs and thank them for their service.

Masters degree from JHU or Towson? Impossible. As a recipient of one of those masters degrees (for teaching at least), I'm sure that JHU required the passage of the Praxis exams before the institution would confer a degree.

We're not talking about a horrendously outrageous test here. I don't think taking it a few times is a huge problem, but teachers need to pass this test to demonstrate basic understanding of content. There are books out there that essentially give the answers to nearly every question. I'm sorry that people have had trouble with the assessment in the past, but I have to say here... I agree with A Former Teacher.

A Concerned Reader - the logic you employ above is a non sequitur. You cannot make the argument that "because private schools do, BCPSS should." It just doesn't work. Private schools can fire teachers without cause. Would you rather that criteria? I doubt it (considering the tone and tenor of your post). If you want one, you have to take all. The Praxis is a basic bar (that ALL conditional teachers knew about when they entered the system). Public schools work from a different standard, and requiring the passage of the Praxis is a basic element of necessary quality control.

Dear Concerned Reader,

There are two points I would like to make about the hypothesis that you put forward in your comments. One, you are assuming that North Ave has thought far enough in advance to realize that they would need to get rid of hundreds of teachers to make room for the over 500 people who were cut lose from their jobs starting July 1. I think not, all you have to do is talk to any employee or former employee of BCPSS to know that HR is a mess and is working in the past, to suggest that there is a master mind planning three moves ahead is laughable.

Secondly, you too have fallen prey to the idea that if it is good enough somewhere else it should be good enough for the public schools. I think you will find that it would not be good enough in Baltimore County or Montgomery County, those systems have strict rules in place that would not allow the travesty of uncertified teachers playing in our schools with the future of our children.

Think about your thinking. There is no proof that passing any test makes you a qualified teacher. There is no data to prove this. The system is the result of phoney leadership and dysfuctional management.That is why people bow out, students included. JHU does not mandate passing the Praxis. There are many immigrant parents who speak not a lick of English and manage to get their children to be first rate students.Parents are the first teachers and many times they are not valued and drop the ball. No teacher can substitute for a good parent driven to see their child succeed. From the womb to the age of five, a child learns the degree to which their parent cares about education. Keep picking on people who don't pass tests. You could end up discouraging a learner. Our school system has many discouraged learners. The system must move away from its "good old boy" approach to hiring at the top and use innovation to engage the learner.The first step would be to require school partnerships of corporations who do business in the city. Big business is what has the poor in the shape they are now. The future is bleak if all stakeholders don't contribute.

Critique Yourself:

I'm sorry, but you make too many unsupported claims for me to let them go unnoticed. I'll try to address somewhat systematically.

Here's the info from Hopkins (they won't recommend you without passing the Praxis - certainly Praxis I at least):

"Teacher Certification
To be recommended for teacher certification, students must complete the MAT program and pass all Praxis I and II exams required by the state. Note: Praxis II requirements vary by program option. Teacher candidates may pursue certification in one of three areas of concentration."

Here's a link (click here) to an article about whether or not teacher-testing works. I'll grant you that the opinion is not fully conclusive, but not because of content mastery issues. The question is whether the tests create a barrier to entry that is sufficiently justified by increasing the academic quality of instruction. This relatively prominent analysis is based on an economic modeling of the barrier-to-entry concept created by the testing requirement. Ultimately, though, I'm not sure that saying "there is no data to prove this" is true. There are many, many other studies that contradict the one I've posted, and lots of data exists to analyze.

"Parents are the first teachers and many times they are not valued and drop the ball." I'm not sure I can fully support this. The logical relationship here is:
(a) parents are children’s first teachers
(b) parents must feel supported by the school system to serve as responsible parents
(c) all parents are involved in their children's education
(d) BCPSS does not value parents
(e) therefore, parents are not teaching their children and they are dropping the ball.
I'm not sure this logic quite pans out. There's a whole lot more at work in parenting than the BCPSS's attempt to engage them or make them feel valuable. Of course the system should be working as hard as possible to ensure that parents are part of their children's lives, but I don't think that's the exclusive influence.

