A story to illustrate why the simplistic "close the achievement gap and all will be well" zombies out there make longtime teachers froth at the mouth. I was inspired to tell this story after my meeting with the Teach for America alum from the previous post.
My memory is a bit hazy, but I think it was in the mid 80's. I picked up the phone and heard shrieking. "Mr. Scott, E is dead. E is dead." It was A, one of my all-time favorite students. Both A & E were in my top performing 6th grade class in 1975. We had kept in touch over the years.
E, her boyfriend and another woman were found shot to death execution style with bullets in their heads in the Bronx. She was around 20 at the time. "Drugs," the papers said. I raced over to the funeral home. Young friends of E were milling about crying (not the only time I got to witness such scenes). E's mom,who I had known for so many years, was catatonic.
A had gone to one of the 3 competitive special high schools and then on to a top university and eventually turned to teaching and even subbed at my school a few times.
Coming from a poor family with a single parent, A was a star from the day she entered school. No achievement gap here. None of the 8 teachers she had at our school from pre-k through me in the 6th grade would think of taking credit for her achievements. (Think of the merit pay she would have brought us.)
Her amazing mom was the key. Tall, thin, supremely dignified and proud, her voice with hints of her southern roots, she was a school lunchroom worker raising two daughters in the midst of a neighborhood that lost so many kids. Talk about accountability. I wouldn't have dared think about not being accountable to her. If they're giving out merit pay, it should go to people like her.
E wasn't quite as successful a student, but was certainly not behind in math and reading. There were 3 kids in the family. In 1975, the family was whole, with a father present who seemed dedicated to the family. To an outsider, this seemed like one happy family. But not soon after E graduated from my school, things went bad. The dad walked out. That seemed to lead to a downward spiral all around. Mom didn't do too well. One brother served some serious time in prison. The other had problems in school.
I don't know to what extent E's "achievement" was affected. I assume she finished high school and probably just fell in with the wrong guy.
Postscript: A few years later my wife and I attended A's beautiful wedding when she married her high school sweetheart. I thought about E that day and what her wedding would have been like.
A's mom was there, standing tall and proud.
Friday, June 13, 2008
Can TFA's Be Saved?
I was at a small meeting yesterday that was attended by a 4th year Teach for America alum. Not biased against the union, she understands what the UFT leadership is all about and is interested in knowing more so that one day she could run for chapter leader. She wants to know about the rights of union members and how to defend them.
"The first few years of teaching, you barely keep your head above water," she said, "and you don't think much about your rights." She talked about the TFA training, which she said is really dependent on the group leader. After the summer institute, recruits do not have much to do with TFA, she said.
We talked about reaching out to other TFA's, or those that stay. Maybe even a campaign to get more to stay. This TFA is a politically conscious about the larger socio-political context of teaching and feels sharing that viewpoint with others would be helpful.
"Teach for America is all about a narrow concept: closing the achievement gap. Results count. The idea of teaching the whole child is not really part of their equation," she said. "Luckily, I went for my masters at an institution that took the opposite approach and focused on the whole child. Maybe too much. So I got the benefit of both worlds."
This TFA gets it and is jumping into the broader social justice struggle that goes beyond the achievment gap and over time hopes to get other teachers to do the same.
Over time I got to see kids who did not have an achievement gap at my school still get lost to the streets and some that were behind find success later on. So I've never seen closing the achievement gap as the end all and be all. Fighting the lure of the streets and family dissolution seemed to be part of the bigger battle.
Read the followup: The story of A & E
"The first few years of teaching, you barely keep your head above water," she said, "and you don't think much about your rights." She talked about the TFA training, which she said is really dependent on the group leader. After the summer institute, recruits do not have much to do with TFA, she said.
We talked about reaching out to other TFA's, or those that stay. Maybe even a campaign to get more to stay. This TFA is a politically conscious about the larger socio-political context of teaching and feels sharing that viewpoint with others would be helpful.
"Teach for America is all about a narrow concept: closing the achievement gap. Results count. The idea of teaching the whole child is not really part of their equation," she said. "Luckily, I went for my masters at an institution that took the opposite approach and focused on the whole child. Maybe too much. So I got the benefit of both worlds."
This TFA gets it and is jumping into the broader social justice struggle that goes beyond the achievment gap and over time hopes to get other teachers to do the same.
Over time I got to see kids who did not have an achievement gap at my school still get lost to the streets and some that were behind find success later on. So I've never seen closing the achievement gap as the end all and be all. Fighting the lure of the streets and family dissolution seemed to be part of the bigger battle.
Read the followup: The story of A & E
Thursday, June 12, 2008
Sharpton & Klein
Perfect together.
From a DOE Press Release:
Schools Chancellor Joel I. Klein and Reverend Al Sharpton Launch Weekly "Education Equality Hour" on Webcast Radio Show "Sharp Talk with Al Sharpton"
http://www.sharptontalk.net/Of course they got the first version wrong. Leonie Haimson commented:
They changed the website address so it works now; doesn't anyone in their huge, highly paid press office ever check these things first?
Michael Fiorillo had a stronger statement:
From a DOE Press Release:
Schools Chancellor Joel I. Klein and Reverend Al Sharpton Launch Weekly "Education Equality Hour" on Webcast Radio Show "Sharp Talk with Al Sharpton"
http://www.sharptontalk.net/Of course they got the first version wrong. Leonie Haimson commented:
They changed the website address so it works now; doesn't anyone in their huge, highly paid press office ever check these things first?
Michael Fiorillo had a stronger statement:
What little significance anything Rev. Al does, meaning its relationship to his political and financial interests, is to be found in the bit about him teaming up with "Ed in '08:" he's obviously trolling for money from Broad and Gates, who are the funders of this oligarchic effort to generate public support for their campaign to undermine public education.
The man is a political whore of the worst sort, and should be exposed at every opportunity.
How the UFT Spends Dues Money
Check the ICE blog comments for the latest posts for some fun reading from the union's LM-2 report. Believe me, it's even worse than that.
Wednesday, June 11, 2008
Ethics (and the lack there of)
(For The Wave, June 13, 2008: www.rockawave.com)
by Norman Scott
Defining ethics can be more elusive than holding onto to a wet bar of soap, but one general view is it has to do with right and wrong. Some say there is no such thing as ethics. That right and wrong is based on your point of view. Or the majority point of view. Would this mean that if the majority of people decide to kill off the minority, they were acting ethically? Most people (sadly, not all) think genocide is not ethical. It seems that some things are obvious right and wrong, but when it comes to the NYC Department of Education under Joel Klein and his boss Michael Bloomberg, all bets are off.
The BloomKlein “regressive education reform” has more to do with the ideology of a corporate/privatization agenda than with kids.
I received a report that at a recent Panel for Educational Policy meeting (the monthly show for the public) parents and teachers were protesting the constant shoving of semi-private charter schools into public school space, the greatest land grab since the Nebraska territory was opened.
Joel Klein responded that he was concerned with all the children in NYC. What exactly does that mean? Screwing Peter to pay Paul? Causing more overcrowding in increasingly beleaguered public schools, while giving a charter in the same building frills and smaller class sizes? What he really means is he is concerned with his “let’s steal the public school system and put it in private hands” constituency.
A parent asked, somewhat naively, why charter schools were needed at all. Why couldn’t Klein do the same thing in public schools? Not having a real answer, he again talked about his concern for all kids.
At this point, Manhattan borough PEP rep Patrick Sullivan said, “Isn’t your support for charters an admission of failure since you have had control of the public schools for six years?” Duhh!! Somehow, this is a point the NY Times doesn’t get. Or doesn’t want to get. My correspondent said that Klein had as sick a look on his face as she’d seen. The walls are closing in. Once they are gone, oh, the stuff that will come out.
