Wednesday, February 27, 2013

Meet: Cindy App











Department:  Visual Arts

How you came into this subject matter/profession:  I was about 22 and doing some soul searching, trying to figure out what I wanted to do when I "grew up".  I knew it had to involve working with people, having fun and learning.  I chose television production because there would always be demand for video, it involved working with people from all walks of life and it was ever changing so it would keep my attention. Besides, it's fun to start with nothing and end up with cool art. I started teaching as a grad student and realized I truly enjoyed my students and watching them learn and succeed.  Being able to combine teaching and video came about as kind of a happy accident.

Favorite class to teach:  Media Law.  I love teaching students about their rights and responsibilities as artists and the content has a direct bearing on their ability to practice their professions.

How long you’ve been at PSC:  I'm in my 11th year.

Hobbies:  Travel, sailing, snow skiing, camping, hiking, biking, going to music festivals and hanging out with friends, family, my husband and my dog.

Favorite book/movie: I like anything written by Carl Hiaasen and my favorite movie is "Harold and Maude". 

Favorite place on campus:  The Visual Arts Building

Why you joined the Union:  Because it was the right thing to do and it provides me with protections I wouldn't have otherwise. PSCFA is "the" faculty voice here at PSC and we are lucky to have this union, especially given our current managerial, political and economic climates.


Tuesday, February 26, 2013

2013 Session Outlook: Education



The stage is set for the third act of a 14-year old ideological battle pitting traditional public education supporters against proponents of competition to improve schools.
“I think with or without legislative involvement there is a disruptive intervention coming to our education system: higher ed and K-12,” said House Speaker Will Weatherford, R-Wesley Chapel, who sees opportunities to improve education through the use of digital technology.
“It’s like a frontier; we know there’s something great there and we’re going after it,” Weatherford said this week. “Schools and universities are going to be able to take advantage of the tremendous opportunity that technology brings. We have an opportunity to get ahead of the curve.”
The House is working on a proposal, CIS 3, from the Choice and Innovation Subcommittee, to allow more providers to offer online K-12 education. It includes a pilot program that would allow districts to launch schools offering virtual education.
“That idea has some merits, certainly,” said Rep. Mark Pafford, D-West Palm Beach, the Democrats' policy chairman. “But you don’t want that component of education -- the digital learning or whatever we are going to call it -- beginning to displace your traditional education in a school setting because it is cheaper.”
Spending on the Florida Virtual School program, a statewide online elementary through high school program has increased from $8 million in 2003 to $214 million this year.
Pafford sees interest in using the Internet to replace classrooms and proposals to expand charter as part of a long-running battle that began with debates over former Gov. Jeb Bush's A+ grading plan for public schools. Act 2 was the uproar created by SB 6 three years ago, a teacher merit pay bill that ended tenure.  Former Gov.Charlie Crist vetoed the measure, resigned from the Republican Party and the next year newly elected Gov. Rick Scott signed SB 736, SB 6’s replacement.
Now, Pafford expects 2013 to feature the opening skirmishes of Act 3, the debate over how far will Florida adopt virtual learning as oppose to brick-and-mortar schools and how big it will allow the charter school industry to grow.  One proposal in the House would require school districts to let charter schools use any building that is below 50 percent capacity.
“There definitely is an ideological discussion on the differences with the way the state treats charter schools and online schools and traditional neighborhood schools,” said Mark Pudlow, spokesman for the Florida Education Association. “More and more we’re seeing charter schools and virtual schools getting more resources at the expense of our underfunded neighborhood public schools, while not being required to use the same measurements and meet the same requirements.”
 