"Picking on people that don't pass tests." Again, this seems like a personal attack to support an argument. I don't think anyone is quite "picking on" or "discouraging learners." Sometimes, like in other professions, a quality control measure is critical to ensuring effective practice. Doctors take the Boards, lawyers take the Bar, accountants take the CPA exam, and teachers take the Praxis. If teachers are ever going to move the field into the realm of other professional careers, standardizing a certification method will be critical. Further, encouraging a "learner" is fine and dandy. The issue here is about putting unqualified teachers in front of students, thereby potentially providing a disservice to hundreds of "learners." If you want to engage in a "protect the learners" argument, you must follow the logic all the way through. Personally, I'd look at the balance test and say the loss of one "learner" who was unable to pass the Praxis is justified by the protection of hundreds of less culpable "learners" who potentially would not have benefitted from a teacher who had failed to master the applicable subject matter (at least enough to demonstrate basic proficiency through the passage of the Praxis exams).

Moving away from the "good old boy" approach. What's this? Most of the leadership in the school system is composed of women? Do you mean the promotion based on outcomes rather than personal relationships? In that case, I agree. Fully. I think promotion at the top level of North Ave and throughout the system should be based on independent measures. Currently, there are not reviews of staff members at North Ave. No yearly check-ups. The promotion based on relationship system has flourished. Unfortunately, this promotion based on relationships is the exact problem of keeping people in the school system who are unable to pass tests. We just "feel" like they're good teachers, so they deserve to stay. Well, if we want to get rid of the promotion based on relationships problem, we must remove teachers who are unable to meet the basic criteria set forward by the State (and criteria which they knew they had to meet when the system first employed them).

Big business. Often, I'd agree. However, the broad generalization here is very difficult to ascribe to. What is big business? Do you mean multinationals? What about regional powerhouses? What about a local big business (say 1st Mariner)? How do we define what "big business" is, and are we sure we want big business involved? The "big business" I suppose you're referring to runs with very different priorities than do school systems. I don't think we want that model involved in education. Further, we have some businesses involved in schools already. Look at Vivien T. Thomas and MedStar. There's a partnership that's working well. However, there are other businesses that would not be as appropriate for school partnership - a worthy tax rate earmarked to schools may be a better way of encouraging that "partnership." Just a thought. I just warn, unqualified statements like those above can lead to dangerous outcomes because of the level of open interpretation.

Back to work.

I admire that work that all teachers do, but I think that there is too much blame put upon educators for parental failings and lackluster attitude. Have any of you seen Hard Times at Douglass High? If my child was in the 11th grade but reading at a 3rd or 4th grade reading level, or testing at that level in math, I could not blame the teachers, but myself. If I am sending cubed steak to school, all of the high quality teaching in the world will not turn it into filet mignon. The Praxis will not fix that. Nothing can fix it except parents making sure that their children are prepared for school. Poverty should not be synonymous with ignorance.
There are three parties in this equation: Parents, educators, and students. At least two of these parties have to be engaged enough to care for a student to even begin to succeed. I was a poor, Black girl growing up in Northwest Baltimore County, eating free lunch at school and government cheese and peanut butter at home. Any other food was paid for by AFDC and food stamps. I have always been academically strong, but I can thank my teachers for that, not my parents. They were always willing to brag on my awards, but did the minimum possible to help me succeed. So teachers, I understand what you are up against. Please keep the faith and know that you are changing at least one life. I am a technical writer now, and did not go into teaching because I could not stomach the attitude of parents like mine.