Five years ago, I spoke at one of the early contentious meetings Klein was holding and said that the school systems of Baghdad and Kabul would recover sooner than NYC public schools after the BloomKlein terror. Maybe we should add western China to the list.
Klein wants to expand teacher bonus pay by 20% while school budgets are cut
Tweed wants to use $25 M of public funds to expand the program from 230 to 270 schools, which was privately funded. Bonuses are based on the same formula that led to the ridiculous school grading system, almost completely dependent on one year’s gains or losses in scores. Since the program has not yet been evaluated, one would think you would wait to see the results. But when the agenda is ideological and self-serving, why wait for results? Ahhh, ethics.
Speaking of which –
“Randi Weingarten said the bonus program was meant to encourage collaboration between teachers and administrators, not to improve teacher quality.” – NY Sun. This one has to go on Letterman's Top Ten funniest list of Randiisms.
The Sun reported that Weingarten...Was a partner to the city in conceiving the program last year. … she said that, given the proposed budget cuts, the bonus-pay program falls into the category of an extra that should not be expanded if it means less money will go to core services. "I like this program. I wanted it," Ms. Weingarten said. "But not at the expense of cutting schools."
Asking the ethical question - Well, Randi, if it is at the expense of the schools now, why wasn't it at the expense of the schools before?
One of the thousands of DOE spokespersons said:
...The program was a clear example of one of the Contracts for Excellence categories: improving teacher performance.
The code words "improve teacher performance” really mean “raise test scores by hook or crook so we can claim we had a major impact on closing the achievement gap and we can use that to advance our political careers." The real “expense” to the schools, teachers, students, and parents is the attempt to bribe teachers into putting their entire focus on high scores on one or two tests, to the detriment of the rest of the educational process.
Can't you see the thought flashing through teachers' minds: Gee! For the extra 3 grand, I'll REALLY teach. The entire process is an insult to teachers, but the UFT wore its (lack of) ethics on its sleeve in supporting the program.
The teachers at each school get to vote on the program and the UFT pushed hard to get them to say “Yes,” though miraculously, over 30 schools said “No.” Klein has urged school committees to give out bonuses according to the size of test-score gains made by each teacher's students, rather than equal distribution. Teach gym or library or computers or science? Sorry folks, out-a-luck. Until there’s a test. How about a bonus to a gym teacher for every kid who can finish a race?
If you want to read more on how attaching high stakes to test scores make the results highly suspect – check this blog by Steve Koss (http://nycpublicschoolparents.blogspot.com/2007/12/campbells-law-no-its-not-soup.html) where he says, “the more you base decisions like promotions, firings, or bonuses on a particular number or set of numbers, the more likely it is people will either cheat or otherwise try to game the system.”
What should Randi Weingarten's response have been?
Dear Joel,
Since you insist on playing games with the budget, we are joining ICE, TJC, Teachers Unite, Justice Not Just Tests, NYCORE, Time Out for Testing and other educational groups around the city in urging UFT members on the compensation committees in all 270 schools to reject the bonus pay plan in the future and use the money saved towards reducing the cuts you are imposing on the schools despite a large budget surplus.
Your (ex) pal
Randi
Ahhh! Just a dream on a hot summer day!
Los Angeles teachers march during first period; UFT Does a Survey
Ninety percent of the teachers in LA spent the first period on June 6 marching around 900 schools while in New York the UFT called a secret meeting of chapter leaders on June 9 to hand out surveys for teachers to fill out rating Joel Klein’s performance. I’m not opposed to doing this since it will show Klein has basically zero support from the very people who are expected to implement his programs. But with BloomKlein being lame ducks, this is merely another public relations gimmick to make teachers and the public think the UFT is really doing something. It will have zero impact.
Does something strike you odd about the vast difference in union activism between the left and right coasts? Some think it’s the teachers. I think it is the union leadership.
Nominate Tweed's greatest foul-ups!
Famed educational historian Diane Ravitch has been a major voice in exposing the BloomKlein follies. She is holding court over at http://nycpublicschoolparents.blogspot.com where Diane says:
Six years into mayoral control, it is time for an accounting. For the sake of history and memory, can we begin to compile a Directory of Tweed's Greatest Foul-Ups? Parents and others; please contribute your nominees for this distinction by posting them on the comment section of this blog. The decision of the judge will be final.
So many to choose from, so little time. Oodles of them are posted on my blog where I write this kind of crap every day.
Got some ed news? norsmco@gmail.com
Blog: http://ednotesonline.blogspot.com
by Norman Scott
Defining ethics can be more elusive than holding onto to a wet bar of soap, but one general view is it has to do with right and wrong. Some say there is no such thing as ethics. That right and wrong is based on your point of view. Or the majority point of view. Would this mean that if the majority of people decide to kill off the minority, they were acting ethically? Most people (sadly, not all) think genocide is not ethical. It seems that some things are obvious right and wrong, but when it comes to the NYC Department of Education under Joel Klein and his boss Michael Bloomberg, all bets are off.
The BloomKlein “regressive education reform” has more to do with the ideology of a corporate/privatization agenda than with kids.
I received a report that at a recent Panel for Educational Policy meeting (the monthly show for the public) parents and teachers were protesting the constant shoving of semi-private charter schools into public school space, the greatest land grab since the Nebraska territory was opened.
Joel Klein responded that he was concerned with all the children in NYC. What exactly does that mean? Screwing Peter to pay Paul? Causing more overcrowding in increasingly beleaguered public schools, while giving a charter in the same building frills and smaller class sizes? What he really means is he is concerned with his “let’s steal the public school system and put it in private hands” constituency.
A parent asked, somewhat naively, why charter schools were needed at all. Why couldn’t Klein do the same thing in public schools? Not having a real answer, he again talked about his concern for all kids.
At this point, Manhattan borough PEP rep Patrick Sullivan said, “Isn’t your support for charters an admission of failure since you have had control of the public schools for six years?” Duhh!! Somehow, this is a point the NY Times doesn’t get. Or doesn’t want to get. My correspondent said that Klein had as sick a look on his face as she’d seen. The walls are closing in. Once they are gone, oh, the stuff that will come out.
Five years ago, I spoke at one of the early contentious meetings Klein was holding and said that the school systems of Baghdad and Kabul would recover sooner than NYC public schools after the BloomKlein terror. Maybe we should add western China to the list.
Klein wants to expand teacher bonus pay by 20% while school budgets are cut
Tweed wants to use $25 M of public funds to expand the program from 230 to 270 schools, which was privately funded. Bonuses are based on the same formula that led to the ridiculous school grading system, almost completely dependent on one year’s gains or losses in scores. Since the program has not yet been evaluated, one would think you would wait to see the results. But when the agenda is ideological and self-serving, why wait for results? Ahhh, ethics.
Speaking of which –
“Randi Weingarten said the bonus program was meant to encourage collaboration between teachers and administrators, not to improve teacher quality.” – NY Sun. This one has to go on Letterman's Top Ten funniest list of Randiisms.
The Sun reported that Weingarten...Was a partner to the city in conceiving the program last year. … she said that, given the proposed budget cuts, the bonus-pay program falls into the category of an extra that should not be expanded if it means less money will go to core services. "I like this program. I wanted it," Ms. Weingarten said. "But not at the expense of cutting schools."
Asking the ethical question - Well, Randi, if it is at the expense of the schools now, why wasn't it at the expense of the schools before?
One of the thousands of DOE spokespersons said:
...The program was a clear example of one of the Contracts for Excellence categories: improving teacher performance.
