Friday, August 21, 2009

Washington DC: How to Wipe Out a Public School System

When we met in Los Angeles last month with teacher activists from NY, Chicago, LA, San Francisco and Washington DC, the DC crew gave an excellent presentation on the charter school movement in DC area.

Notice in the chart how currently there are 46,000 public school students and 26,000 charter school students. Projecting the chart, the numbers will equalize within two years. They are certainly reaching the point where the charters will be fighting it out with each other instead of the public schools for kids to cream.

Your math problems of the day:
In what year will the entire Washington public school system no longer exist?

Make a similar chart for your city and project a) when will the numbers be equal and b) when will there no longer be a public school left in your city?


Another part of the presentation was an analysis of the differences in charter school laws in Maryland and Virginia. I put it up on Norms Notes.

Charter Schools in Washington DC and the Surrounding Areas

For up to date information on what's happening in DC, check out Candi Peterson's
The Washington Teacher

Her latest post is very revealing, and familiar to us in NYC.

The Proposal To Sell Out DC Teachers - Did AFT Prez Randi Weingarten and WTU Prez George Parker Cut A Deal With Rhee ? Guess what an insider told me about teacher contract negotiations. If it is...

Thursday, August 20, 2009

On Teacher Power - and we don't mean the power of union leaders

Teacher unions are being assailed for having too much power. But since I started teaching in 1967, at no point did I think I had any power. Classroom teachers who spend all day teaching are at the lowest rung of power and if I had to name the major focus of my activism it has been towards more power for classroom teachers, sadly to little success. So how come this disparity between an influential and powerful leadership and a disempowered membership? I can't really answer that question fully, but this exchange might offer some clues:

Question posed by FK on ICE-mail after Angel Gonzalez posted an excerpt from a book on teacher power:

How do we get power within a union which won't grant us any? And the UFT has positioned itself as a kind of "reasonable person facing new realities" -- and the public hates teachers anyway. The UFT makes it seem as though we compromise or nothing. The public thinks we are not compromising enough and that we don't do our jobs. Even with national tests contradicting our local ones, people don't challenge Bloomberg. We need leverage from somewhere. The parents aren't enough because they are not an active enough body of constituents. Plus they are scattered around the city and they don't all vote together. We need help, I think, from other unions, at the very least. DC 37 no longer has the power it once did. Who does? Why would they help us -- except that they can see the destruction of a major section of the civil service is almost a foregone conclusion. If we lose security, who's next? Still I don't feel support from neighbors who work for the MTA or Postal service. On an individual basis, they see teachers as the enemy. I feel like the entire city does.


Angel's response
You raise important concerns/questions that face our entire labor movement and many rank&file groups are grappling with. So we aren't alone in the frustration with our sell-out union bosses... It is a cooptation of labor that has gone on for decades and the USA excels in keeping labor in deep check.

Transformation and victories will be a long haul process. In Puerto Rico, for example, it took progressives, thru bottom up organizing, over 30years to take over sell-out AFT local and then in '05, this new FMPR seceded successfully from the AFT . Last year the FMPR had a successful 10 day strike that stopped charter school from rootingin PR....but I'm sure this charter battle will resurrect given the colonial govt's cancellation of all public sector labor contracts....
Anyway, this concept of unionism isn't new....It is called democratic social justice unionism and is juxtaposed to what we have in the uft/aft, bureaucratic business unionism. It can't be changed through the top-down efforts but rather by organizing from the bottom-up .... in our schools...in our communities ....with our rank and file ....

Some tenets of social justice unionism:
  • struggles to be democratic on all levels (in its caucus and at the schools-the base structures)
  • is a bottom up democracy built from with the rank&file membership
  • defines issues of our members & fights with and for them
  • union officers get paid no more than what s/he would get at the workplace
  • transparency
  • accountability of officers to the rank & file through a regular reporting system
  • labor & community solidarity - where our issues are defined and explained so that others can understand the importance of our teacher-worker issues as quality of education issues as well. (e.g. good schools need small class sizes and well compensated teachers).
  • respect for the constituencies we service (i.e. students, parents, community)
  • lots of educational work targeting our membership and communities (we need to counter that Corporate-Govt media misinformation)
  • lots of organizing and mobilizing (our rank&file caucuses must grow quantitatively and qualitatively to challenge to business union beast as well as the well financed corporate govt/media.
  • and more that I don't recall and am researching....Labor notes and other left literature I am sure has lots. And I am sure Latin America union movement (in Spanish) will have more for us. Unfortunately, today I think only FMPR and Union of Electrical Workers may be the best living models to study.
In Gem, I and others are pushing a social justice union conception, but like everything new, it will take a long process of struggle, discussion, debater and time....GEM has begun to talk about a study group to discuss Steve Zeluck's document called '"Toward Teacher Power" (c. 1980) [copies are being made] which addresses our uft business unionism.

I did 2 youtubes with Rafael Feliciano, Pres. of the FMPR in English which I think are important contributions:

Bob Peterson of Rethinking Schools wrote an article on Social Justice Unionism which I've been circulating also.
I think that we, as organizers for union change, we need to study and analyze this monster, the uft/aft "service union". We need to know what we are fighting and accordingly propose the organizational alternative. We can't just do those analyses only about the schools, curricula, governance, etc and promote alternative visions and not do the same regarding our "union" [if you can call it that].

We have a long struggle ahead and thanks for sharing your thoughts.

I am taking the liberty of sharing our exchange with ICE-members because I think our dialogue will be important contributions.

Collectively, we can come up with solutions to take us out of this morass that we have inherited.
en lucha,
Angel


Joel Klein on TV in Oz

Our Aussie contact Trevor Cobbold sent us the latest on the adventures of Joel in Oz.

Hi everyone,
You might be interested that Joel Klein re-appeared on Australian national television this week after a long absence.
I have attached the transcript. It can be accessed directly at: http://news.sbs.com.au/insight/episode/index/id/102#transcript.
This appearance was in the context of a vigorous debate going on in Australia about the imminent introduction of national reporting of school results and the publication of school performance tables in a couple of newspapers recently.
For more information see: http://soscanberra.com/league-tables
Best wishes
Trevor Cobbold
National Convenor
Save Our Schools

Incoming- DUCK


Excuse the sloppy formatting. There is so much stuff coming in and I'm really falling behind. Here are a bunch of links to check out, many of which I haven't had time for so far.

Also, make sure to check out the new link I added on the side panel to my Los Angeles list - The Charter School Invasion in Los Angeles - (all the links make lovely reading) on tepid results for Green Dot and other schools in LA.

From Patrick Sullivan
(Patrick as the Manhattan borough parent rep has been the lone voice of opposition to BloomKlein on the PEP - the joke of a NYC board of education.)

I've read the Obama Administration's proposal for the 4.5 billion dollar Race to the Top Fund and find it disturbing. I've written two posts for the [NYC Parents] blog here and here.

I encourage everyone to read it and provide a comment on the official form on regulations.gov. There is a pdf version which is best for reading here.

http://www.regulations.gov/search/Regs/home.html#documentDetail?R=09000064809fdd04

Patrick is one parent who gets it as he comments:
I see the main thrust is about holding teachers accountable for student performance using high stakes tests. With parents in the mix then things get messy, someone might actually suggest we are accountable. Better to just focus on the teachers.



From Susan Ohanian's daily updates (you really should subscribe)
. Yesterday she compiled quite a list. Use her comments to pick and choose. Susan continues to be one of the major voices of the resistance.

This is another posting that got away from me. Sorry there are so many.


There are a lot more articles here that are outrageous almost beyond belief, though these days we know that nothing is so outrageous that the people on
Arne's team won't do it.