I still want to know why the Sunpapers is sitting on this story. There should be some discussion about this issue if for no other reason than to acknowledge what has happened for the public. My opinion is still that teachers who were in high performing schools should be allowed to stay. North avenue is taking a "crap shoot" that those who replace those teachers will have similar results because of their certification, because they may lack other skills such as: care for the students, classroom management, relationship skills. I don't know why it took so long and many tries for some teachers nor do I understand why the city did not provide access to study groups instead of hiring teachers from special programs who only give the city 2 years or hiring teachers from another country who don't understand the culture and are not good at the language.
It remains that Baltimore city will be losing excellent teachers who provided classroom instruction and an environment that led to children passing tests and schools making AYP.

emjay - Were the schools meeting AYP because of unqualified teachers or in spite of unqualified teachers? If the latter, wouldn't removing those teachers allow for the school to excel at a faster rate? NB: Relying on "feeling" to say that these teachers (on the aggregate) are having a positive effect on children would not be sufficient to justify answering "because of." I think you'd have to show me that unqualified teachers (again, on the aggregate, not just specific individuals that you may know) are as effective if not more effective than qualified teachers. I think you would have a very difficult time showing this.

Now I'm just clearly procrastinating...

So I let this slip before, but I can't stop thinking about. Comment above from Calamity:

"There are people on North Avenue who do not even know where their pay will be coming from on the 25th due to the quick change that is going on. Some are being reassigned some have been given letters stated that the 15th of August is their last day. Sarbanes has come in and reeked havoc with a lot of changes that he has been making. how can you just come in and take a much need position out and place it with something that is more politically motivated instead of Parent, Student and School motivated."

This sentiment scares me a bit. This summer my time observing North Ave has been minor at best. However, I have perceived an unhealthy number of people waiting around for reassignment. This concept of "waiting for reassignment" seems to embody the problem. There seems to be a lack of proactive approaches to one's own career. People expect that because they've worked for 20 years, their time justifies a job and they deserve someone's effort to find them a position.

Now, I caution my own opinion in the realization that I get that this is more than just a job - it's a mortgage, a pension, a car payment, a life. I get that, and I'm sensitive to it. I realize that these things that come with a job are critically important. However, that's where my confusion sets in. If I'm knowing that these things are so important; knowing that the school system has been in a troubled state for the time that I've been working there; knowing that someone or some group is/are new in town to shake things up... wouldn't I realize I'm in a precarious situation? I feel as though these facts would push me to do whatever it takes to apply for any reasonable position; discuss ideas with those I need to speak with; be creative about how I approach my job; make myself invaluable to the system; etc. Instead, there's a lot of entitlement and the thought, "Well I've been here and they owe me a position." In fact, I've heard that exact phrase spoken in the hallways of the building. If someone owes another a position, can they expect exceptional work product from that person?

This clearly is a tenuous position. And no part of me wants to be insensitive. But, I just wonder if someone could clarify this?

Finally, I understand the distrusting nature that comes with change. And, I get that people may see job description alterations as a personal attempt to hire a different person. However, I think there's a valid argument in the fact that jobs change. What was necessary in 1980 wasn't necessary in 1990. What was necessary in 1990 wasn't necessary in 2000. If a job title stays the same as it was when someone was first hired in 1990, it would make little sense to maintain the job title in 2008. Professional development and personal advancement are necessary for any career (especially for one for which the salary is above $70,000/year). I think there just needs to be more pushing the envelope and less expectation that someone owes someone else a job.

Bill,

Thanks for your comments.

I was an individual caught up in this last round of cuts. I did all that you talked about and realized that I was not owed a job but rather what I was owed was clear path to getting a job and clear and accurate information from the school system on what was happening to me and what would happen to me if in the end I was unable to find a position in a school.
I received a letter stating that I would be reassigned. The impression given was that the school system was going to tell me where I was going and what I was going to be doing. This was not the case as I found out and reassigned meant that there were jobs out there and I was to go after them. Fair enough, go sell myself, make myself invaluable, this I did only to be met by principals who did not have budgets, who did not understand if they could hire me and if they wanted to they were not sure that they would have the money they would need to do so.
When I turned to HR, that department seemed to be making the rules up as they went and were not able to provide for me a clear process as to how a new position in the school system could be found, and then locked in place for next year. At one point I was told that even after I found a position and a principal agreed to have me as a position on his or her staff that my position could be vetoed by the CEO or CAO and that process would not be complete until mid June and because I have a mortgage and bills I found a more stable employment situation outside of the system.
I attended a meeting with many of the individuals effected and yes there was indeed a sense of entitlement but I think what you are hearing is that I have worked for BCPSS with all of it's flaws and problems for 10, 20, 30, 35 years and I am being cast aside without as much as a thank you - I have been loyal to the school system why can't the school system be fair and loyal to me. So yes there may be a few individuals who are stating that you owe me a job but think rather the vast majority of those affected are really saying is be fair, be clear and honor what I have done.