Here’s a breakdown of the education issues before the Legislature:
HIGHER EDUCATION
Description: The Governor’s Higher Education package includes $1.1 billion for state colleges and $3.85 billion for universities. The proposal calls for a $118 million base funding increase and 167 million tied to performance incentives for the university system. It includes $15 million for the University of Florida to achieve a national ranking in the top 10.
Outlook:  Scott has embraced education as a means to a better life. Some may find his references to his modest if not stark upbringing as politically motivated but he consistently credits education for the successes he has achieved.  Expect him to stand firm while lawmakers shape his proposal to their liking. Florida State University alums will try to match the $15 million UF grant for their alma mater.
K-12
Description: Scott recommends $10.7 billion in state spending for public schools and an additional $1 billion in early learning funds. The package includes a teacher pay raise, $100 million for digital learning initiatives, $74.9 million for school safety programs and more money for teachers to purchase classroom supplies.  
Outlook: Lawmakers fret about backing away from performance-based raises for teachers and whether the state has the $480 million to spend on teacher raises.  They will tinker with the figures in each silo but expect the Gov.’s proposal to form the basis of what finally emerges at the end of session for education.
CHARTER SCHOOLS
There are at least four proposals filed in each chamber regarding the creation, regulation and expansion of charter schools, independent public schools operated by a nonprofit organization. Charters control their own finances and sometimes contract with a for-profit management company.
SB 862, The Parent Empowerment Act by Sen. Kelli Stargelwould let parents of students in low-performing schools call for a private-management company to take over. A similar parent trigger bill died last year in the Senate on a 20-20 vote. Proponents think that with the new makeup of the Senate they have the votes this year to pass the bill.
SB 744 by Sens. David Simmons, R-Maitland, and Bill Montford, D-Tallahassee, would require an applicant wanting to establish a charter school to submit information on annual employee compensation and to demonstrate financial capability to open, operate and maintain a high-quality charter school.
SB 780 and HB 373, Regulates contracts charter schools can sign and compensation for employees, and provides for closing a charter school under certain circumstances.
CIS 1 out of the House Choice and Innovation Subcommittee would require school districts to let charter schools use any building that is below 50 percent capacity.
 
Key Players:
Gov. Rick Scott, in the words of Rep. Pafford, has done a 180-degree turn on education funding. “He’s discovering the importance of teachers,” Pafford said.
Senate President Don Gaetz is a former Okaloosa County school superintendent. He is proposing expansion of the 2007 CAPE Act, which he helped pioneer as superintendent. He calls the proposal historic and concedes it may take two years to pass.
Sen. John Legg, a charter school administrator, helped shape Florida education policies during eight years in the House. He believes in harnessing technology and performance-based evaluations of schools and teachers.
Speaker Will Weatherford embraces digital technology and said it will revolutionize how people learn and educators teach. “I think the state has to figure out how to leverage technology to give more Floridians access to higher quality education, sitting in the comfort of their living rooms,“ he said.
 
Key Committees:
House Education Committee
House Choice and Innovation Subcommittee
House Higher Education and Workforce Subcommittee
House K-12 Subcommittee
Senate Education Committee
House Education Appropriations Subcommittee

Monday, January 28, 2013

FEA Frontline Report


FEA Frontline Report
Interim Committee Meeting Week

January 28, 2013

“What exactly are we trying to fix here?”¾ Rep. Irv Slosberg asked during discussions of overhauling the state retirement plans.

The official start of the 2013 Legislative Session is March 5, but interim committee meetings have been ongoing since December.  Little reportable activity has occurred thus far – although this week things began to pick up.  They have now outlined their plans for the Florida Retirement System, started talking about on-line education, and were updated by the Florida Department of Education (FLDOE) regarding the progress of implementation of SB 736 (which passed during the 2011 Session).

We hope each year the legislature will just leave education alone; that public education can don the cloak of invisibility and successfully hide this one out – no more new crazy schemes and ‘reforms’,  no more ‘help’ -  just let our people teach and work.  No such luck.  Education reform continues to be a hot political topic.

Remember this: at the core of the education reform debate is not so much a disagreement over ideology but rather whether education policy decisions should be made on sound teaching practice and research on learning - or on business plan objectives.  The disagreement boils down to who profits: corporations and their CEOs or our students.

That is the legislative reality we face once again.  Welcome back!

·         Bill Update
Last Friday was the last day legislators are allowed submit their concepts for 2013 bills into bill drafting. That means no other legislative member bills can be submitted for the upcoming session.  Keep in mind, this is not the “filing” deadline but rather the “drafting” deadline.  Final bills must be “filed” and therefore released to the public no later than March 5 at noon.  Committee bills are another story; we’ll talk more about those as Committees begin their work in earnest.  They can be very scary.