Meanwhile, I hope you will send me news of your activism so I can post it at
www.stopnationalstandards.org

Susan
susano@gmavt.net

PO Box 26
Charlotte, VT 05445

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Are charters schools a price of entry to reform?
Donna Gordon Blankinship
Associated Press
2009-08-17
http://susanohanian.org/show_atrocities.php?id=8808

So why would these 11 states participate in the Common Core Standards if their lack of support of charters takes them out of the running for Race to the Top
bribes?

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Tutoring tots? Kids prep for kindergarten
Jacqueline Stenson
MSNBC
2009-08-18
http://susanohanian.org/show_atrocities.php?id=8807

An article on skills tutoring for pre-kindergartners sets Ohanian toreminiscing. And there's a funny aside about the ads that appear on Amazon.com.

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Veteran teachers treated unfairly in competitive job market, some say
Sarah Carr
Times-Picayune
2009-08-18
http://susanohanian.org/show_atrocities.php?id=8806

In the most competitive market for job-hunting teachers in New Orleans in recent
memory -- perhaps ever -- some worry that veteran educators have received short
shrift.

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Education Equality Project Continues Strong American Schools' Mission
Joel I. Klein
Education Equality Project
2009-08-18
http://susanohanian.org/show_atrocities.php?id=8805

An e-mail from Joel Klein, you know, the fellow who claims to be building a
civil rights movement.

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Why Most Schools Don't have the Nerve to Ask Third Graders for an Evaluation
Don Perl with Cade
Coalition for Better Education
2009-08-17
http://susanohanian.org/show_atrocities.php?id=8804

A third grader starts school and writes and evaluation.

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Oprah Promotes Michelle Rhee
Staff
O Magazine
0000-00-00
http://susanohanian.org/show_atrocities.php?id=8803

O Magazine's first ever O Power List. 20 remarkable visionaries who are flexing
their muscles in business and finance, politics and justice, science and the
arts.

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Connecting Anxious Parents and Educators, at $450 an Hour
Susan Dominus
New York Times
2009-08-18
http://susanohanian.org/show_atrocities.php?id=8802

Find out what book wealthy New York parents of pre-schools are buying.

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Obama Pushes States to Shift on Education
Sam Dillon
New York Times
2009-08-17
http://susanohanian.org/show_atrocities.php?id=8801

That aggressive use of economic stimulus money by Education Secretary Arne
Duncan is provoking heated debates over the uses of standardized testing and the
proper federal role in education, issues that flared frequently during President
George W. Bush̢۪s enforcement of his signature education law, called No Child
Left Behind. NOTE: The two national unions have not formally commented on the
proposed rules.



And California residents need to get on Gloria Romero's case.

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California Teacher Takes Criticism of Race to the Top to the Union
Virginia Tibbetts
Stop National Standards
2009-08-10
http://susanohanian.org/show_atrocities.php?id=8800

Isn't it time for every union member to demand some answers and some action from
their union?

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To the editor
Juanita Doyon
News Tribune
2009-08-19
http://susanohanian.org/show_letters.html?id=1067

Three cheers for Juanita Doyon, who helps activist causes throughout the country
with custom-made buttons and advice when she's not writing letters to the
editor.

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Open Letter to Arne Duncan
Herbert Kohl
The Progressive
2009-08-18
http://susanohanian.org/show_letters.html?id=1066

Herb Kohl says Arne Duncan misread his book and offers to send him another copy.

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To the editor
Stephen Krashen and Susan Ohanian
Newsweek
2009-08-16
http://susanohanian.org/show_letters.html?id=1065

Ms. Clift, a professional political writer, and Mr. Duncan, a former
professional basketball player, have not spent enough time with children and
teachers, and neither they nor their staffs are familiar with the vast research
literature that says that children are not programmable robots.

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An Open Letter to NCTE Members about the Common Core State Standards
Kylene Beers, President NCTE
NCTE
2009-08-17
http://susanohanian.org/outrage_fetch.php?id=582



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Gates Gives 15 States an Edge in Race to the Top
Michele McNeil
Education Week blog
2009-08-18
http://susanohanian.org/outrage_fetch.php?id=581



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Connecting the Dots
Jay Spuck and Susan Ohanian
Business Week, Wireless PR, & Chicago contract
2009-08-17
http://susanohanian.org/outrage_fetch.php?id=580



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Dear DOE
Diane Ravitch
Race to the Top Public Comments
2009-08-17
http://susanohanian.org/outrage_fetch.php?id=579



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Reinventing No Child Left Behind
Stephen Lendman
The People's Voice.org
2009-08-19
http://susanohanian.org/show_nclb_atrocities.html?id=3688

NCLB's real aim is to commodify public education, end government responsibility
for it, and make it another business profit center. Obama plans to reinvent a
failed policy, give it a new name, and claim it will fix NCLB's shortcomings.

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Race to the Top won't get students any further ahead
Mike Schutz
Milwaukee Journal-Sentinel
2009-08-18
http://susanohanian.org/show_nclb_atrocities.html?id=3687

You want to know how best to spend time and money to provide kids with the best
possible learning experience? Ask a classroom teacher.

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Against National Standards:Let the states decide what to teach- they'll do less
harm.
Liam Julian
Weekly Standard
2009-08-10
http://susanohanian.org/show_nclb_atrocities.html?id=3685

A conservative argues that the quality of the product, and the possibility of
developing excellent standards shouldn't be sacrificed for the sake of middling
countrywide uniformity.

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Educating for individuality
Lynn Stoddard
Ogden Standard Examiner
2009-08-15
http://susanohanian.org/show_nclb_atrocities.html?id=3684

Lynn Stoddard warns: Now you have a choice. Do nothing and get national
standards for student uniformity imposed on your schools. OR .....

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Freedom in Education Meeting
Joe Lucido

2009-08-19
http://susanohanian.org/show_nclb_stories.html?id=399

Fresno is the place to be on August 29. Come organize for resistance.



Tuesday, August 18, 2009

(Revised) Organizing Parents: Harder Than Herding Cats (Much)

Updated Aug. 18, 10 PM

I was chastised on a number of issues related to my earlier posting of this piece and number one was my confusion regarding the exact position vis a vis mayoral control of the Parent Commission. A lot of information floating around was conjecture and rumor and it took a few comments, emails and phone calls to clarify some things. But that has been done before and I just plain forgot. And probably will again. The arteries are hardening faster than I thought. Pretty scary when my almost 92 year old dad remembers lots more than I do.


What's a CPAC?
*

This was a question asked by teacher Nicola DeMarco on the NYC Education Listserve, where NYC parent activists weigh in (the listserve is carefully monitored by Tweedles).

Parent commenter Benita, who has a vision for parent resistance, tell her story:

Officially, CPAC parents selected from the President Councils are there to represent the interests and concerns of parents' citywide to the Chancellor-- who in turn, is supposed to seek out and listen to their collective advice.

But Nick-- you are so ON POINT to question what CPAC really is.

The majority of parents and residents in NYC don't have a clue about it, or what purpose it really serves. In schools, many, many parents don't even know (or much care) that there are "Presidents" Councils and that as hierarchies go, they feed into CPAC.

I am a perfect example. I was at the end of my personal battle with the DoE, and graduating out as the PA president when I learned that there was even such a body as CPAC. I only learned about it when there was "in-fighting" between its representative panel members-- apparently, political/ego power plays pitting them against one another, were at hand. Not unusual. The co-President of the Manhattan High School Presidents Council (MHSPC) was appointed as "interim" Chair or temporary president of CPAC, and although I knew her well, I never ventured to one of CPAC's meetings. Participating in the MHSPC every month was enough of a waste of time for me. I got nothing from them that could be filtered down to positively affect, or help in any way, the parents in the failing high school I diligently went there to represent.