For many of us this feeling of being discarded was only compounded by the fact that our union the BTU rolled over and played dead and did nothing to represent us.

If the school system had managed this transition better I and many of my colleagues would have continued to be in the employ of BCPSS but the uncertainty of the situation forced us out. Poor management at the top without a clear plan continues to create a dysfunctional school system. If I ran my classroom in this manner I would have been written up and placed on Personal Improvement Plan.

The thing is, I've known several teachers who went on job fairs to be interviewed by principals. They were accepted in schools they wanted to be in. However, at the last minute, they got letters from North Avenue transferring them to other schools (and not because their school of choice had no budget for them.) I myself got two letters in the span of two days reassigning me to different schools - and at the start of term! Go figure.

Re the whole Praxis brouhaha: I can sympathize with those teachers who have taken the test for the umpteenth time. I myself took and passed it in one take, but that's because I speed-read and know the little tricks in test-taking. The test questions themselves are easy - but your enemy is TIME. You get less than a minute per item to read lengthy paragraphs, analyze, eliminate distractors, and in case of math, solve the problem without calculators. So to a certain extent, I'd say : Yes, Praxis is about test-taking know-how, aside from content knowledge.

To Bill: let me just say that for those who were in this particular department, were told that their jobs were safe. Although some did begin looking for jobs outside of the system, some had just gotten those positions a few months before the whole change took place. No one is expecting a handout from North Avenue just fairness. When someone comes there in the belief that they have a job, then told that their job will not be effected then you believe it. Especially when the CEO said it not just to this department but to all departments that there would be no firing or laying off of people. The biggest issue is not that it was done but in the way that it was done. Do not lie to people and then backslide and give them no opportunity to even apply for the new position. I have stated that I do not believe that anyone should stay at a job that they are not doing nor should they be reassigned back into the schoools which a lot of them were asked to leave from because of their performance or lack thereof. Remember I am not talking about teachers, the CEO had put them as priority in being placed. Others were put on a list and have had to wait for weeks, and no matter who you spoke with you are being told that your job is safe and needed; which Parent Involvement is. So then you keep asking to at least be given a letter so that you can get a general idea of how long you will have to vacate, but letters come out the end of business day on the 3rd some via email. Others received their letters when they came back on that Monday. Again it is about the manner in how this was done. I myself have a position but that does not stop me from be angry at how a lot of those on North Avenue were treated. It is wrong. People for over 2mths have been asking for a letter and given the same rhertoric,people turned down some jobs because they were told that they were safe. I agree that you should always be looking because you never know when the axe will fall.

Bill, don't believe that testing indicates the level of abilities anyone has in any profession. It is the practical application of one's learning which makes an effective teacher (or whatever the profession). The school to which I am familiar met AYP because of the teachers. If you understood what it takes to meet AYP you would know that a school can not do this without quality teachers to instruct the children and prepare them to learn the material and meet standards year after year. To take an "unknown" (who may be coming from a school that did not make AYP or is under restructuring) simply because they passed a test is a risk. I maintain that if a school has made AYP the years these teachers have been present, the principal should be given the option to choose whether they remain.

I agree with the premise that you suggest emjay however the professional teacher needs to have in place the legal requirements to allow the principal to make the argument for their retention. If a teacher does not meet the stated requirements to hold a teacher certificate it makes it difficult for a principal to have room to make that argument. All invovled must do their parts.

Any word on what happens to teachers who passed the praxis over the summer and were part of this mass firing?