The code words "improve teacher performance” really mean “raise test scores by hook or crook so we can claim we had a major impact on closing the achievement gap and we can use that to advance our political careers." The real “expense” to the schools, teachers, students, and parents is the attempt to bribe teachers into putting their entire focus on high scores on one or two tests, to the detriment of the rest of the educational process.
Can't you see the thought flashing through teachers' minds: Gee! For the extra 3 grand, I'll REALLY teach. The entire process is an insult to teachers, but the UFT wore its (lack of) ethics on its sleeve in supporting the program.
The teachers at each school get to vote on the program and the UFT pushed hard to get them to say “Yes,” though miraculously, over 30 schools said “No.” Klein has urged school committees to give out bonuses according to the size of test-score gains made by each teacher's students, rather than equal distribution. Teach gym or library or computers or science? Sorry folks, out-a-luck. Until there’s a test. How about a bonus to a gym teacher for every kid who can finish a race?
If you want to read more on how attaching high stakes to test scores make the results highly suspect – check this blog by Steve Koss (http://nycpublicschoolparents.blogspot.com/2007/12/campbells-law-no-its-not-soup.html) where he says, “the more you base decisions like promotions, firings, or bonuses on a particular number or set of numbers, the more likely it is people will either cheat or otherwise try to game the system.”
What should Randi Weingarten's response have been?
Dear Joel,
Since you insist on playing games with the budget, we are joining ICE, TJC, Teachers Unite, Justice Not Just Tests, NYCORE, Time Out for Testing and other educational groups around the city in urging UFT members on the compensation committees in all 270 schools to reject the bonus pay plan in the future and use the money saved towards reducing the cuts you are imposing on the schools despite a large budget surplus.
Your (ex) pal
Randi
Ahhh! Just a dream on a hot summer day!
Los Angeles teachers march during first period; UFT Does a Survey
Ninety percent of the teachers in LA spent the first period on June 6 marching around 900 schools while in New York the UFT called a secret meeting of chapter leaders on June 9 to hand out surveys for teachers to fill out rating Joel Klein’s performance. I’m not opposed to doing this since it will show Klein has basically zero support from the very people who are expected to implement his programs. But with BloomKlein being lame ducks, this is merely another public relations gimmick to make teachers and the public think the UFT is really doing something. It will have zero impact.
Does something strike you odd about the vast difference in union activism between the left and right coasts? Some think it’s the teachers. I think it is the union leadership.
Nominate Tweed's greatest foul-ups!
Famed educational historian Diane Ravitch has been a major voice in exposing the BloomKlein follies. She is holding court over at http://nycpublicschoolparents.blogspot.com where Diane says:
Six years into mayoral control, it is time for an accounting. For the sake of history and memory, can we begin to compile a Directory of Tweed's Greatest Foul-Ups? Parents and others; please contribute your nominees for this distinction by posting them on the comment section of this blog. The decision of the judge will be final.
So many to choose from, so little time. Oodles of them are posted on my blog where I write this kind of crap every day.
Got some ed news? norsmco@gmail.com
Blog: http://ednotesonline.blogspot.com
Tuesday, June 10, 2008
Results from Principal Survey relevant to the heat wave
In our recent principal survey, 38% of principals said their schools lacked sufficient electrical power, and many commented on the need for more air-conditioning.
"Emergency" UFT Chapter Leader Meeting...
Revised...there were some ticked off CL's.
Weeks ago Randi Weingarten announced there would be an important chapter leader meeting at the Brooklyn Marriott - which means they expect more than the 850 people who can fit into the auditorium at 52 Broadway, but more importantly, a shot at a batch of those wonderful cookies the Marriott serves – mmmmm, the macadamia nut. However, being in the 3rd week of the South Beach Diet, there was no way I could go within 10 feet of these cookies without gaining 10 pounds. So I petitioned Randi to change the meeting until I was on phase 3 of the Diet and could get to a nibble at one macadamia nut. But NOOOOOO! See, criticize her a little and look what you get.
Well, ya know, I had been getting emails for weeks from chapter leaders asking me what I knew about the secret meeting. "Is Randi naming her successor," one asked? Ha, I said. If you read Ed Notes online you would know her successor (hint: initials are RW.)
Maybe something to do with ATR's or the rubber room was a popular choice. But why would she ask people to schedule chapter meetings in the next 3 days? It's got to be something related to a vote.
Well, I was meeting a friend for dinner in downtown Brooklyn, so I figured I might as well go and check it out and bring the ed notes blog ads to distribute - those cartoons of Klein, always a popular item.
And why not bring a batch of the review of the Kahlenberg Shanker book I co-wrote with Vera Pavone? Now I wasn't planning on distributing this to the masses - it is 5 pages long and and I could see many of them going right into waste baskets. So I gave them out selectively to people I knew and to anyone that showed an interest. As usual, quite a few Unity people always want to know what I've got up my sleeve so I got plenty of business from them. Even New Action's Michael Shulman came over to get one. I gladly gave him a copy, just to remind him of the policies he used to oppose. (Remember Unity red baiting, Mike? But of course, Randi is different.) I should sell this stuff to them.
There was a good crew of people giving out their stuff. Teacher Unite's Sally Lee and CL Steve Quester handing out stuff on Debbie Almontaser and CL John Powers doing his info campaign on the GHI/HIP merger and privatization. Boy, has one guy gotten some mileage out of pushing an issue with a superb show of energy. If there were 50 more John Powers out there Unity would be playing defense.
Well, it turns out this meeting was all about distributing a survey of sorts to rate the performance of Joel Klein and his administration. (Bloomberg is not mentioned much, as the UFT likes to separate them, as if Klein were gone things would be better, part of their "obfuscate and confuse the members as to the real cause of the problem" - read our Shanker review when it is available online for a clue.)
Now I think this is a good idea. We have maintained all along that BloomKlein have practically zero support from not only classroom teachers, but beyond as you move up the supervisor food chain - find even one blog that supports them. In just about any enterprise, such alienation of the entire work force is a sign of total failure of policy – except for places like the Rotherham Ed Sector crowd who know full well what is going on - i.e., read NYC Educator for a start - yet act like it isn't.
But the real rub for many CL yesterday, on one of the hottest days of the year, was being dragged down after a day of teaching, to pick up materials and hear some speeches. There was just a bit of outrage. "One of the worst planned meetings - they're talking to us about the fucking heat and Randi isn't even here," said one, leaving in a huff.
Well, Randi did show up to make some people see she is feeling their pain and the meeting broke up before 6 as there was an Executive Board meeting (I asked UFT staffer Gary Sprung whether the meeting was next door at the UFT borough office or in Manhattan and he gave me his usual charming grunt.) I saw Marjorie Stamberg who was going to the Ex Bd to hear the results of her appeal of her chapter leader election and we expect her report soon (guess what the results will be?)
Oh, and I did spend some serious time staring at the cookies, but not touching. I think I only gained 3 pounds. Or was it from the enormous amount of food my friend and I consumed at an Asian fusion place?
Monday, June 9, 2008
Randi says bonus program meant to encourage collaboration....
.... between teachers and administrators, not to improve teacher quality
This one has to go on Letterman's Top Ten funniest list of Randiisms.
Elizabeth Green's piece in the NY Sun today about the expansion of the bonus program by 20% in the midst of budget cuts nails what BloomKlein is all about: right wing anti-teacher ideology ("see, we got the mighty UFT to buy into this.")