This last Spring when CPAC either could not, or would not come out in support of the Parent Commission on School Governance and Mayoral Control's written report of recommendations, and when they did NOT join the fight to end mayoral control, I dismissed this body as another useless waste of energy and time. It is just one more vehicle the DoE uses to point to "Parent Involvement" and claim it's alive and well.

Sometimes, I think a total boycott of every single DoE-designed parent involvement group, CEC, CDEC, District Leadership Team, Special Education Council, Citywide High School Council, SLT, parent committee and association ought to be enacted. Imagine what a planned citywide walk-out by parents-- joined by community protests of every different kind of education related council meeting-- would say to the DoE and the legislators who think we're satisfied with the "new" bill on school governance.

I think it would scare the superior pants off them. At some point, parents have to recognize their power. At some point, parents have to decide they've had enough and just STOP being the political pawns of an autocratic system who continues to wind them up, dictate the regulations they are to follow, and constantly sends them into a maze of endless meetings and time-spent-talking (and also reporting), that ultimately, has little to NO effect on improving public schools, children's learning, or stemming the government's push for privatization.

Having said that-- I am also now an outsider; a parent without a child currently in the system to protect, so being a radical is easier for me. I recognize it is not so easy for others and thus, sincerely applaud Muba and like-minded parent leaders, for their dedication to the process. Maybe the purpose of CPAC is to keep abreast of the "beast" from within. Maybe knowing the moves of the DoE from the inside, and then adding that knowledge to the community pressure from the outside, will eventually result in change.

Unless there is concerted effort to assume radical, non-violent actions as taught by those freedom fighters around the world who have successfully resisted dictators--- for our children and city's sake-- we can only hope that change will come.

- Benita

I like Benita's fighting spirit. But she does touch on the problem with trying to get parents organized into a force. They age out as their kids leave the school they go to and eventually the school system.

That is why I have always believed that over the long run a progressive movement of career teachers, who have the longest view (mine was 35 years) of the system, can have the most impact. But never without an alliance with parent activists. The problem in NYC has been that there has been no consistent parent group to work with. The Parent Commission did seem to be a start, but their mission was to lobby for changes in the governance bill, not to build a potent and sustained parent movement, something for which I and others have (unfairly) criticized them.

BloomKlein bought off many parents in their initial charge into the system.

Historical diversion
Search the ed notes blog for stories on "Martine Guerrier" as example #1. Martine was the former Brooklyn rep on the PEP (which replaced the old central board) appointed by Boro pres Mary Markowitz and I admired her for her willingness to question many of the early policies. We had numerous conversations and she seemed to be an ideal parent leader. But I could see her turning before my very eyes as Markowitz became more and more of a Bloomberg hack.

Then came the day of the famous anti BloomKlein rally at St. Vartan's church on Feb. 28, 2007 (see videos here and here) where every anti-BloomKlein activist in the city gathered, including some leaders of the CPACs.

It was the first time I met Patrick Sullivan and Diane Ravitch. Leonie Haimson and her listserve played an extremely active role in getting people out. After pressing Leonie to start a blog for quite some time, she informed me that night the NYC Parent blog was a "go"- see Leonie's report in one of her first blog posts: Rally to Put the Public Back into Public Education. The idea that came out of that event was to organize a massive rally on May 1, 2007 to show the world, which had been praising BloomKlein, there was serious opposition.

But the UFT organized the Feb 28 event, which could have turned into a major springboard to oppose the mayor. The threat the May 1 rally threat brought Tweed to the table. But both Tweed and the UFT are never to be trusted and the rally was cancelled in exchange for crumbs and even these agreements were violated.

One of the shocks of that Feb. night was the announcement earlier in the day that BloomKlein had appointed Martine to a $150,000 a year post as "chief parent engagement officer." HELLO! Tweed had come up with what they hoped would make it seem they were listening to parents. (See my report Say It Ain't So Martine which led to a nasty email from NY Times ed reporter at the time, David Herzenhorn, who objected to my critique of his coverage of the appointment where he termed her "a persistent critic" to make it appear this appointment was a sign of BloomKlein's willingness to appoint critics.)
End historical diversion

The Grassroots Education Movement has the potential to work with parents and has begun doing so recently, especially in the black and Latin communities. GEM differs from ICE and TJC in the sense that, even though a group of progressive teachers, it is not a caucus in the UFT but is attempting to build a movement beyond the UFT by allying with parent and community groups. And student activists too. But GEM, only six months old, is still too new to judge. Human resources in terms of teacher/activists are in short supply, but GEM has attracted some new people to the work. And there's an awful lot of that to do. Come to the next GEM meeting on August 25 and join in the festivities (see the GEM blog for details).

Postscript
In my hurry to post the earlier version of this piece, I also confused CPACs and CECs and Lisa Donlan and Leonie Haimson took me to task for this fundamental error. Blame it on the hot Rockaway sun. Or just plain carelessness and stupidity if you don't buy that excuse. Or those darn arteries again.

*CPAC Chancellor’s Parent Advisory Council

On the DOE web site: The Chancellor’s Parent Advisory Council (CPAC) is comprised of presidents of the district presidents’ councils or their designees. CPAC consults with the district presidents’ councils to identify concerns, trends, and policy issues, and it advises the Chancellor on DOE policies. [and have all such concerns, trends, policy issues and advice given ignored and disparaged].



CECs replaced the elected district school boards abolished when the mayor was given control. Now they are known as advisory panels. (Lisa Donlan, an Ed Notes favorite, is president of CEC District One – Lower East Side.) Emphasis on "advisory." Meaning, no power. But that is mayor for life Michael Bloomberg's mantra: No power to anyone other than him. If you don't like what he is doing, then don't elect him – if you can come up with a few billion dollars of your own.

Guessing Your Way to a Third (and Fourth) Term as Mayor

Diana Senechal's piece at Gotham - Guessing My Way to Promotion - has caused some comments. Her research shows you could score a level 2 and get promoted merely by guessing. Let's skip all that test prep and just tell kids to choose "c" all the way without bothering to read the exam. Then spend the rest of the year really teaching.

Julie chimes in with:

What the big deal is about Standardized Tests has always eluded me.

When you teach "performance" subjects — in my case music but it holds true for sports, auto shop, sewing, pottery, etc. — you still have to produce something viable at the end of the term.

At a concert, for example, the kids have to start and stop at the same time and do some nice things in the middle. The audience has to be able to hear a tune and a recognizable beat. Failing these, the concert fails: it sounds bad and makes the people listening to it feel uncomfortable. It's nearly the same for auto shop (the engine has to run), home ec (the food's got to be edible and safe, and you have to be able to wear the apron you've just sewn up on the machine), or sports (know your moves, work as a team, play your best).

No one questions that "success" for any of these is measured in effort, attendance, the acquisition of some knowledge, and the achievement of some skills (very dependent on the individual talent/s and brain gifts you're born with). Those who come to the class with more talent, musicality, dexterity, or brainpower are expected — and asked — to push for deeper/higher levels of comprehension, execution, and expression.

A kid does well in these subjects with practice, a good work ethic, and a capacity to focus. These are real skills for an adult world.