At the time this report was compiled, 525 bills had been numbered and filed.  FEA is currently tracking 82 education related bills.  Not all of these bills will ever see daylight.  We will provide more detailed information as bills begin to be placed on Committee agendas.

·         The Implementation of SB 736
This week the House K-12 Subcommittee heard a presentation by the FLDOE regarding the personnel evaluation systems and implementation of the Student Success Act (aka SB 736). The law is slated for full implementation in the 2014-15 school year - the same year Florida fully transitions to Common Core standards.

Some legislators have publicly expressed concerns that the rushed implementation schedule of SB 736, Common Core statewide assessments and increased graduation requirements is a recipe for disaster. Yet, the DOE presentation glossed over the implementation issues and unresolved problems with the various moving parts of the assessment and evaluation systems.  And no one mentioned paying for it all.

FLDOE reported that all 67 school districts have requirements to follow, but they have a lot of flexibility in choosing how to evaluate teachers.  They presented charts and graphs indicating how well VAM was working: “just as we had hoped” (click here to see the report).

The rosy report prompted Rep. Dennis Baxley (R-Ocala) to gleefully announce, “Those who say it can’t be done need to get out of the way of those who are doing it. This has come a mighty long way and a lot of undoables are being done here ... seeing what gets measured and what gets done is tremendous.”

Yet, other committee members were skeptical. Rep. Ronald Renuart (R- Ponte Vedra Beach) asked whether the measurements developed so far take into account whether the teacher works in an “F” or an “A” school. He asked for data showing what happened to a teacher’s value-added score when a teacher with an unsatisfactory evaluation in a low-performing school is transferred to a high-performing school. DOE indicated that since the state has just one year of data, it is not yet able to assess the impact.

According to the Florida Current, Renuart later said he wants to ensure the system is fair to teachers.
“I want to make sure a teacher gets a fair assessment if it is going to affect their livelihood,” said Renuart.  Although impressed with the presentation he remarked, “I’m sure once I get back to my district I’ll be hearing some other sides to this.”

Rep. Karen Castor-Dentel (D-Maitland) ¾ one of two actual public school teachers sitting on the committee ¾ questioned the use of VAM to evaluate teachers who do not teach FCAT subjects.  FLDOE responded that the districts had the flexibility to decide what measure to use.

This is just the beginning of conversations around the implementation of SB 736 and other education proposals. Bills are being drafted to make changes to the current law including:

·         A bill (HB 377) to delay implementation of SB 736 has been filed by Rep. Mike Clelland (D-Lake Mary).  We believe a similar bill will be filed in the Senate by Sen. Geraldine Thompson (D-Orlando).
·         A bill to change the requirements of SB 736 for evaluation of non-FCAT teachers and non-classroom instructional personnel is in bill drafting by Sen. Audrey Gibson (D-Jacksonville) and Rep. Dwayne Taylor (D-Daytona Beach).  This is the same bill we worked on last year but it was never placed on the committee agenda. No bill numbers have been assigned at this time.
·         A bill to create a “wrap-around services” pilot program has been entered in bill drafting by Rep. Ricardo Rangel (D-Kissimmee).  No bill number has been assigned at this time.

Other FEA legislative priorities will be in the works through the amendatory process. 

·         Start of the 2013-2014 Budget Process
The governor is required to submit a budget proposal each year prior to the legislative session.  Last year he rolled out his ONE BILLION DOLLARS for education plan.  This year the PR gimmick is a $2,500 raise for every public school teacher. Remember – the legislature writes and passes the budget.  The governor’s budget is just a suggestion – the legislature may or may not go along with all or part of it. 

A $2,500 increase in pay would certainly be welcome, but it’s important to put it in its proper context. Starting in July 2011, teachers and ESPs – as well as law-enforcement officers, firefighters and other workers who are in the Florida Retirement System – had 3 percent of their salaries taken away so that the state could balance the budget. In addition, on January 1 of this year, a temporary federal tax break on Social Security and Medicare ended after two years – resulting in more than 2 percent disappearing from the paychecks of teachers and ESPs.