The expansion would cost taxpayers $25 million and would expand the program to include 270 schools from 230 this school year
Green writes that Weingarten
...was a partner to the city in conceiving the program last year. Yesterday, she said that, given the proposed budget cuts, the bonus-pay program falls into the category of an extra that should not be expanded if it means less money will go to core services. "I like this program. I wanted it. I like it," Ms. Weingarten said. "But not at the expense of cutting schools."
Schools use four-person "compensation committees" that include two administrators and two UFT members to make that decision. Chancellor Joel Klein last year voiced hope that the committees would choose to draft the size of the bonuses according to the size of test-score gains made by each teacher's students.
[Teacher] Gregory Schmidt...said one problem is that only three of the school's six grades are tested by the state, and many other UFT members do not see their performance judged by student tests: the art teacher, the gym teacher, and people who work in the main office, for instance. "You don't want to come back next fall and be sitting in the teachers' lounge with somebody who got less money than you did because of an arrangement you agreed to," Mr. Schmidt said. "If the whole thing becomes a battle amongst teachers for money, it would be crippling for school morale."
What should Randi Weingarten's response be:
Dear Joel,
Since you insist on playing games with the budget, we are joining ICE, TJC, Teachers Unite, Justice Not Just Tests, NYCORE, Time Out for Testing and other educational groups around the city in urging UFT members on the compensation committees in all 270 schools to reject the bonus pay plan in the future and use the money saved towards reducing the cuts you are imposing on the schools despite a large budget surplus.
Your (ex) pal
Randi
Ahhh! Just a dream on a hot summer day!
On Campbell's law --how attaching high stakes to test scores make the results highly suspect -- see posting by Steve Koss at http://nycpublicschoolparents.blogspot.com/2007/12/campbells-law-no-its-not-soup.html
Green's full piece at:
http://www.nysun.com/new-york/bonus-pay-for-teachers-may-be-expanded-amid/79578/
This one has to go on Letterman's Top Ten funniest list of Randiisms.
Elizabeth Green's piece in the NY Sun today about the expansion of the bonus program by 20% in the midst of budget cuts nails what BloomKlein is all about: right wing anti-teacher ideology ("see, we got the mighty UFT to buy into this.")
The expansion would cost taxpayers $25 million and would expand the program to include 270 schools from 230 this school year
Green writes that Weingarten
...was a partner to the city in conceiving the program last year. Yesterday, she said that, given the proposed budget cuts, the bonus-pay program falls into the category of an extra that should not be expanded if it means less money will go to core services. "I like this program. I wanted it. I like it," Ms. Weingarten said. "But not at the expense of cutting schools."
Well, Randi, if it is at the expense of the schools now, why wasn't it at the expense of the schools before?
Under the city's proposal, a large portion of the funds, $20 million, would be paid for with state money granted through the Contracts for Excellence program, which sets aside a certain pot of funds to be targeted only to a specific set of programs at the city's neediest schools.
One of the thousands of DOE spokespersons said:
...the program was a clear example of one of the Contracts for Excellence categories: improving teacher performance.
Schools use four-person "compensation committees" that include two administrators and two UFT members to make that decision. Chancellor Joel Klein last year voiced hope that the committees would choose to draft the size of the bonuses according to the size of test-score gains made by each teacher's students.
[Teacher] Gregory Schmidt...said one problem is that only three of the school's six grades are tested by the state, and many other UFT members do not see their performance judged by student tests: the art teacher, the gym teacher, and people who work in the main office, for instance. "You don't want to come back next fall and be sitting in the teachers' lounge with somebody who got less money than you did because of an arrangement you agreed to," Mr. Schmidt said. "If the whole thing becomes a battle amongst teachers for money, it would be crippling for school morale."
What should Randi Weingarten's response be:
Dear Joel,
Since you insist on playing games with the budget, we are joining ICE, TJC, Teachers Unite, Justice Not Just Tests, NYCORE, Time Out for Testing and other educational groups around the city in urging UFT members on the compensation committees in all 270 schools to reject the bonus pay plan in the future and use the money saved towards reducing the cuts you are imposing on the schools despite a large budget surplus.
Your (ex) pal
Randi
Ahhh! Just a dream on a hot summer day!
On Campbell's law --how attaching high stakes to test scores make the results highly suspect -- see posting by Steve Koss at http://nycpublicsch
Green's full piece at:
http://www.nysun.
Sunday, June 8, 2008
NYC Teachers Protest SEIU Backstabbers at PR Parade
There's a lot of history here (check the ednotes blog sidebar for links). We got to meet the FMPR president and other strikers at the Radical Math Conference back in April. A key element from our point of view is the FMPR disaffiliation from the AFT in 2004 (I was at the AFT convention in Washington when this all came up sitting at the press table with EIA's Mike Antonucci when he was the first to report on it.) When supporters recently asked the UFT to back the strike, the leadership agreed, after the usual waffling by Randi, who initially said they couldn't do it without asking the AFT first or getting a formal request form FMPR, or something like that. But playing the usual political card of giving ice water in the winter she agreed to a mild resolution "expression of support" – though strikers could burn the reso for fuel.
I was one of the few arguing for a stronger reso that would tie in some of the FMPR/AFT history with SEIU actions and calling on the AFT/UFT (look for a followup post on how they are one and the same) to make overtures to FMPR (I know, it would have been rejected.) But NYC FMPR supporters felt that the strikers would feel better even with this. But at the last Delegate Assembly, a reso to provide financial support to the 17 teachers who have been fired, was turned down with an Hispanic Unity Caucus member of the Executive Board arguing against supporting the teachers. With SEIU out to remove and independent, militant, left oriented union, and with the AFT/UFT sitting on the sidelines (are they really?) one can't but think that the traditional anti-left, militant AFT/UFT leadership is in essence supporting SEIU by supposedly staying on the sidelines. And by the way, the governor of PR who is trying to destroy FMPR by bringing in SEIU, is a strong Hillary Clinton supporter and was part of her victory in the recent primary. Oh, da woim toins.
June 8, 2008 Puerto Rico Parade
I was one of the few arguing for a stronger reso that would tie in some of the FMPR/AFT history with SEIU actions and calling on the AFT/UFT (look for a followup post on how they are one and the same) to make overtures to FMPR (I know, it would have been rejected.) But NYC FMPR supporters felt that the strikers would feel better even with this. But at the last Delegate Assembly, a reso to provide financial support to the 17 teachers who have been fired, was turned down with an Hispanic Unity Caucus member of the Executive Board arguing against supporting the teachers. With SEIU out to remove and independent, militant, left oriented union, and with the AFT/UFT sitting on the sidelines (are they really?) one can't but think that the traditional anti-left, militant AFT/UFT leadership is in essence supporting SEIU by supposedly staying on the sidelines. And by the way, the governor of PR who is trying to destroy FMPR by bringing in SEIU, is a strong Hillary Clinton supporter and was part of her victory in the recent primary. Oh, da woim toins.
June 8, 2008 Puerto Rico Parade
by Angel Gonzalez (NYC teacher)
As the 1199/SEIU Parade Contingent gathered to march today, members of the Puerto Rico Teachers' Federation/FMPR-Support Committee of New York greeted and distributed leaflets denouncing Denis Rivera betrayal of the teachers' and education struggle in Puerto Rico. Buttons calling for FMPR solidarity and a "Stop to the SEIU Raiding" of the FMPR Teachers' union, were well received by many in the 1199/SEIU Parade Contigent. Some 1199SEIU were very receptive and appreciated this information which they learned about for the first time. One marcher said "I have just returned to New York from Puerto Rico and it is an outrage what SEIU is doing to the teachers in Puerto Rico."