High-stakes standardized tests may have their place, especially for entrance exams, licensing and the trades, but passing them off as markers of "success" or "achievement" is just politically driven and a waste of taxpayer dollars.
Julie

And this from Arjun, a high school teacher. High school teachers and elementary school teachers seem far apart on the social promotion issue, since I assume teachers in high school blame social promotion for allowing kids reading at the 3rd grade level to reach 11th grade. Not so simple. We find kids who left us in 6th grade reading at say 4th grade (maybe after a year or 2 of being held back) are still reading at not much higher years later. And then there's the research.

Smoke and Mirrors vs. Dealing with Reality

One of the few things some of us credited Michael Bloomberg for was ending routine social promotions. He did this, not by educating the public and building a consensus, in democratic fashion, but simply by firing those on the Board who had objections. This was typical dictatorial CEO tactics, unsustainable and unproductive in the long run, and setting a precedent for future mayors that they could use for the narrowest of ends. Nevertheless, it seemed to finally cut through the Gordian knot of obfuscation that had established mindless social promotion, and had made it into a coverup for serious problems as well as contributor to them.

This is not to say that routine social promotion should be replaced by routine holding back of students who cannot pass a test. The issue is a complex one, and either extreme practice violates both practical common sense and human considerations.

Now it seems that it has all again devolved into smoke and mirrors. Read below. Meanwhile, the city has been trumpeting the "increasing scores" on these tests, and papers like the New York Times are pointing to it as proof of the virtues of mayoral control. The rampant grade inflation that is contributing to that apparent rise is not mentioned.

By the way, the same trend is observable at State level, with many of the Regents' examinations. The Regents' curricula appear increasingly impressive, though incoherent (and unteachable, owing to extent, in the allotted time, especially given students' academic handicaps). But the scoring system for the tests (which incorporates a "curve" that varies from year to year and keeps ballooning in most subjects, often adding twenty or more points to student scores in critical parts of the score distribution) makes all of this an even sadder joke.

The impatient CEO culture in the business world often sought to solve a problem by simply firing the staff in an ailing wing, and hiring fresh talent. (This was before they became preoccupied with inflating stock values and in engaging in, or or fending off, takeovers that squeezed out short-term profits while devastating both the employees and the long-term prospects of the affected industries.)

However, there is another branch of human endeavor that is engaged in nurturing and building up that "talent". This is the business that parents, communities, schools, colleges, and, indeed, entire nations, should be focused on. This is a long-term endeavor, in which there are no easy shortcuts. This country had the luxury of waves of immigrants feeding the engines of industry. These included both highly educated professionals, as well as the millions who benefited from the quality and accessibility of the public schools.

The blot in this picture was the systematic exclusion, in the past, of certain minority communities, especially African Americans. However, many of the members of these communities, beset with generations of chronic unemployment and lack of opportunity as well as community support in the cities, fell into self-perpetuating social pathologies that continue to plague them as well as destroy their local public schools.

In addition, the schools themselves, over time, developed serious structural problems that were never attended to, in part because of wave after wave of misguided "reforms" that created chaos and distracted attention from the real problems.

In more stable communities, the diligence of average students and teachers is able, to a large extent, to ensure that some degree of meaningful teaching and learning proceeds, despite these structural problems. Ways are found around them, extra time and resources are provided, etc.
Teachers and students do not have to deal with frequent, even chronic disruptions that make focus and continuity almost impossible. The majority of students still continue to pay attention and take notes in class, and study and do written homework in non-perfunctory fashion at home.

In more troubled communities, the social pathologies, the lack of respect and focus, added to the pre-existing structural problems (continually aggravated by well-intentioned but increasingly cosmetic drives to "raise standards" at city and state levels) creates a situation akin to hell on earth for those students and teachers who remain sincere. The only survival route is mental disengagement, while proceeding onwards mechanically. Those who dare to question or take initiatives cannot survive.

Arjun 2009 Aug 18th, Brooklyn


Monday, August 17, 2009

ICE Throws it Down for the 2010 UFT Elections


ICE/TJC presidential candidate James Eterno throws it down in his post at the ICE Blog.

An excerpt from Eterno's post:

We are posting this so we can start to emphasize to the readers of this blog how difficult it will be to unseat Mulgrew and Unity Caucus.

The NY Teacher is a house organ and as such it is a very efficient propaganda newspaper, spinning a positive message about the state of our union and its leaders. In addition, Unity has money as people who accept their invitation to join have to pay a fee.

Since being in Unity has guaranteed victory in UFT elections, Unity has a very deep treasury; they will use it to smear us in the general election in 2010. They are extremely adept in one area: keeping themselves in power. They count on member apathy. Sadly, the vast majority of teachers do not vote.

Unity even has a loyal subsidiary group called New Action. The traditional opposition party has not run a candidate for UFT President since 2001 and yet they remain on the ballot in UFT elections. Their purpose appears to be to confuse people who want to vote for something different. Their reward has been union jobs.

If we want to see real change in the UFT, ICE-TJC can lead the movement. We have union passion. Many in our group are experienced chapter leaders, delegates and activists. Some of us have even sat on theUFT Executive Board. We have served on the inside so we can clearly see how to repair the Union.

If elected, we will protect every member and Chapter as fully as possible. No UFT member should ever feel that the UFT doesn’t completely have their back.

More from James Eterno at 2010 Campaign Kickoff: We need YOU to Help Us Form a Real Union


Ed Notes Commentar
y

I learned a term in Los Angeles a few weeks ago: an
organizing union vs. a service (or lack thereof) - the UFT/Unity top down model. In practical terms, this means that instead of sitting back and telling people to call the union when you have a grievance (and most of the time they tell you it is a waste of time) - the quasi service model – an organizing union is proactive and out there organizing the members into an active force that functions effectively at the school level.

The UFT/Unity model can't and won't implement an organizing model because that requires an open democratic, bottom up system. They fear their own members' activism because an active membership would be aware of the kinds of scams the leadership is pulling and threaten their control.

The Independent Community of Educators, ICE, in its almost 6 years of existence, has struggled to build itself in a way that doesn't emulate Unity.

ICE bends over backwards to implement democracy internally and must do so if it expects to implement an organizing union.
But as you can imagine, democracy can get messy and we always don't get done what we feel we should get done. But it's worth the mess.

ICE believes that the key to a well functioning union that can serve and protect the members is through the most democracy, not the least. If ICE were to function in a top down, undemocratic manner, I would be the first to criticize.


I'll be writing a lot about Ed Notes views concerning organizing and elections in the UFT. What I say should not be construed as ICE/UFT positions as I don't always agree 100% with where ICE stands but I support the organization 100%.


Sunday, August 16, 2009

Town Hall Meetings Urge NY State Legislature to Pull the Plug

August, 2015
NYC

Raucous town hall meetings have been springing up in all boroughs of New York City urging NY State legislators who supported the extension of mayoral control six years ago in 2009 to finally pull the plug.

Angry citizens have gathered to attack local politicians, most of whom have abandoned the sham and have openly been on the payroll of 4th term mayor Michael Bloomberg, who has announced he intends to serve as mayor for life after cancelling all future elections. The mayor has designated his daughter Georgina as the next mayor to succeed him.

Copy cat town halls have also followed President Obama and his 5th education secretary, Sarah Palin, to also pull the plug on their support for mayoral control, charter schools, merit pay and all the other market based education deform gimmicks that have proven to be such a failure.

Obama's was constantly reminded how his now long forgotten first education secretary, Arne Duncan, (currently commissioner of a minor league basketball association formerly run by disgraced NY Knicks general manager Isiah Thomas) forced states to adopt the deform agenda or have the education stimulus package withheld.

With all states succumbing, the result was that every child in the nation has become proficient in all skills based on the results of 10 True False questions, where either answer was correct. The entire system came crashing down when it was discovered that 92% of the children in America were found to be pulling doors when in fact the sign said "push."