While the governor may propose an across-the-board pay increase, it’s still subject to collective bargaining and districts have to deal with plenty of unfunded mandates and cost increases. The governor has indicated he wants to dedicate money for a teacher pay increase by carving out a special category for it in his proposed budget.

Scott has also indicated that he will make a future announcement regarding pay for ESPs and other proposals, including one that would put more money in the Florida Education Finance Program (FEFP).

·         House Workshop on ‘State-worker Pension Reform’
NOTE: There is no bill at this time. The House Government Operations Subcommittee discussed a proposal that would shift all future state employees to a 401(k)-style retirement plan.  Committee chairman Rep. Jason Brodeur (R-Sanford) indicated the measure's future could depend on studies of the proposal's financial impact. The committee is waiting for an actuarial assessment that will indicate the long-term impact of reduced contributions going into the FRS Pension Plan before moving forward with the plan.

Rep. Ritch Workman (R-Melbourne), who spearheaded the 2011 changes, said during the 2011 debates that the existing retirement system needed to be fully funded before moving to a 401(k)-style plan. But House Speaker Will Weatherford (R-Wesley Chapel) has said he thinks the state needs to make the switch. And Brodeur said that the state's budget situation is now strong enough to consider the changes.

Brodeur stressed that current employees would not be affected.

The current proposal would:
·         Place all state employees hired after Jan. 1, 2014 would be placed in a defined-contribution plan (Investment or sometimes referred to as 401(K) plans) instead of the defined-benefit plan that most state workers currently join.    
·         Close the Senior Management Optional Annuity Program effective Jan. 1, 2014 (only 30 enrollees statewide)
·         Expand investment options to include an employee directed option (brokerage account)
·         Eliminate the option to apply for disability benefits under the pension plan for new enrollees effective January 1, 2014.

Opponents of the proposal argued that the state's pension plan is one of the best performing in the nation and is financially sound. In fact, FEA and other critics of the measure testified the proposal could cost state taxpayers additional money to set up and fund a defined contribution plan, beginning with $150 million next year and escalating to $450 million within three years.

"What exactly are we trying to fix here?" asked Rep. Irv Slosberg (D-Boca Raton).

As you well know, this is a remnant of the fight two years ago between public employees and mostly Republican supporters of overhauling the state retirement plans. At that time legislators voted to require employees to contribute 3 percent of their income to the retirement plan, but shied away from Gov. Rick Scott's insistence that workers should eventually be shifted to a 401(K) type plan.

"If the study comes back, and it is not where we thought it was going to be, I don't know how much appetite members are going to have to do something like that," Broduer said.

Thanks to Pat Dix for her contributions to this report.
The next committee week begins February 4.

Tuesday, December 18, 2012

College leaders consider making Florida’s next public university online-only


College leaders consider making Florida’s next public university online-only
By Tia Mitchell
Herald/Times Tallahassee Bureau
 
Florida’s 12th university became a reality earlier this year, and there is already discussion about whether the state needs a 13th.
 
House Speaker Will Weatherford challenged the board governing state universities to look into creating an online-only school in order to increase access to distance education. And Monday, the Board of Governors received the results of an independent study on the topic and discussed next steps.
 
Conducted by The Parthenon Group, the report outlines four options for Florida’s universities and colleges, both public and private.
 
The first allows each school to continue operating its own distance education program, represented the status quo, and it got the least amount of support from the Board of Governors’ Strategic Planning Committee.
 
The second and third options — systemwide collaboration or allowing one or more institutions to serve as the lead drivers of new programs — got a more positive response.
 
The committee asked staff to research a hybrid of these two choices ahead of next month’s full board meeting.
 
Board of Governors Chairman Dean Colson said he would like to have the state colleges and universities submit proposals to serve as lead institutions in order to create a sense of innovation and competition. “We want to give them a prod,” he said.
 
The board also decided to keep option four, a standalone online institution, on the table.
 
