I scored in the “highly effective” range of our new APPR system in the 2012-2013 school year. I have such a good track record with students that I was asked to teach AP Calculus this year. That would be the the top 10% of the senior class.

However, the majority of my students are the WEAKEST 10th grade students in the district. They are taking the Algebra material spread out over two years, sometimes repeating for the third time. The students in those classes are socio-economically challenged and often our low-scoring students of color. One section consists of 50% special education students. I take offense to the fact that Mr. Duncan is implying that I must be a weak teacher because I am given students of weak ability. My principal will attest to the fact that he keeps me there because I am successful with those students.

There are numerous similar stories in my building. The teacher that teaches Enriched Algebra 2/Trig also teaches a section of the weakest 9th graders in the building. A pre-calculus teacher is teaching a computer programming course for students that are not strong in math to be able to get their 3rd math credit. The NYS Technology Teacher of the Year is teaching a technology course designed for students that need to look outside the Math Department for a 3rd course credit. The list goes on and on! ]]>

These students do not typically score well on standardized tests and often tear them to pieces rather than take them. Further, successful students transition out of our program. Because of these two factors and the fact that I was assessed on only four students’ testing, I am now considered by New York State and my school system to be an INEFFECTIVE teacher. One more year of that rating and my tenure can be revoked.

Secretary Duncan, I am a very good teacher and your evaluation system is the reason I am doing everything in my power to insure that I will not be a public school teacher next year.

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