Shanker Blog

Fix Schools, Not Teachers

This post was originally published at the Harvard Education Press blog.

Both John and Jasmine are fifth-grade teachers. Jasmine has a lot of experience under her belt, has been recognized as an excellent educator and, as a content expert in math and science, her colleagues seek her out as a major resource at her school. John has been teaching math and science for two years. His job evaluations show room for improvement but he isn’t always sure how to get there. Due to life circumstances, they both switch schools the following year. John starts working at a school where faculty routinely work collaboratively, which is a rather new experience for him. In Jasmine’s new school, teachers are friendly but they work independently and don’t function as a learning community like in her old school.

After a year John’s practice has improved considerably; he attributes much of it to the culture of his new school, which is clearly oriented toward professional learning. Jasmine’s instruction continues to be strong but she misses her old school, being sought out by her colleagues for advice, and the mutual learning that she felt resulted from those frequent professional exchanges.

This story helps to illustrate the limitations of how teachers’ knowledge and skills are often viewed: as rather static and existing in a vacuum, unaffected by the contexts where teachers work. Increasing evidence suggests that understanding teaching and supporting its improvement requires a recognition that the context of teachers’ work, particularly its interpersonal dimension, matters a great deal. Teachers’ professional relations and interactions with colleagues and supervisors can constrain or support their learning and, consequently, that of their students.

Subgroup-Specific Accountability, Teacher Job Assignments, And Teacher Attrition: Lessons For States

Our guest author today is Matthew Shirrell, assistant professor of educational leadership and administration in the Graduate School of Education and Human Development at the George Washington University.

Racial/ethnic gaps in student achievement persist, despite a wide variety of interventions designed to address them (see Reardon, Robinson-Cimpian, & Weathers, 2015). The No Child Left Behind Act of 2001 (NCLB) took a novel approach to closing these achievement gaps, requiring that schools make yearly improvements not only in overall student achievement, but also in the achievement of students of various subgroups, including racial/ethnic minority subgroups and students from economically disadvantaged families.

Evidence is mixed on whether NCLB’s “subgroup-specific accountability” accomplished its goal of narrowing racial/ethnic and other achievement gaps. Research on the impacts of the policy, however, has largely neglected the effects of this policy on teachers. Understanding any effects on teachers is important to gaining a more complete picture of the policy’s overall impact; if the policy increased student achievement but resulted in the turnover or attrition of large numbers of teachers, for example, these benefits and costs should be weighed together when assessing the policy’s overall effects.

In a study just published online in Education Finance and Policy (and supported by funding from the Albert Shanker Institute), I explore the effects of NCLB’s subgroup-specific accountability on teachers. Specifically, I examine whether teaching in a school that was held accountable for a particular subgroup’s performance in the first year of NCLB affected teachers’ job assignments, turnover, and attrition.

Teacher Evaluations And Turnover In Houston

We are now entering a time period in which we might start to see a lot of studies released about the impact of new teacher evaluations. This incredibly rapid policy shift, perhaps the centerpiece of the Obama Administration’s education efforts, was sold based on illustrations of the importance of teacher quality.

The basic argument was that teacher effectiveness is perhaps the most important factor under schools’ control, and the best way to improve that effectiveness was to identify and remove ineffective teachers via new teacher evaluations. Without question, there was a logic to this approach, but dismissing or compelling the exits of low performing teachers does not occur in a vacuum. Even if a given policy causes more low performers to exit, the effects of this shift can be attenuated by turnover among higher performers, not to mention other important factors, such as the quality of applicants (Adnot et al. 2016).

A new NBER working paper by Julie Berry Cullen, Cory Koedel, and Eric Parsons, addresses this dynamic directly by looking at the impact on turnover of a new evaluation system in Houston, Texas. It is an important piece of early evidence on one new evaluation system, but the results also speak more broadly to how these systems work.

Teacher, Democrat, Union Chief

The seventh author in our series of guest posts commemorating the 20th anniversary of Al Shanker's death is Eugenia Kemble, president of the Foundation for Democratic Education and founding executive director of the Albert Shanker Institute. You can find the other posts in this series here.