But in a written response to the Parthenon report, state university provosts said they have “serious concerns” about creating a new university, such as the cost, competition with existing programs, establishing accreditation and creating another bureaucracy.
 
Forty percent of students attending a state university or state college took at least one online course during the 2010-2011 academic year. That is above the national average, 31 percent.
 
Members agreed that there needs to be more data on existing programs and their outcomes to determine which types of online-based courses create the most student success and which programs are most efficient.
 
And they agree that more should be done to market the distance education already taking place in Florida, especially because out-of-state schools are recruiting students for online programs.
 
“I believe if we market together and develop the right marketing plan, it will far surpass any individual institution’s marketing plan,” said Randy Hanna, chancellor of the Florida College System.
Board members made it clear that they want to control their own destiny when it comes to whether the state needs another state university.
 
State University System Chancellor Frank Brogan said the board should take its time. But board member Manoj Chopra, a faculty representative, said lawmakers could step in and force their hand.
 
“I’m a little worried if the choice will be made for us by then,” Chopra said, possibly referring to how Florida Polytechnic, the state’s 12th university, was fast-tracked into existence this year by the Legislature.
 
Tia Mitchell can be reached at tmitchell@tampabay.com.
 

Monday, December 17, 2012

Texas university supporters release data on outcomes to counter Perry's reforms


Texas university supporters release data on outcomes to counter Perry's reforms
Submitted by Kevin Kiley on December 6, 2012 - 3:00am
Texas Governor Rick Perry has a lot going for him in his efforts to rework higher education in his state.
His appeals, particularly around cutting the cost of degrees for the state and families and churning out graduates with more “marketable” skills, tap into an emerging vein of populist sentiment that’s fed up with tuition increases and concerned about post-graduate employment.
On top of that, over the course of almost 12 years in office, he has appointed every member of the governing boards of the state’s higher education systems, with recent appointments being particularly amenable to his brand of change. Those board members in turn have named [1] system and campus leaders with personal ties to Perry, many of whom have backgrounds in politics themselves.
But the Texas Coalition for Excellence in Higher Education [2], a volunteer group of supporters for the state’s universities agitating against the kinds of changes pushed by Perry and others, have long argued that the available data do not support his criticisms. Now they have something to show to back that up.
In preparation for legislative battles that are likely to arise when the 83rd Texas Legislature convenes next month, the coalition commissioned a third-party report to look at the relative strengths of the state’s two flagship public research universities, the University of Texas at Austin and Texas A&M University – data the commission hopes will help ward off criticism and potential reforms its members view as corrosive to these institutions’ quality.
The report, which focuses primarily on the quality of entering students, student retention and graduation rates, the price of education to Texas families, degree productivity, and student success, is an attempt to shift the conversation about public higher education in Texas from the governor’s turf – focused on reducing costs to the state and families, questioning research expenditures and criticizing the flagships – to one more favorable to the institutions.
“We feel like maybe there’s not a real understanding among our leaders and in the public about what the unique mission of the public research institution is,” said Pam Willeford, a member of the coalition’s governing committee and a former member of the Texas Higher Education Coordinating Board. “There hasn’t been a lot of talk about where our institutions do well and where they need to be supported.”
Commission members are hoping the data, released today, help bolster their case for limiting cuts in appropriations or even for potentially increasing support for the universities, and keep lawmakers from dictating policies about what the universities should be focused on. Even if the statistics do not persuade the governor, commission members hope the information will be influential with state lawmakers and the general public.
Whether the data have any appreciable effect on warding off criticism or shifting the debate is still to be seen. Perry has remained adamant about seeing the changes enacted, even in the face of pushback by university faculty members and administrators and national higher education leaders. On top of that, Perry’s arguments – which have not been tested in other states – rely more on a philosophical belief that the business-like reforms he is pushing have the potential to effect change such as lower prices, taxpayer savings, increased student access, and improved workforce readiness, rather than evidence that such changes actually will have the desired result.
Texas has been referred to by many as “ground zero” of the twin trends of decreased state appropriations for higher education with increasing government intervention and accountability. It is the site of an emerging philosophy [3] about higher education reform that is starting to be embraced by governors in other states.
