STATE OF EDUCATION IN TENNESSEE: 2012-2013 – Section I: Year in Review
STATE OF EDUCATION IN TENNESSEE: 2012-2013 – Section I: Year in Review
Scope of Work Planned
Expenditures:
Years One and Two
Professional
Development
21%
Other
31%
Source: Tennessee Department
of Education, 2012. Note: these
percentages are self-reported by
districts and represent an estimation.
Technology
12%
Personnel
13%
Teacher
Mentoring
3%
Formative
Assessment
6%
STEM
7%
Leadership
Development
7%
From
the Field:
Communication
Throughout SCORE’s interviews and focus
groups with educators, communication was
highlighted as a crucial component to successful
implementation of reform initiatives. From the state’s
extensive efforts to gather feedback on the new teacher
evaluation system to calling on educators to provide feedback
on the implementation of Common Core standards in grades K-2,
educators consistently said they felt like they were part of shaping
the state’s work. When asked what advice he would give to the state
as it continues implementation, one principal simply said, “Keep listening to practitioners.” Not only has this increased buy-in among local educators, it has also given the Tennessee Department of Education a clear look
into how different policies are unfolding in districts and schools which enables
them to make adjustments to their strategies as needed.
While educators highlighted the fact that communication between the state department
and local educators has improved, it was evident that there were varying levels of clarity across
groups. Many teachers said they feel disconnected from the state’s current communications. As one
teacher said, “We just know change is coming. I think a lot of times, teachers feel like they don’t have a
voice in what’s going to happen.” Teachers also highlighted the desire to be communicated with directly.
“A lot of times, messages that are important to the state are lost at the county level, lost at the principal level,”
one teacher said. Similarly, many educators said it was difficult to understand the big picture of First to the Top
implementation. “It isn’t always clear on the ground how all of the pieces fit together,” a higher education faculty
member said. “I would appreciate a better idea of the big picture and how we’re contributing to the common goal.”
Conversely, many principals said they felt like some pieces of the work, particularly the transition to PARCC assessments, were not being communicated clearly and that all of the changes occurring in the state have made
the updates feel like nothing more than “white noise” at times.
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