Some SEIU members called our leaflets false propaganda and misinformed. But none, including the Marshalls and an 1199 President could not explain exactly what was false about our charges of Denis Rivera's betrayal of the P.R. education struggle and his despicable collusion with the teachers' boss, Governor Acevedo-Vila. This governor brutally repressed a valiant and democratic strike of teachers, parents and students who demanded better school and work conditions -- a struggle that successfully fought against privatization of the public schools and won promises of improvements to wages and schools.
Andy Stern and Denis Rivera demonstrated no solidarity and worker unity with critical and just struggle for P.R. schools and teachers. Instead they were making back-room deals to promote the decertification and sabotage of the FMPR; making such deals to support the corrupt anti-worker Governor in exchange for his support in getting the teachers under the SEIU "dues-sucking" membership. The same riot police that repressed the heroic teachers during their 10 day stike this past March were the same police who were called upon to again repress and brutalize the FMPR teachers who leafletted at last weeks SEIU Convention in PR.
Both PR Parade Gran Marshall Denis Rivera and Gov. Anibal Acevedo - Vila, who hand-in-hand led the parade, were also greeted with our leaflets. Both were denounced as traitors by our members as the parade began.
We again call on members of 1199/SEIU to repudiate Denis Rivera's shameful betrayal and misleadership at their union meetings. Denis Rivera should be held accountable at 1199's Delegate Assembly. He has yet to speak on this issue there.
Attached find pictures of our committee members distributing our buttons and leaflets at the parade today. They were well received by many at the SEIU contingent.
LA Teachers DO IT! A One Hour Work Stoppage
inconceivable
in NYC,
the UFT –
collaboration,
new unionism,
atr and rubber room
abomination
Tens of thousands of teachers formed picket lines outside nearly 900 schools here Friday morning to protest cuts to education financing proposed by Gov. Arnold Schwarzenegger to help close California’s projected $17 billion budget gap.
LA Update at Norms Notes
in NYC,
the UFT –
collaboration,
new unionism,
atr and rubber room
abomination
Tens of thousands of teachers formed picket lines outside nearly 900 schools here Friday morning to protest cuts to education financing proposed by Gov. Arnold Schwarzenegger to help close California’s projected $17 billion budget gap.
LA Update at Norms Notes
Found on Schools Matter: New Film on Teachers
I actually sent Michael Moore an email urging him to do such a film. But maybe it's on the way. Jim Horn points the way to a trailer on a film that may be the "Inconvenient Truth" for education. Maybe not. It does jump on board "the single most important thing in education is the quality teacher" bandwagon which places the emphasis of spending priority on salaries. I've seen too many kids who consistently had decent teachers still go down the drain to believe that.
What's needed is a film to expose the phony regressive ed reform movement, which also places the "quality teacher" argument at the top of the list instead of a true progressive reform movement. Instead of calling for higher salaries, the corporate gang calls for merit pay.
No wonder the unions jump on board both bandwagons. Class size and other progressive reforms are given short shrift.
What's needed is a film to expose the phony regressive ed reform movement, which also places the "quality teacher" argument at the top of the list instead of a true progressive reform movement. Instead of calling for higher salaries, the corporate gang calls for merit pay.
No wonder the unions jump on board both bandwagons. Class size and other progressive reforms are given short shrift.
LITTLEST PROTESTORS “STORM” Tweed
I'm curious as to how this takes place during school hours. Are kids being pulled by the parents? Maybe it is an official school trip. It is hard to believe the teachers or admins can in any way be involved without repercussions. Yet, these cuts seem to have made some principals bolder in their criticisms. And, there could be bad pub for Tweed if they do retaliate.
LITTLEST PROTESTORS “STORM” DOE:
http://www.kidsprotestproject.org/
LITTLEST PROTESTORS “STORM” DOE:
WHO:
WHAT: Rally, deliver protest letters and signed posters;
protest $450 Million NYC Public Schools Budget Cuts;
learn what it means to have their voices heard.
WHEN: Every school day in June until Chancellor Joel Klein
appears on the steps of the Tweed Courthouse to announce
full restoration of the DOE budget (see full schedule for week
one, below).
WHERE:
WHY: Despite increased state allocations for NYC schools, Klein
has chopped NYC public school budgets already by $180
million this year. An additional cut of as much $450 million is
planned for next year.
WEEK
Courthouse,
Tuesday, June 10th – Central Park
Wednesday, June 11th – TBA
Thursday, June 12th – Six Schools from District 2 – 12:30
Friday, June 13th – High School Kids Express Solidarity
Murrow/Stuyvesant – 4:00
Contact: Paula Seefeldt, PA Board, PS 87; kennapj@hotmail.com;
646-734-0182
Cynthia Wachtell, PA Board, PS 87; wachtell@yu.edu;
917-392-2486
http://www.kidsprotestproject.org/
Saturday, June 7, 2008
Pre-K Fiasco and reject survey/rally on Sunday
More evidence of the massive screw-up in preK admissions, compounding the screw ups in middle school admissions, G and T and everything else that
If you know someone affected by the fiasco in preK admissions, PLEASE PASS ON OR POST THIS SURVEY so their voice can be heard:
http://www.surveymo
Also: THE CITY COUNCIL IS SPONSORING A RALLY AT CITY HALL AT 1 PM ON SUNDAY AT CITY HALL TO GET THE DOE TO TAKE ACTION -- PLEASE BRING YOUR KIDS!
If you know of anyone in this situation (anywhere in NYC!) please ask them to complete this survey as we (parents of rejected kids) attempt to get a handle on the scope & outreach thus far. While both Public Advocate Betsy Gotbaum & City Councilman Bill De Blasio called a press conference Wednesday demanding the DOE deal with the situation, we have yet to have a proper response from the DOE as a group or individually. They have told the press they will find suitable spots for wrongly rejected kids, but these spots may be in a school elsewhere in one's district. That is unacceptable.
Randi and Hillary
Sent to ICE-mail:
I heard Randi is looking very glum these days because of Hillary's defeat. I guess her political future is finished. Will Randi gain anything if Hillary is VP?
This is barking up the wrong tree. People who think Randi was in this for a cabinet position are way off base - those are at most a few years and out and she would have lost the power base she has.
Randi's future is and always has been to move up in the labor movement. Her political future on the national stage is just beginning. The next step is to unify the NEA and AFT which would give her a massive base. That is how she is much more useful to the Clintons in a 2012 campaign.
The Clintons have been open about the fact that they think Obama can't win - and they have played a not small role in that - and in essence declared McCain the winner. They will play the support Obama game to the end. My view is that for them and Randi, the 2012 campaign begins the day after the election. And Randi will be perfectly positioned as AFT president to use that platform for Hillary.
Don't get me wrong, this is not a one way street and Randi's career exists outside the life of the Clintons. Reaching the status of an Albert Shanker for her would not be a bad achievement. I hope she doesn't get ahold of the bomb. But then again, can you imagine Woody Allen using that line about Randi?
How Many Sides of His Mouth Can Tim Daly Speak Out Of?
"Is it appropriate to allow teachers to be placed teaching a class they are not licensed for?"
The New Teacher Project's Tim Daly made this statement in the NY Times article on the UFT's response to his biased report on ATR's.
So, let's see now. Daly thinks it is ok to place a teacher with a few months training with a phony fast track licensing procedure from the Teaching Fellow's program in a classroom?
Let Daly be honest enough to admit he has a business interest in attacking ATR's through his organization's contracts with Tweed.
The New Teacher Project's Tim Daly made this statement in the NY Times article on the UFT's response to his biased report on ATR's.
So, let's see now. Daly thinks it is ok to place a teacher with a few months training with a phony fast track licensing procedure from the Teaching Fellow's program in a classroom?