Duncan, in a candid interview, admitted all that was accomplished was that his package was stimulated by Palin.


Jean Shepherd - On NPR -Hearing Voices

Talk about the Woodstock nostalgia craze going on this weekend (later, see my personal story - no, I was not there but in Europe that summer).

My friends and I were fierce Shepherd fans as teens.
Even if you have no idea who he is (best known as author of "A Christmas Story" story) check it out.

The narrator, Harry Shearer, just told the story of Shepherd holding a milling where he tells listeners to go to an empty parking lot late at night to just mill about and crowds showed up (he didn't). Certainly confused the cops when they asked what was going on and were told, "We're just milling"). Maybe we should do Tweedings.

And remember that scene from the movie Network when Peter Finch yells out the window, "I'm mad as hell and I'm not going to take it anymore"? Must have come from stuff Shepherd did. He used to have listeners put their radios on their window sills facing out and he would should things like "You filthy pragmatist."

I remember one great story of a lightning storm at Yankee stadium and Shepherd's description of the absolute fear of Phil Rizzuto. Priceless stuff.

If you miss it check the archives at http://hearingvoices.com/news/2009/08/hv067-jean-shepherd-1/

Or you might want to capture this show for future listening, preferably in bed late at night with earphones.

More on Shepherd at http://www.ep.tc/realist/42/

Friday, August 14, 2009

There's a lot of gnashing of teeth over the details of mayoral control bills - Updated

UPDATED Aug. 17, 1AM:

The GEM blog has some details: Disparate bills signed into law?

I gave up the ghost on trying to stop mayoral control this round - about 5 years ago. It was clear as Ed Notes has reported since 2001 that the UFT supports mayoral control. Thus, the reality of a serious attempt on the part of politicians to kill it would get little traction without UFT support. As we always say, the gorilla in the room is the enabler of so much that emanates from handing control over to a politician - narrow education, manipulated stats, merit pay, using data reports to measure teacher effectiveness, etc.

The problem as I see it has been the reliance on working with politicians to tweak this or tweak that. Until it was way too late I heard very few politicians with oomph oppose mayoral control. All we heard was checks and balances.

There have been too many forces arrayed in favor, from Obama on down.

It will take half a generation of the failure of this model before people wake up, though we started seeing signs recently

At the very end of the process I actually heard Robert Jackson who supported mayoral control with tweaks, thank Charles and Inez Barron at a City Hall press conference on July 31 for showing him the light - I have video of that awkward Jackson/Barron hug.

When I spoke to an aide to Harlem State Senator Bill Perkins at the first PS 123 rally on July 7 I called Perkins a tweaker. He agreed and asked, "What is the alternative?" I said, "go back to the old system and tweak that. At least that will give people some more involvement and remove absolute power from the hands of one person." He replied that maybe it was time to think about that. For the past month Perkins had led the way. He will be joined by others as time goes by.
(Video of that rally here.)

The 14 years of Chicago failure are beginning to seep into consciousness and I read an article (I can't remember which) that indicates there is much more debate going on over the issue in other cities and towns contemplating the mayoral control model. Some are even considering reversal.

I am predicting that by the end of the next 4 years of the failure of BloomKlein (or whoever takes Klein's place if he leaves - and watch them put in an "educator" who will function no differently) will change the landscape. But unless Bloomberg runs for a 4th term, with 2 years remaining for mayoral control, we will start to see people saying, "Give the next mayor a chance."

I say NO.
I don't care if the next mayor is the reincarnation of Ghandi.
NO MORE MAYORAL CONTROL.

Our job? To organize an effective alternative and a grassroots mass movement to execute it.

Thursday, August 13, 2009

Rationality on Social Promotion is the Missing Ingredient


I really take issue with the fact that the writer of this piece opposes efforts to end social promotion. Social promotion is a big problem in many schools.
----anon comment on my post the other day Unsocialized Promotion

Anon missed the point. But then again this is the August doldrums and I probably wasn't too clear.

The point of that piece was that these are phony attempts to end social promotion and in fact under BloomKlein social promotion has soared through credit recovery, cheating, easy tests, drive by diplomas and all the other goodies that come with the mayoral control package which politicizes education.

The claims that somehow schools before BloomKlein were engaging in massive social promotion based on my experiences and contacts was simply not true.

As a self-contained classroom elementary school teacher during those years 1969-1985 I saw all aspects of the situation. My school only had social promotion in the graduating grade so 6th graders weren't left behind except for special situations. But in all cases, the policy was to hold them back at least once before they got to 6th grade. Sometimes they were left back twice.

Now I know there are people who say twice is not enough. How do you keep a kid who would be an 8th grader in a class of 5th graders forever if necessary? Anyone who works in a school knows that is insane.

All research as Leonie Haimson points out (The Mayor commits educational malpractice, once again) shows that holding kids over doesn't work in most cases and does more harm. So the case can be made that holding kids back at all is counterproductive. But I don't go that far and do believe some kids need more time.

The solution, given the rigid school structure we have, is to target kids behind and do what is necessary to bring them up. If they are resistant to doing any work or anything to help themselves I don't have easy answers. Sometimes leaving them back has the effect of throwing water in their faces - I had a few in the 5th grade that ended back in my class the next year and did mature in that way and the extra year made a difference.

Digression
The problem is we are locked into a graded system. From my earliest years I was against putting kids in grades as opposed to multi-graded clusters where there was a mixture of kids over a few grades and older kids could teach younger ones. Naturally, a class of this nature can be unteachable. So the 2nd part of my progressive reform movement (contrary to critics, we have never been status quoers) would be to put around 100 multi-graded kids in a cluster with about 6 teachers who would stay with them for 3 years. More another time.
End Digression

The BloomKlein extension of decision making on whether kids should be left back in the 4th and 6th grades moves that choice away from the school level. I've always been for the teacher – at least those with some experience (I know, I know, they barely exist).

I used to fight my own principal over her taking the basic decision making out of the hands of the teachers and making a blanket school policy for all that override the judgements of the teachers who worked most closely with the kids. Before she took over, we used to meet with out AP and be able to fight for the kids we felt holding over would not help. She took over in 1978 and instituted many of the test prep stuff we are seeing today and even went so far as to dictate what materials we could use in our classrooms.

I look at that as the beginning of the end for my sense of control over my classroom and it eventually led to my no longer wanting to teach self-contained classes, the true grunt work of teaching. Thus, in many ways me real teaching career ended in 1985, after which I became a cluster teacher. I never regained that passion or sense of involvement I had for the 16 self-contained classes I taught. (That experience is the reason Ed Notes was first out of the box in the UFT in 1996 talking about the evils of high stakes testing.)

The point is that the decision should be made at the teacher/school level, not by a dumb politically motivated policy by the mayor.

Wednesday, August 12, 2009

Stringer Puts Patrick Sullivan Back at PEP – Ed Notes Had the Video of Stringer Offer to Sullivan a Month Ago

Anna Phillips at Gotham has a report on Patrick Sullivan's appointment to the Panel for Educational Policy by Scott Stringer. Back from the recent past, citywide panel gets first member

The first PEP meeting should be the 3rd Monday of Sept at Tweed. Plan to be there to welcome Patrick back as Klein has put his phony social promotion policy as the main item on the agenda.

We pretty much knew that from Ed Notes' interview with Stringer at PS 123 on July 10 when I asked him if he was going to appoint Sullivan and he said he would if Patrick wanted it.