We are now at a time when basic freedoms are threatened, public education is systematically attacked and unions are crumbling. More than at any time since Al Shanker's death 20 years ago, this remarkable teacher’s most important legacy needs our attention.

At the core of this legacy was Shanker's fixation on the idea and practice of democracy. It bubbled up to the top of his agenda early and raw from a mix of personal experiences, including anti-Semitic bigotry, the tough working life of his parents, and the voiceless experience of teaching in schools run by autocrats. And it was refined by exhaustive reading of such pragmatist philosophers as John Dewey and Charles Saunders Pierce, religious theorist, Reinhold Neihbur, the anti-communist, Sidney Hook, sociologist Seymour Martin Lipset and many, many, many more.

Al believed that union leadership was democracy leadership — in the running of the union, and in its role as a defender of public education, free trade unionism and political democracy here and around the world.

Democracy's Champion

The sixth author in our series of guest posts commemorating the 20th anniversary of Al Shanker's death is Eric Chenoweth, co-director of the Institute for Democracy in Eastern Europe and a consultant for the Albert Shanker Institute’s Democracy Web project. He is the author of Democracy’s Champion: Albert Shanker and the International Impact of the American Federation of Teachers, available from the Institute. Chenoweth also worked in the AFT's International Affairs department from 1987-1991. You can find the other posts in this series here.

Albert Shanker knew from an early age the power of prejudice. The son of Russian Jewish immigrants, he grew up in a poor Queens neighborhood where anti-Semitism was rife. Among the few Jews at his school, he was subject to constant taunts and a near fatal attack by fellow students. The lessons of his childhood and upbringing gave him a profound sympathy for other marginalized groups in society and helped lead to his activism in the civil rights movement (he was an early member of the Congress on Racial Equality). His upbringing also taught him other powerful lessons. His mother’s membership in textile workers unions had helped his family out of poverty (“trade unions were second to God in our household”), while the public schools he attended (and other institutions such as public libraries) were essential to his gaining greater opportunities for higher education that ultimately led him into teaching. All of it was intertwined.

Perhaps most profoundly, the rise of fascism, World War II, and the post-war challenges of Soviet communism informed his early world view. He became a committed believer in democracy and opponent of dictatorship.  His early leanings towards socialism were rooted in the study of anti-fascist and anti-communist intellectuals of his era, including John Dewey, Sidney Hook, George Orwell, Iganzio Silone, Arthur Koestler, and Victor Serge — Left intellectuals who opposed all forms of government that would oppress freedom.

A Father And A Fighter

The fifth author in our series of guest posts commemorating the 20th anniversary of Al Shanker's death is his daughter Jennie Shanker, adjunct professor at Temple University, and a member of the Temple adjunct organizing committee. Eadie, Adam, and Michael Shanker also contributed to the piece. You can find the other posts in this series here.

It’s been 20 years since my father passed away at the age of 68, and he’s still not far from the thoughts of family and friends. The many incredible events of the past year have made his presence palpable for us at times, as the repercussions of the election unfold in the news.  

His life’s trajectory was formed by the personal struggles of his family, the lens through which he saw the world. His parents were immigrants who moved to this country to escape the pogroms in their home territory between Poland and Russia. His mother came over on a boat at the age of 16 with her mother, arriving after weeks at sea with pink eye. She was denied entry into the country and was forced to turn back. She returned by herself a year or so later and settled in NYC. She worked behind sewing machines, rotating between different sweatshops that hired her for short periods of time. Her long hours of hard work, lack of decent working conditions, low pay and lack of job security led her to the unions of her day.

My father attended public schools in NYC, speaking only Yiddish in the first grade. He was unusually tall as a kid, had a large port-wine stain birthmark on his neck, and he was a Jew. Hitler’s Germany would have an ongoing presence in his family life.

Where Are My Shanker Knights?

The fourth author in our series of guest posts commemorating the 20th anniversary of Al Shanker's death is Dr. Lorretta Johnson, secretary treasurer of the American Federation of Teachers. You can find the other posts in this series here.

Those of us who had the privilege to work with labor leader and progressive giant Al Shanker can attest to his deeply held sense of justice, his urgency in the fight for fairness, and his composure in the face of both personal and professional battles that would have left many of us undone.