Let Daly be honest enough to admit he has a business interest in attacking ATR's through his organization's contracts with Tweed.
Friday, June 6, 2008
Pssst, Kid. Have I got a pre-k school for you
Two articles in today's NY Times touches on the utter incompetency of the BloomKlein regime.
The pre-k debacle and the principals of schools with problems getting bonuses.
Note how the "NO EXCUSES" Joel Klein administration always has, well, excuses. "The dog ate my ARIS." I love the "bad algorithm" one that somehow left out accounting for siblings.
A teacher who might make one mistake is sent immediately to the rubber room. If Tweed had a rubber room, it would be filled and all those cubicles filled with zombies would be empty.
The pre-k debacle and the principals of schools with problems getting bonuses.
Note how the "NO EXCUSES" Joel Klein administration always has, well, excuses. "The dog ate my ARIS." I love the "bad algorithm" one that somehow left out accounting for siblings.
A teacher who might make one mistake is sent immediately to the rubber room. If Tweed had a rubber room, it would be filled and all those cubicles filled with zombies would be empty.
Shanker Blows Up the World
The review Vera Pavone and I wrote, "Albert Shanker: Ruthless Neocon" of Richard Kahleberg's "Albert Shanker: Tough Liberal," is appearing in the summer edition of New Politics and is a good corollary to the article below since it focuses on the educational aspect of Shanker's actions and how it has done so much harm to teacher unionism. The review will be available shortly.
A must read by Thomas Sugrue in the November 12, 2007 edition of The Nation.
A lot of the background of democratic party politics - super delegates, the McGovern impact, the fractures of '68 being played out today are laid out. And Al Shanker and Richard Kahlenberg on Shanker are part of the structure of today's debates. (It was no accident the book came out last summer and was funded by the likes of Eli Broad and other regressive ed reformers.)
The article also goes a long way towards explaining the philosophical underpinnings of the UFT/AFT and their alliance with the Clintons that goes way back to the early 80's, before Randi Weingarten ever set foot in the UFT.
A choice nugget (amongst many) from Sugrue:
The full aticle is at Norms Notes.
A must read by Thomas Sugrue in the November 12, 2007 edition of The Nation.
A lot of the background of democratic party politics - super delegates, the McGovern impact, the fractures of '68 being played out today are laid out. And Al Shanker and Richard Kahlenberg on Shanker are part of the structure of today's debates. (It was no accident the book came out last summer and was funded by the likes of Eli Broad and other regressive ed reformers.)
The article also goes a long way towards explaining the philosophical underpinnings of the UFT/AFT and their alliance with the Clintons that goes way back to the early 80's, before Randi Weingarten ever set foot in the UFT.
A choice nugget (amongst many) from Sugrue:
...the new Democratic orthodoxy evoked a wholly fictitious American past. The Democrats needed to turn the clock back to the antediluvian moment--that is, before 1968--and restore the economic opportunity, colorblindness, family values, law and order, and personal responsibility that supposedly reigned before hippies, rioters, anti-American activists and multiculturalists took over.
The man named Albert Shanker did not drop the bomb on liberalism. But he was no small part of a political and intellectual Manhattan Project that exploited the fractures of New Deal and Great Society liberalism and empowered the New Right to rebuild from the rubble.Kahlenberg pines for a Shankerist political order. If only the Democrats had listened to Shanker. If only they had adopted a "tough liberalism" that jettisoned pesky identity politics for the neat politics of class interest; if only they had embraced meritocracy rather than harmful racial "quotas"; if only they had stood up to the dual menaces of communism abroad and rampant crime at home; if only they had rewarded merit and hard work rather than capitulating to the fashions of multiculturalism and "extreme bilingual education," then they could have thwarted the Republican juggernaut.
The full aticle is at Norms Notes.
LA Teachers to Protest Budget Cuts by Cutting First Period
LA Teachers to Protest today
Judge allows L.A. teachers to protest California education budget. The school district loses a bid to block the demonstration. Teachers can skip the first hour of class while aides and administrators monitor students.
From LA Times, posted at Norm's Notes
Judge allows L.A. teachers to protest California education budget. The school district loses a bid to block the demonstration. Teachers can skip the first hour of class while aides and administrators monitor students.
From LA Times, posted at Norm's Notes
A Victory for Public Education at Julia Richman...
... but the fight is far from over
Does the BloomKlein administration want to destroy the Julia Richman complex, a successful small school model, because it was not created by them? Or precisely because it has such successful community outreach and roots in the community? Why shouldn't Hunter College build its building downtown? Or here's an idea: give them Gracie Mansion. A total white elephant. The mayor doesn't sleep there anyway. And such wonderful views of the East River.
My guess is that Julia Richman just has to wait out the end of BloomKlein but keep agitating and embarrass Hunter College for their land grab as much as possible.
By James Trimarco
From the Indypendent, June 6, 2008
Opponents of a plan that would relocate one of the city's most successful experiments in public education in order to make way for a new Hunter College science center won a victory on May 21 when members of Community Board 8 voted in favor of a resolution opposing the plan.
Supporters of the Julia Richman Education Complex, which houses six small schools that serve 1,850 elementary, middle and high school students in a single 84-year-old building on Manhattan's Upper East Side, leapt to their feet when the results of the vote were announced and chanted "thank you" for nearly a minute.
"I think the board heard the arguments and showed leadership in approving this resolution," said Ann Cook, a co-director at Julia Richman. She has spent two years fighting Hunter's plan to construct a new high-rise science center on Julia Richman's site.
The plan would involve demolishing Julia Richman's building at East 67th Street, building a new complex for its students at a 25th Street location, currently occupied by Hunter's Brookdale Campus, and selling the rest of Brookdale to a private developer in order to raise funds to pay for the science center.
But Julia Richman is fiercely loved by its parents, teachers and students. Since Hunter announced its plans in the spring of 2005, they have organized two demonstrations, hung a 40-foot banner from their building and launched a website and media campaign.
"It's a real community," said Jane Hirschman, a parent of three children who attended Julia Richman. "There are no metal detectors. There's respect for the students. My daughter can leave anything on her desk and it will not disappear."
And it's not only parents who speak out for Julia Richman. New York State Senator Liz Kruger, New York City Council Member Jessica Lappin and New York State Assemblyman Michah Kellner all spoke in support of the resolution at the public session, as well as urban planners, parents and experts in education.
"These are great schools," said Leo Casey, the vice president of the United Federation of Teachers. "They are not instruments that can be picked up and put down miles away."
Julia Richman wasn't always so popular. Founded as an all-girl's school in 1923, it went into decline during the 1970s and in the 1990s was ranked dead last in Manhattan by the Board of Education. So when a progressive education group asked for a place to try out their idea of improving large, dysfunctional schools by breaking them into smaller units, the board picked
Julia Richman.
That experiment seems to be working well. Four small high schools, an elementary school and a middle school for autistic children all share the building's major amenities, including spacious, marble-floored hallways, an auditorium that seats 1,400, two gyms and an elegant swimming pool lit by skylights. The children graduate at rates above the city's average, and
quite a few of them end up at Hunter. The Bill and Melinda Gates Foundation has called Julia Richman a model of what urban public education can be, and in 2007 the American Architectural Foundation presented the complex with the Richard Riley Award, which honors schools that serve as centers of community.
The professors and administrators who spoke on Hunter's behalf at the community board meeting held their ground, however. They emphasized the importance of training new nurses and scientists and the difficulties that would be caused by making them commute between classes.
"I have 432 students I had to turn away because I don't have classrooms for them," said David Steiner, the Dean of Hunter's School of Education. Benjamin Ortiz, a professor of biology, said that a vote against the plan would be a betrayal of "America's scientific workforce" and "a declaration of indifference to Hunter's needs."