Stringer emerges from PS 123 as GEMers shout, "Paint the whole school" after watching Eva Moskowitz people bring large buckets of paint into the school to paint her section.



http://www.youtube.com/watch?v=yysHjiSOmgM


Though Stringer is to be commended for his action, that does not mean we don't keep his feet to the fire on the PS 123 situation and charter schools in general.

When the DOE ruled in HSA's favor in its invasion of PS 123 on July 9, two days after we rallied there after teachers physically prevented HSA movers from removing their stuff, we held a rally up there on the morning of July 10. Tony Avella and Scott Stringer came by.

Here is my post at that time.

UPDATE: Scott Stringer Video at PS 123 After Walk-Through and Answers Questions from GEMers

In the video Stringer emerges from PS 123 after his walk through om July 10, 2009. After a speech, members of GEM question him about the influx of charters. He tries to duck and keep it to the local situation.

Here is JW's report at the GEM blog:

GEM people asked all the right questions and made all the right points.
Stringer: "We're on the case."

Stringer: "We're going to work."
But, they haven't been on the case, and they're only going to get on it if it becomes politically expedient.

You could tell there's a long way to go after Norm Scott asked:
"If Bloomberg and Klein run the schools for 7 years, they're in charge of every school, how do they manage to push the idea of a charter school, which basically absolves them of the responsibility.

In other words, isn't that an admission of their failure if they say that public schools are failing and they need charter schools. Isn't there a contradiction in that very concept?"

Stringer dodged it, claiming his purpose that morning was to see what's going on at 123 and try to figure out a solution.

Stringer: "Today's not about THAT fight."

Of course it isn't — to him. Because he and his colleagues on the City Council have watched privatization for seven years, first with the Gates money and now with the charters. The flood of no-bid contracts, non-educator corporate ideology, and inflated PR teams are not new, and it's obvious these people have bought into the process. In fact, it's in their interest to let their constituents, not to mention the entire nation, believe that the NYC school system is a model of "accountability" and "transparency," with scores going "up" and graduation rates "on the rise."


The fight that Stringer sidelined at Scott's question is the fight, no two ways about it. And it's going to have to get much louder before elected officials like Stringer get down with making quality facilities equal for all public school kids.

— JW

Mid-Summer Course Correction

School Scope column

By Norm Scott

From The Wave, Friday, August 14, 2009: www.rockawave.com

There have been enough things going on in the education world this summer to fill multiple pages. I’ll spare you the pain. The lazy days of August are not conducive to writers and readers, so I’ll keep this real short and refer those wanting details to my education notes online blog.

The battle for mayoral control, though it looks like it is over, is still not official and the political complexities would take an entire edition of this paper. The law sunset at the end of June and technically we were, and still are until the renewal is finalized, back to the old days. Except that the borough presidents gave BloomKlein even more power than they had before, with our own Helen Marshall shamelessly appointing deputy mayor Dennis Walcott as her representative. For that she should be impeached.


I’ve been working with the Grassroots Education Movement, which came into being this past spring as a group working to fight for public education in the face of the privatization onslaught. Many of our activities have been focused in Harlem with PS 123 as the epicenter. The school shares space with former city councilwoman Eva Moskowitz’ Harlem Success Academy charter school. Moskowitz, who took down a cool $370 grand for managing her four charter schools, is a privateer supreme and just a tad aggressive in demanding lebensraum. She is not exactly a good neighbor when she occupies public schools, often using blitzkrieg tactics to get what she wants.


Soon after school ended, she sent movers into PS 123 teachers’ rooms to remove their stuff. They had been promised their things would not be disturbed. So when summer school teachers saw their materials dumped into hallways, they physically barred the movers and called the DOE and UFT to complain. Eva was forced to stop. A rally was called at the school on July 7 and GEM went up there to support them. ACORN also had a presence, but they are in the uncomfortable position of having a close relationship with the UFT, which itself has two charter schools that invade space in public schools. Parent leaders from other Harlem schools dealing with the charter invasion were also there and a loose coalition of forces started to come together.

A few days later we received a call from one of the PTA presidents in another Harlem school being invaded by Evil, er Eva, that the DOE had ruled in favor of Moskowitz at PS 123 (there is so much money and politics floating around her operation, she almost always gets what she wants). That the DOE would support her was never in doubt, as the Tweedles working for BloomKlein want a perfect storm of “running” a school system of all charter and no public schools. Call it “accountability lite.” So the DOE cooperates in the undermining of public schools and the promotion of charters.

As a result of the call, a bunch of GEMers went back to PS 123 a few days later. Mayoral candidate Tony Avella was there to lend his support and Manhattan Borough President Scott Stringer took a tour of the building to see the separate and unequal conditions of the two schools in the same building. He emerged, seemingly shocked. But then again he is a politician. They all take Acting 101.

Well, the upshot was a number of rallies at schools in Harlem and at Tweed and the formation of alliances to fight mayoral control, with some politicians coming on board. The most vigorous have been Brooklyn City Councilman Charles Barron and his wife, State Assemblywoman Inez Barron, and Harlem State Senator Bill Perkins, who has been holding weekly meetings in his office with people interested in forming a coalition. Even if mayoral control continues for the next six years, as expected, Bloomberg’s dictatorial arrogance will continue to mess up the schools to such an extent, opposition over is bound to grow. As I wrote on my blog: “the fight to put a stake through the heart of mayoral control starts NOW.”

Opposition is also growing nationally and I went to Los Angeles as part of a NYC contingent to meet with teacher activists from four other cities. I got to hang out with a bunch of young Chicago teachers in a new teacher union group called the Caucus of Rank and File Educators (CORE) a group similar to GEM and the Independent Community of Educators, the caucus I work with here in NYC.


We are forming a coalition to oppose the so-called education reformers, who I have termed “deformers.” Too bad President Obama and his Education Secretary Arne Duncan are amongst them. Arne’s stewardship of the Chicago school system, which has been under mayoral control for almost 15 years, is undergoing increasing (negative) scrutiny.

That’s it until school starts. But I keep blogging at http://ednotesonline.blogspot.com/

Tuesday, August 11, 2009

Unsocialized Promotion


Lots of reporting going on today over the politically tinged BloomKlein announcement they were going to end socialized promotion in 4th and 6th grades. Who knew Bloomberg was a socialist?

Never mind.

NYC Educator lays it on in his inimical way
Bloomberg Ends Social Promotion, Makes Tests So Easy Your Dog Can Pass Them

Followed by Leonie Haimson with the research to back up what she is saying.
The Mayor commits educational malpractice, once again

Maura Walz at Gotham Schools calls it "Shooting Blind."
Social promotion’s effect in New York City still largely unknown

Mulgrew over at the UFT basically approves ("Adding the fourth and sixth grades to the city's promotion policy is clearly a step in the right direction.") with the usual whine that he hopes the kids who are left back get the help they need - wink, wink.

Oh, we know what help that means.

Credit recovery, easy tests, phony stats, mirror fogging 101.

Kids managing to not get promoted, will have their families given a one way ticket to anywhere but here by Bloomie.


Out Takes
ICE is setting up a special blog focused on the upcoming UFT elections in January 2010. ICE will be working with TJC again and is also working to incorporate people from other non-caucus activist groups. Elements of the platform should be released soon.

Needed: people to distribute materials to people in their schools, both hard copy and through email and to be an advocate for the slate. Also people to run for AFT/NYSUT delegate (800 positions available). Don't worry about winning any of these as Unity has stacked the deck to make sure they dominate the AFT and NYSUT with their "winner take all" rules. Email iceuft@gmail.com if interested.