Hunter Rawlings, president of the Association of American Universities – an association that represents the top research universities in the U.S. and Canada, including UT-Austin and Texas A&M – has identified Perry by name as a political leader who ”does not believe in public support for public higher education, and who does not understand what an education at a research university means.”
The coalition, which launched in the summer of 2011 in response to various proposals viewed by many within and outside the academy as inimical to quality, is a group of about 400 prominent Texans, many of who are alumni of the two universities and have been involved in the state’s higher-education systems.
The group has been involved in almost all the major policy proposals and disputes since then, including helping rally support[4] for UT-Austin President William Powers Jr. when it appeared that his job might have been on the line.
One of their main concerns, Willeford said, is that policy makers are viewing the state’s universities through one lens without recognizing the variety within the systems themselves. “In our own discussions it was obvious to some of us that the unique mission of these kinds of institutions was not being appreciated,” she said.
Much of the report, authored by Michael McLendon, a professor of higher education policy at Southern Methodist University in Dallas (he worked at Vanderbilt University when the coalition commissioned him to write the report), is dedicated to exploring how mission differentiation among higher education institutions in the country and Texas specifically developed.
The report also uses data from the U.S. Department of Education’s Integrated Postsecondary Education Data System to evaluate the universities on a variety of metrics pertaining to undergraduate education. “The purpose of the report is to provide a baseline assessment of how well UT-Austin and Texas A&M perform in the realm of undergraduate education,” he said in a teleconference with reporters Wednesday.
Texas higher education administrators said they expect the legislature this year to debate whether or not to increase funding to the state’s universities, whether to tie that funding to outcomes, and, if so, on what outcomes to base those decisions.
The report tries to show that on many of the metrics that other states have used to – graduation rates; degree production; minority degree completion and degree production in science, technology, engineering and math disciplines – the universities perform quite well relative to their peers, other flagship research universities, and all universities classified as “very high research activity” by the Carnegie Corporation.
Incoming student quality, as judged by test scores, is higher at both institutions than at their peers. The universities are highly selective and have some of the highest percentages of Hispanic students of any universities in the country. UT-Austin and Texas A&M University degrees are less expensive to families than at their peers and have been growing at a slower pace in recent years (though that’s not for lack of trying [5] on the universities’ part).
The universities also rank high on outcome measure relative to its peers. On six-year graduation rates, both institutions hover right around the average of their peer groups. On four-year rates, the universities lag their peers, but both have made headlines in recent years for new efforts trying to raise those rates [6].
On other measures of graduate quality, such as the number of graduates who pass specific professional licensing exams and surveys of satisfaction, the university also ranks high.
Administrators from the two universities and their systems praised the report in a release issued Thursday. “This report validates what the data and many external rankings have indicated for some time — that Texas A&M University is extremely effective and efficient in serving the needs of our students and the state of Texas,” said Texas A&M University President R. Bowen Loftin.
“I was particularly pleased that the report reaffirmed the extraordinary educational and economic value that UT and A&M offer to the state and nation, as well as the dedication of university leaders, faculty and staff to continuously engage in qualitative improvement of the undergraduate experience," said Francisco G. Cigarroa, chancellor of the University of Texas System.
The report does not get at one of the major concerns of Texas policy makers: the cost of producing a degree, to both the state and families, which has formed the heart of Perry’s efforts, particularly his call for a $10,000 degree.
Part of the reason for not including such information, McLendon said, is because such a breakdown is hard to obtain. Given all the things institutions spend money on, variation in the programs and expenses across different institutions and the varying costs of producing different types of degrees.
One group that has tried to quantify the cost of producing a degree, the Delta Cost Project, found that Texas institutions actually stack up comparatively well to their peers in that respect, too.
In 2009, UT-Austin and Texas A&M University spent $18,003 and $16,405 per student, respectively, on education and related expenses, a category that includes spending on instruction, student services and a portion of academic and institutional support for maintenance and operations. Most schools in their peer group spent more than $22,000 per student. Part of that might be attributable to the fact that neither A&M nor UT-Austin has a medical school, which often cost more to operate on a per-student basis.