Although these arguments failed to convince the members of Community Board 8, it's uncertain precisely what impact the vote will have. Jane Hirschman, who says she supports the new science center as long as it's not at Julia Richman's site, said her next move will be to solicit the support of the Mayor.
But Hunter College officials appear unmoved by the community's resolution. "We are continuing to move forward with our plans," said Meredith Halpern, a Hunter spokesperson, while Marge Feinberg of the Department of Education said she didn't know whether the community board's position would have any effect. "It's still up in the air," she said. "No decision has been made pending the ability of Hunter to build a new school."
Thursday, June 5, 2008
The Assault on Teachers Worldwide...
... is explored by A Voice in the Wilderness.
This dovetails with some of the work being done by Lois Weiner, who spoke about this very issue at out Teachers Unite forum in April. Check out Lois' new book:
The Global Assault on Teaching, Teachers, and their Unions: Stories for Resistance (Paperback)by Mary Compton (Editor), Lois Weiner (Editor)
This dovetails with some of the work being done by Lois Weiner, who spoke about this very issue at out Teachers Unite forum in April. Check out Lois' new book:
The Global Assault on Teaching, Teachers, and their Unions: Stories for Resistance (Paperback)by Mary Compton (Editor), Lois Weiner (Editor)
Wednesday, June 4, 2008
How Regressive Ed Reform Robs Neighborhood Schools of Their Base
(Revised)Education Notes has maintained that the small schools movement and alternative parental choice undermines neighborhood schools by robbing them of their base of students who are succeeding.
To the regressive education reformers, the BloomKlein "reforms" are a wonderful thing. But on the ground in the schools, there is a different view. PS 3, in the heart of Bedford-Stuyvesant, has been viewed as a fairly successful school, with a somewhat middle class base that brings stability.
At a Manhattan Institute breakfast a few months ago starring Joel Klein, Michelle Rhee and others, one of the themes was the "success" of the implementation of charter and small schools.
When some of us talked about the creaming of the top students by these schools, I remember panelist Joe Williams claiming that if kids are successful (those who score 3's and 4's on the tests) in a neighborhood school, why would they move to a charter?
I went up to him afterwards and told him that the kids who are succeeding are the ones that move because their parents are more proactive and are looking for a school without kids who score ones and twos on the tests, special ed, ELA's, discipline problems, high class sizes (even if the actual number looks small on paper the level of difficulty of working with an at-risk population is impacted). In other words, they themselves want to get their kids away from the most at-risk kids, the local form of what used to be called "white flight."
Thus, the neighborhood public schools - from elementary through high school – become drained of the very kids that provide the school a somewhat stable environment by shunting the top students to places like KIPP. And by the way, do not underestimate the positive impact these kids have on teacher morale, which is affected by seeing kids succeed.
If one wanted to design the perfect program to accomplish the destruction of the neighborhood school by shunting higher performing students into a semi-privatized environment BloomKlein and their high-priced consultants have designed such a program.
The latest attacks on elementary schools go after the youngest kids by the modifications in the gifted and talented programs and in the registration process for pre-kindergarten. (We always found that the students whose parents rush to register, turn out to have the highest level of success over the following years.) By moving this registration from the school to some central office one more obstacle is added to the process.
Chapter Leader Lisa North expresses the frustration being felt in the schools as she nails all of these issues in this email to the NYCEducationNews listserve:
My school, PS 3 in Brooklyn, has had 3 pre-k classes for the last 2 years. Parents would come to the school to register. Now they have to go downtown Brooklyn first. Our parents DO NOT do that! At this time we only have enough students for ONE class. Why can't parents register directly in the school?
We are also in danger of losing our "gifted and talented" program – one of the few in Bedford-Stuyvesant, because of the new DOE testing.
On top of that, the charter schools are beginning to take a number of our level 3/4 students (as well as some of the others), but especially students whose families are more involved with their education. The DOE is wreaking havoc with our school!
Entropy Sucks
With the universe expanding almost as quickly as the number of administraters at Tweed, this week's NY Times science section delivers the very bad news that this expansion may go on forever, very bad news for those who want to close the achievement gap. It all has something to do with Einstein's constant which he may or may not of erred in calculating, (which would earn him a trip to the rubber room if he wrote E=Mc2 on a blackboard instead of a chart tablet. Why do things for free when you can funnel money to companies that make the stuff.)
Gravity having a greater than usual effect on the NYC Department of Education, as Tweed (upper right) accelerates expansion at double the rate of the rest of the universe.
Gravity having a greater than usual effect on the NYC Department of Education, as Tweed (upper right) accelerates expansion at double the rate of the rest of the universe.
Tuesday, June 3, 2008
A Shout Out to...
Eduwonkette for exposing the BloomKlein budget cut sham in All Purpose Equity
So much good stuff in here, but here's a highlight:
When it comes to school funding, what does it mean to treat students "equitably?" Does equity imply treating each student the same by providing each student the same level of funding? Or does equity require a recognition that students bring different levels of disadvantage to school, and as a result, disadvantaged students must be treated differently in order to be treated equitably?
and to David B. at Pseudo-Intellectualism for some fun support.
So much good stuff in here, but here's a highlight:
When it comes to school funding, what does it mean to treat students "equitably?" Does equity imply treating each student the same by providing each student the same level of funding? Or does equity require a recognition that students bring different levels of disadvantage to school, and as a result, disadvantaged students must be treated differently in order to be treated equitably?
and to David B. at Pseudo-Intellectualism for some fun support.
Teach for America to Announce Accelerated Program
Updated June 16, 2008:
ED Notes News is reporting that Teach for America is planning to introduce a program to cut the time its recruits must teach from two years to two months. The NY Times is preparing to run an editorial in support of the idea that a teacher can make a significant difference in 2 months, as demonstrated by a study of 2 teachers in a school in New Orleans.
A TFA pokesperson gave the top 10 reasons:
Number 10: Do you know how hard it is to come up with a new plan to close the achievement gap every single day?
Number 9: Our people are burning at a tremendous rate. Spending two months in the culturally deprived ghettos of our cities should be enough for our people to impress future bosses with their willingness to sacrifice.
Number 8: Two years is way too long to take out of their busy careers. Now that I think about it, so is 2 months. Any chance we could get away with 2 days?
Number 7: After realizing that the achievement gap is not being closed due to their efforts might prove discouraging, get them out of there before they find out.
Number 6: If too many TFA recruits stay in the system they begin to see the problems go beyond their own classrooms with potentially cataclysmic results.
Number 5: Like, becoming critical of the wonderful reforms set up by BloomKlein.
Number 4: Or they begin to support the idea of public education while opposing TFA's role in its undermining.
Number 3: Instead of automatically supporting their supervisors, as we urge, the awful principals that have come empowered under BloomKlein turn them into carping critics, which distracts them from their main mission, which is to demonstrate the system is not a factor and only what they do as individuals counts. They lose the belief that if every classroom was filled with a TFA, all problems in society will be solved.
Number 2: Too long of an exposure to non-TFA lazy, stupid teachers with low expectations can infect them before they enter the corporate world and make oodles of money those same stupid lazy teachers who make careers of teaching will never do. Suckers!
And the number 1 reason to cut the Teach for America program from 2 years to 2 months:
Some of our recruits who remain in the system see the need for a union and - horrors - a few have even become union reps.
ED Notes News is reporting that Teach for America is planning to introduce a program to cut the time its recruits must teach from two years to two months. The NY Times is preparing to run an editorial in support of the idea that a teacher can make a significant difference in 2 months, as demonstrated by a study of 2 teachers in a school in New Orleans.