Warning: If there was a vigorous opposition to Unity Caucus, Unity Caucus would not have been able to force so many bad policies down the throats of the rank and file. The reality of the current UFT undemocratic structure, precludes winning many positions. This is about growing an opposition - building the infrastructure so that the UFT/Unity leadership will be dragged into making the democratic changes needed. The battleground starts in your own schools.

Monday, August 10, 2009

What's wrong with charter schools?

This recent comment at Gotham Schools by Ceolaf is worth repeating in a main line post. And yes, Ceolaf, we want more, especially on the tracking issue raised. I've been thinking along those lines too. We used to track kids by reading scores and that policy changed - I hear. Though the talented and gifted programs seem to get around some of that. We used to have 600 schools to segregate kids who were troubled. Ceolaf makes the great point that charters can pick off the top performing and least troubled kids – I heard stories in LA, especially from Candi in DC, about how charters make sure NOT to have a special ed teacher on board so they can steer parents away. Thus we are heading towards a dual school system where the public schools, often in the same building as a charter, ultimately end up with the tougher kids to work with. If that is what our leaders intend then say it instead of playing the stealth game.


There is a new comment on the post "What is it about Eva Moskowitz that attracts so many enemies?"
http://gothamschools.org/2009/02/27/what-is-it-about-eva-moskowitz-that-attracts-so-many-enemies/

Author: ceolaf

What's wrong with charter schools?

Well, I would say that the first problem is that there are a whole bunch of people who believe that charters are actually answer to systemic improvement of our schools, and that clearly is not the case. Charterness, in and of itself, does not have an impact on pedagogy, instruction or the kinds of interactions and issue that make up a child's education. Charterness is a governance issue, not an instructional or staffing issue. Therefore, this charter issue, and those who perpetuate it, such so much reform attention and energy that we are not investigating or furthering the kinds of reforms that have even a theory of action for how they will improve children's educational experiences.

The second problem is really a set of problems. There have a been a lot of theories for why/how charter schools will improve the larger educational landscape (e.g. little lab schools with knowledge transfer, competition, etc.) Over and over again, research shows that these theories do not hold true on the ground, and yet charter proponents continue to clamor for more charter schools-- even though the original charter laws in most states had caps until they proved their efficacy. They haven't, and there are not even any theories of action left that have not been been disproved. (Or, if there are, I have not seen them.) Combine this with the first issue, and we lose potential gains.

More directly, we know the importance of home and peer effects on students. That is, supportive home environments (e.g. a quiet time and place where kids can do homework, parents who model bringing work home, parents who value education, etc.) help to create better student outcomes. We know that peer pressure impacts academic attitudes and work ethics. So, if charter schools attract a disproportionate share of kids with really support home environments, other kids will be hurt by the absence of those kids from their schools and classrooms. Of course, this is an old issue that applies to the tracking debates and even the elite exam schools. We've agreed in education that tracking is bad, even if not a tiny number of elite exam schools. But charter schools certainly make that a much bigger/more common issue.

Fourth, and specifically to NYC, Bloomberg and Klein appear to favor charter schools in ways that others have already documented quite well. They have turned much of it into a zero-sum game. For example, expansion of charter schools coming at the expense of space in non-charter public schools. But I'll leave that to others to explore.

More systemically, I really believe that GOP/conservative support for charter schools is very much about undermining teacher union membership. (Let me know if you need to be convinced that this is true.) This is bad for the wider educational system because teacher unions are by far the most effective political players in support of maintaining or increasing funding for education
-- locally, state-wide and nationally. They have more knowledge and experience with education, how schools and classrooms work and what children need than others who try to shape our educational legislation. Most others argue, in effect, for lower educational spending, a weakening of supports and reductions in professionalism.

Then there are some more diffuse issues. There are a lot of fools out there who think that because they have some memories of what schooling is -- and from a student's perspective, of course -- that they are qualified to made demands about educational policy. They insist on foolish ideas that clearly demonstrate that they don't know jack about schools, classrooms or those who work in them. Their success with getting charter schools and charter schools misleading faux superiority to non-charter public schools (again, let me know if you want me to
explain what I am talking about), they are encouraged to make further dumb demands of the rest of the educational establishment. (e.g. abolish requirements for substantive training for aspiring teachers, base teacher compensation of tests that have never been shown to reflect the quality of instruction).

You want more? [YES- MORE ON THE TRACKING ISSUE]

See all comments on this post here:
http://gothamschools.org/2009/02/27/what-is-it-about-eva-moskowitz-that-attracts-so-many-enemies/#comments

Related:
NYC Educator:

Charter School Deems Kid Too Dangerous to Be Around Students or Faculty, Sends Him to Public School

Sunday, August 9, 2009

Come to an Ed Notes Teabag Party and Town Hall Meeting

I've had it with all that socialist government interference. Why I was just driving and had to stop at a traffic light. And a STOP sign. There were speed limits. And worst of all, I was not able to drive on the other side of the road like those people with cute accents in England and Australia do. And Japan- the English accent there is not that cute.

We need more of this

How dare they keep us from driving wherever we want!
It's all because of Obama, that socialist.

Make a stand now.

Ed Notes is organizing town hall meetings nationwide to protest restrictive traffic laws.

Join us in ending tyranny.

At Schools Matter: Commentary on: A teacher explains why she is leaving

Teacher retention, or lack thereof, is the topic of the day.

This post by teacherken, "A teacher explains why she is leaving," is so sensible and goes so deep.

But Schools Matter is a blog that always goes deep.* Read about Sarah Fine, a Teach for America recruit in a charter school in Washington DC, who leaves the classroom after 4 years. Now of course if she continues writing about teaching, TFA will count her as one of the ones who remained connected to education in some manner without addressing the reasons she left.

Actually, when Fine talks about lack of respect for classroom teachers, there is something inherent in TFAs' emphasis on their people migrating out of the classroom and into leadership positions. You know, at TFA it's all about making policy, not actually teaching kids.

After reading Fine's op ed in the Washington Post and teacherken's analysis, come back here.


So many good points were touched on. But I think a missing ingredient for many frustrated teachers is being part of an external political force for change to counter their isolation. The union could have been that force but is clearly not. And the UFT, other than in its earliest infancy, never has been since I started teaching, though it mouthed off like it was.

I was lucky when in 1970 I met a group of like-minded teachers and we banded together to publish our views and reach out to others. As progressive reform educators we became somewhat of an alternative voice in the UFT to Shanker. We met just about every week for 10 years. We went back to school the next day with renewed rigor. We gained political perspective so that every day we went in to school with a better understanding of the forces that were affecting our kids and our jobs. We were probably better teachers for it because we didn't tend to blame our kids or their parents or ourselves.

Did we accomplish the reform we sought? Not at all. But we kept each other sane and in the system, myself for 35 years working in one of the more depressed areas of Brooklyn.

But we taught each other to be equipped to fight our administrations more effectively and also to fight our own union, which unfortunately, often teamed up with admins against political activists. (There is nothing to toughen you up like having your district UFT rep and your district superintendent visit your assistant principal together and suggest he find ways to give you a U rating).

I put a piece in the side panel from Chicago CORE's co-chairperson Jackson Potter that relates to this issue. CORE reminds me of the group I was with in the 70's:

Jackson spoke about how CORE is effectively changing the culture of the Union. He spoke about how CORE came from a group of teachers who were not interested in leaving the classroom, but were interested in using our brotherhood and sisterhood within the Union to make the classroom a place where we can better serve our students. CORE wants to put a stop to the culture of “the further you get away from the classroom, the bigger the rewards.”

Go to Chicago Sarah Fine and seek out CORE. You would live to teach many more years. Or just come to NYC and hang out with GEM and ICE.