For me, Al Shanker was a friend, a leader and a mentor. Shanker believed every worker deserved dignity, respect and a shot at the American dream. And when it came to paraprofessionals, he used his influence as AFT president to organize us into the union, thus giving us a voice in the classroom, dignity in the school building and the wages necessary to take care of our families. Back then, many paraprofessionals, like those of us in Baltimore, were seen as just the help and weren’t given a voice or chance to work in an equitable environment. Many of us were black and brown mothers, heads of households.

But, thanks to Al Shanker and the AFT’s organizing efforts, paraprofessionals saw better times, stronger collective bargaining agreements, higher wages, more dignity in our workplaces and greater love from the community we served.

Remembering Al Shanker

The third author in our series of guest posts commemorating the 20th anniversary of Al Shanker's death is Herb Magidson, who, before serving as an AFT vice president for 28 years, was an assistant to Shanker when he was president of the UFT. You can find the other posts in this series here.

During these last few tumultuous months, I’ve thought many times about Al Shanker. How would he have reacted to the chaos now afflicting our nation? How would he respond to a new president who is so dismissive of the basic democratic principles on which the United States was founded more than two hundred years? And what counsel would he have given us as we seek to deal with this challenge to our very way of life?

At a time when authoritarians throughout the world appear to be gaining strength, I think of Al, above all others, because what was special about Al was his unwavering commitment to freedom; his dedication to the belief that support for a vigorous public school system, and a free trade union movement are integral to a robust, open society where workers from all walks of life can prosper.  This 20th anniversary of Shanker’s death comes, therefore, at a moment when it is helpful to be reminded of the contributions of this hero who celebrated freedom and dedicated his life to its promulgation.

In Search Of Tough Liberals In The Age Of Trump: Remembering Al Shanker

The next author in our series of guest posts commemorating the 20th anniversary of Al Shanker's death is Richard Kahlenberg, a senior fellow at The Century Foundation, and author of Tough Liberal: Albert Shanker and the Battles Over Schools, Unions, Race and Democracy (Columbia University Press, 2007). You can find the other posts in this series here.

I met Albert Shanker in September 1995, just a year and a half before his untimely death.  I made an appointment to interview him for a book I was writing on affirmative action policies in college admissions.  My father, who taught high school, used to clip Shanker’s columns in the Sunday New York Times and share them with me.  So I was excited to meet the man whose writing on education, labor, civil rights and democracy spoke to me so profoundly.

Shanker cut an imposing figure.  He was 6’4” with a deep voice and his office at the American Federation of Teachers had an impressive view of the Capitol.  He wasn’t one for small talk so we got right down to business.  On the issue of affirmative action, I strongly identified with Shanker’s position – wanting to find a way to remedy our nation’s egregious history of racial discrimination but simultaneously wanting to avoid a backlash from working-class whites, who also had a rightful claim to special consideration that racial preferences failed to acknowledge.

Public Intellectual: The Legacy Of Al Shanker

Twenty years ago today, the legendary president of the American Federation of Teachers, Al Shanker, died. To mark the occasion, we have asked a number of individuals – some who knew and worked with Al and some who have studied his life’s work – to reflect on the continuing relevance of his ideas and his principles. We did so out of a conviction that Shanker’s ideas and principles are not simply matters of historical interest, but of real contemporary value at a time when public education, unionism and American democracy itself are in a state of profound crisis, under attack in unprecedented ways. Beginning today with this post, we will be publishing these reflections (you can find the full series here).

For a half-century, Al Shanker labored as a teacher and educator, as a unionist and as a democrat. In each of these fields, he was a political force to be reckoned with, shaping public policy and thinking in significant ways. Yet unlike most important political actors on the American scene, Shanker was a public intellectual who relished vigorous debate and reveled in the world of ideas. He brought an open mind and a penchant for critical analysis, a fierce commitment to rational discourse and logical argumentation that relied on evidence, to all that he did. His political engagement had a deeply intellectual cast.

As the executive director of the institute established by the AFT to honor Shanker by carrying on his life’s work as an engaged public intellectual, I have often thought about Al’s example. What strikes me most about Shanker the thinker was his refusal to become entrenched in his views or to allow his beliefs to harden into inflexible dogmas. One story in particular comes to mind.