A TFA pokesperson gave the top 10 reasons:
Number 10: Do you know how hard it is to come up with a new plan to close the achievement gap every single day?
Number 9: Our people are burning at a tremendous rate. Spending two months in the culturally deprived ghettos of our cities should be enough for our people to impress future bosses with their willingness to sacrifice.
Number 8: Two years is way too long to take out of their busy careers. Now that I think about it, so is 2 months. Any chance we could get away with 2 days?
Number 7: After realizing that the achievement gap is not being closed due to their efforts might prove discouraging, get them out of there before they find out.
Number 6: If too many TFA recruits stay in the system they begin to see the problems go beyond their own classrooms with potentially cataclysmic results.
Number 5: Like, becoming critical of the wonderful reforms set up by BloomKlein.
Number 4: Or they begin to support the idea of public education while opposing TFA's role in its undermining.
Number 3: Instead of automatically supporting their supervisors, as we urge, the awful principals that have come empowered under BloomKlein turn them into carping critics, which distracts them from their main mission, which is to demonstrate the system is not a factor and only what they do as individuals counts. They lose the belief that if every classroom was filled with a TFA, all problems in society will be solved.
Number 2: Too long of an exposure to non-TFA lazy, stupid teachers with low expectations can infect them before they enter the corporate world and make oodles of money those same stupid lazy teachers who make careers of teaching will never do. Suckers!
And the number 1 reason to cut the Teach for America program from 2 years to 2 months:
Some of our recruits who remain in the system see the need for a union and - horrors - a few have even become union reps.
Chaos at Ross Charter at Tweed
There's a lot more of this stuff as reported by Elizabeth Green in the NY Sun going on in a lot more schools around the city. But in their own building? Tweedles can't manage their way out of a paper bag.
Leonie Haimson posted this on her listserve:
Leonie Haimson posted this on her listserve:
Here is an excerpt [complete email at Norm's Notes] from an email that Garth Harries of DOE sent to Patrick Sullivan of the PEP on April 16 of this year– and copied to Mary Silver of CEC D2 and Lisa Donlan of CEC D1;
Mismanagement had led to a real fiscal crisis at the school. As DOE pointed out in January, http://schools.nyc.gov/NR/
”The school spent only 56% (excludes start-up costs) of its funds on educational programs, 41% on administrative expenses, and 2.68% on fundraising…”
In letter sent to parents on March 17, the Board of the Ross school said that they were canceling their summer program and their mandatory Sat. program and had to focus on expanding the middle school in order to be financially viable. http://www.rossglobalacademy.
“It is clear that the focus of our faculty and administration this summer needs to be on middle school, planning for the expansion of grades for next year and on the continued development of the curriculum and professional development of our faculty. Additionally, this expansion is necessary to ensure the continued financial sustainability of the school.”
Only by expanding enrollment could they reap more taxpayer funds through increased per capita payments.
ASK THE UFT TO MAKE THE TESTING BOYCOTT A PRIORITY ISSUE
CONTINUE TO DEFEND ACADEMIC FREEDOM AND FREEDOM OF SPEECH
ASK THE UFT TO MAKE THE TESTING BOYCOTT A PRIORITY ISSUE
We ask that you continue to write e-mails to Chancellor Klein in support of a teacher who teaches critical thinking.
We are also asking the UFT to make this issue of academic freedom and freedom of speech a priority. Please e-mail UFT President Randi Weingarten rweingarten@
A sample letter is below:
Dear Leo Casey and Randi Weingarten,
As a member of the UFT, I ask that the teachers' union continue to be proactive in the struggle to defend the academic freedom of public school teacher Douglass Avella, who wanted his students to think critically about their education.
As an educator concerned with the abuse of standardized tests, I also support the 160 8th grade students who used their freedom of speech to boycott the practice test to demonstrate how excessive testing has taken away valuable learning time from the classroom.
Because of the large amount of support from teachers, educators, organizations, parents and students, I ask that our teachers' union make this issue of academic freedom and freedom of speech a priority.
Sincerely,
____________
Teacher/UFT Member
Supported by:
Monday, June 2, 2008
Clinton Campaign Declares McCain the Winner: Obama to Withdraw
Modified after discovering the ENN Reporter was suffering from a hangover.Ed Notes News is reporting that Barack Obama is considering withdrawing from the presidential race upon hearing Hillary Clinton political consultant Harold Ickes declare Obama flat out has no chance of winning against John McCain and that the only chance the Democrats have is to choose Hillary Clinton as the nominee.
Obama understands that these criticisms from Clinton are sending a signal to Democrats: Don't waste your money and time on Obama since he can't get elected.
The final straw for Obama occurred when Ickes dropped the dreaded "McGovern" bomb. If Obama suffers a McGovern-like disaster that would also take him out of the running as a viable candidate in 2012 (losing by a little would not be good enough to accomplish that.)
So his strategists have decided to get out now, figuring the Republicans want Hillary as the candidate all along and that she might have the better chance of pulling a McGovern disaster than he, which would make him the 2012 candidate, while giving him time to win over all the demographics that have opposed him. The nation will be better prepared to accept a black man as a candidate in '12, especially after 4 more disastrous years of Republican rule.
Clinton strategists are reportedly rethinking the question and have decided there is a better strategy to make Hillary president. Keep Obama in the race, graciuously agree to make him the presidential nominee, browbeat-er- even more graciously accept the vice-presidential nomination, unite the party, beat McCain, wait for shit to happen.
Sunday, June 1, 2008
Report from the May 30th Anti_privatization March/Demo
The march [from GHI to Gov. Patterson's office] began with a surprise announcement that Randi Weingarten, the head of the Municipal Labor Council and the President of the UFT, had penned a letter to Superintendent Dinallo expressing concern about possible increases in premium rates and denial of access to care should the conversion be approved. She stated that the municipal unions were in the process of reviewing their support of the proposed conversion. This is an important victory for CAP since we have consistently argued that premium rates and access would be jeopardized by a for-profit carrier. Activists in ICE have also attempted to bring this message to the floor of the UFT Delegate Assembly for the past three months and have had many positive conversations with DA representatives.
Posted by CAP. Read the full report at Norm's Notes.
Posted by CAP. Read the full report at Norm's Notes.
What have YOU done to close the achievment gap today?
A little satire from The Eggplant at Susan Ohanian:
My neighbor is teaching her two-year-old to read the Wall Street Journal
It all began when she woke up one morning
and heard on NPR that US kids are behind.
And there was her son squshing Cheerios with his thumb,
Not even counting them.
Just squishing.
"Ohmygod," she worried, "I'm leaving this boy behind.
How will he ever get ahead in the Global Economy?"
Too old for Baby Einstein, she bought her boy
a subscription to the Wall Street Journal,
figuring it's never too young to get a feel for the landscape.
They read together after morning vitamins.
He sits beside her, his sticky little fingers
tracing the letters SMART MONEY,
While she reads the Nasdaq numbers,
Nuzzling his neck and whispering encouragement
into his soft, pliant ear.
He is a handsome child with curly hair and bright brown eyes.
And she is a good teacher.
Persistent but not impatient,
Later encouraging him to fingerpaint the page
orange and purple, his favorite colors.
Princeton's colors, too.
Admittedly, phonemes are still a frustration,
But she's making flashcards to upgrade the
Wall Street Journal breakfast experience.
Phonemes for the Global Economy.
Too young to pick stocks on his own,
For now, she manages
his portfolio as well as his phonemes.
And he's on the A-list for the right sort of pre-school.
http://www.susanohanian.org/show_nclb_news.html?id=729
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