Recently, I've been meeting some young teachers with a social justice political perspective in Teachers Unite and GEM. Hopefully they will band together in ways that will keep them in the game– and in the classroom. That is part of what TU is doing with its teacher activism courses and the monthly chapter leader support groups.


*Recent posts on charters schools at Schools Matter
Governor Patrick Intervenes in Corrupt Charter Approval in Gloucester

Charter Alliance Owes $400,000 to District; Accountability, Oversight, Responsibility Lacking

The Great Healthcare Debate

I was going to write this as an addendum to another post, but since NYC Educator put up this great post today (In Which I Face Down the Grim Socialist Machine), comparing his experiences in emergency rooms in the US and the dreaded Canadian single payer system (MUST READ), I'll put my 2 cents in here.

We went into the city to meet a group of friends at the Metropolitan Museum yesterday afternoon. Someone should have sent us to an emergency room for leaving a beautiful Rockaway on a sunny afternoon, but traffic was smooth and we made it in about 40 minutes and I found a parking spot on 86th street off 5th Ave. Not bad.

We met up with our friends, did some museum stuff and then on to the main event - dinner a few blocks away - $35 restaurant week, 3 course delicious dinner.

One couple, a former teacher and a former cop, started talking about all the anti-Obama health care emails they were getting, especially from other teachers. "He has to be stopped," our friend said. "Before the government takes over our health care."

This is not some town hall meeting where people are riled by right wing agitators. These are people from Brooklyn.

My wife, who works in health care, got that look in her eye. She works with all the scuz ball thieving insurance companies and says flat out, medicare is the most efficient and easiest to work with. Thus her support for a single payer system.

The former cop has medicare and his wife will have it fairly soon. So we ask, gently, do they want to give that up? "No, of course not," they say. "Did you know that is a government program?" They didn't. Obama has screwed up big time if they don't.

Did we change their minds? I doubt it.

My take on this? Real health care reform is basically dead. Obama waffled in trying to be a centrist and satisfy all parties and he will end up with tiny changes that will do little good and keep costing a fortune. Now, in the face of the right wing town hall attacks, there are attempts to mobilize that same spirit that he had in the campaign. But I can say as an educator who watched Obama accept the corporate driven ed reform agenda hook, line and sinker - the one area he didn't have to waffle on because he had the teacher unions sucking up – the thrill is gone. I'll just move to Canada or France when I get sick.


Addendum

We got on the line that suggests paying $20. Now I get museumitis after less than an hour and I figure an hour in the museum is worth about 3 bucks. When I hand over $6 and say "two" I get that "cheap bastard" look of disgust. But she hands me two little blue pins.

We go past the security guard who glares at us. The pins look like everyone else's but I'm sure it has an invisible dye that broadcasts "THESE PEOPLE ARE CHEAP."

Well, to make a long story short, the temple of Dendur was ok. Lots of space for such a small temple. I was looking for the Nile to flood while we were standing there.

When I used to take my classes to the MET in the 70's, I think I took them out to pretty much that very spot that the part of the MET houses it when it was still an open field and kids could roll around on it. Then we were off to the great playground across the street on 85th St, where my kids got to mix with all the kids there with their nannies, while I joined them on the benches. Once in a while it felt nice to be nanny for a day. Except they had one and I had 25.

Saturday, August 8, 2009

UFT Contract Questionnaire and UFT Cast of Thousands Contract Committee


The cone of silence descends on the UFT negotiating committee.

Here is a follow-up to our post on the UFT Survey on Thursday (The UFT Survey Says (Gag, Gag).....) which included an analysis by TJC and an opportunity to get a copy of Marian Swerdlow's point by point comparison titled

2006 vs. 2009: A Section-by-Section Guide to What Can We Learn from Comparing Two Questionnaires


Marian said it was ok to include some quotes. Here is a sample of this insightful analysis:
I. Negotiating Priorities
Twenty out of twenty-two of these questions are identical to the 2006 survey. Mostly, this is because we did not get any of the "priorities" we were asked about three years ago. (Examples: "an enforceable process to identify and reduce excessive workload," "less restricted use of sick days," "stronger contract language requiring supervisors to honor program preferences.") The changes are instructive. Gone is a question about "improved medical benefits." This omission, and other changes I'll describe below, make it clear to me that there is a de-emphasis on our medical benefits. My guess is that this is because we are about to make concessions on our medical benefits. Also omitted is "maintaining current pension benefits." As of June 22, that patient died.


She does this for every section. Email me for a copy at normsco@gmail.com.

ICE's Vera Pavone also did some analysis:

A couple of points to add to the discussion on the Contract Questionnaire and the Contract Committee. Maybe they were made and I missed them:

1. The contract questionnaire has been distributed to all working members including nurses. Pages 1 through 7 are to be answered by everyone, and then subsequent pages are for different job titles. The questions for every member include items on: class size; adequate equipment and supplies; the 37 ½ minutes; improved working conditions in after-school and summer activities; relief from involuntary coverages; safety and discipline; training and materials for mandated programs; money for instructional materials; hours spent outside school for calling parents, preparing lessons, grading papers. Why should nurses be weighing in on these questions?


2. The issue of class size is posed in the usual divisive manner that we have come to expect from the Unity leadership: We are asked to rate in terms of importance:

“5. lower class size as a part of the contract, but not if it takes money from salary” and

“6. lower class size as a part of the contract, even if it takes money from salary”


Why were questions on class size coupled with salary? Why not all other questions that involve costs—improved facilities, salary supplements, adequate equipment and supplies, improved working conditions in after-school and summer activities, reducing excessive workload?


Of course for almost 40 years the Unity Caucus leaders have consistently posed lower class size against salary as a way of confusing and dividing teachers from one another.


3. The only item on the 37-1/2 minutes is “address concerns regarding use of 37 ½ minutes”. What about the choice of calling for the elimination of the 37 ½ minutes?


4. “School-wide bonus programs should be expanded.” (p. 10) So the choice is between expansion and leaving as is. Shouldn’t teachers have a chance to weigh in on “School-wide bonuses should be eliminated.” Or “School-wide bonuses should not be tied to student test scores.”


4. Student Assessments and Tests (p. 11):

What about the elimination of the high-stakes aspects of tests?


Questions on the Negotiation Committee: How are people chosen to be on this committee? Of the 350 committee members how many are in Unity Caucus? Does secrecy mean that Unity Caucus members don’t discuss the issues brought up for discussion among themselves? Are we to believe that the only discussion that takes place among Unity Caucus members is in the committee room?


Good questions Vera. Ahhh, the negotiating committee and the cone of silence or gag order. I didn't cover some of the aspects of the undemocratic nature of the 350 (it might as well be 3000) negotiating committee. I got this email from someone on the committee:


Each member (secret cult) had to sign a contract that swears them to secrecy. They may have to leave work (school) and if they are requested to do so, they will be paid. Members have to promise to attend all meetings. The issue of discussing what goes on at the meetings is strictly prohibited. That part was in the contract several times.

I'll do more on this farce in the future but here is another interesting email I received:


I have a newbie teacher friend. Very, very new to the UFT and not aware of half the things we have struggled with forever. Anyway, was invited to participate on the UFT Negotiation Committee. What's the story on that?? How are they "choosing" random teachers to work on the new contract? Not to mention brand new people who know nothing about the contract and how members have been sold out over the years. I think this is crazy!

LIFT THE CONE OF SILENCE. CALL FOR OPEN NEGOTIATIONS THAT WILL KEEP THE MEMBERS INFORMED ALL THE WAY AND STOP BACKROOM DEALS