I went up to Teachers College for an interview ...

... last week where Simon Doolittle asked me many of the same questions Charlie Rose asked Randi Weingarten (her video here). I think I did a better job than she did (which was not hard.) And future journalist Simon did a better job than Rose in framing the questions and we engaged in a very stimulating dialogue. I don't know when (or if) the interview will be posted, but check out the work they do over at After Ed: http://aftered.tv/.

Check out Simon's "The Education of John Deerdon" in the featured video section.

I asked Simon my own questions.
Did he believe Deerdon's difficulties were due to lack of literacy or the achievement gap in general? In other words, would John Deerdon have gone to college right out of high school if he had been in, say, a KIPP school? Or would the streets have gotten him anyway?

I asked Simon these questions because of the number of my former students who were not behind academically at the elementary school level and certainly had the tools to succeed in school, but ended up not doing so for so many reasons beyond school and why the closing achievement gap focus is so narrow a way of attacking the problem. I mean, how many former students who you had great hopes for have to end up in jail or become pregnant at 14 for you to say, "Houston, we've got a problem. And it ain't soley due to the achievement (gag) gap.

Support for Doug Avella Builds

PLEASE WRITE TO CHANCELLOR KLEIN IN SUPPORT OF A TEACHER WHO TEACHES CRITICAL THINKING

To all those in favor of critical thought,

You have most likely heard about the situation in the Bronx at IS 318. On May 13 six classes of 8th graders staged a boycott in protest to being forced to take another standardized test, one of over two dozen this year. They boycotted one of the practice tests. An 8th grade social studies teacher, Douglas Avella, was falsely accused of instigating the students to boycott, and he is already in the rubber room and likely to lose his job entirely. Over the past week, a number of news articles and editorials have come out, including coverage from Juan Gonzalez and on WBAI's Democracy Now, and there has been a huge outpouring of concern and support for the teacher and the students. Recently, there have been a few other cases of testing boycotts in other U.S. cities, but this is the first one that we have heard about that was initiated by students. The students of I.S. 318 thought critically about their education, organized with each other, and then decided to take action. Their actions should be celebrated. The students and their teacher should be applauded and their message of urgency about the current state of high-stakes testing in our schools taken seriously.

We need to let the DOE know that we need more teachers like Douglas Avella. We need more educators who listen to their students, take their ideas and experiences seriously, and make it possible for them to respond thoughtfully and critically to their world.

The students of I.S. 318 stood up for what they thought was right. They have been taught by a beloved teacher whose job is now in jeopardy. It is critical that we stand up right now and show our support for Doug Avella and his students. Please send an email to Chancellor Joel Klein at

jklein@schools.nyc.gov.

Let him know that we demand the immediate re-instatement of Douglas Avella to his teaching position at IS 318 and the removal of any negative letters or ratings in his file in connection with the test boycott.

also, please cc your letter to UFT President Randi Weingarten at rweingarten@uft.org

Thank-you!

Sam Coleman and Geoffrey Enriquez, on behalf of NYCORE
Priscilla Gonzalez and Donna Nevel, on behalf of Center for Immigrant Families
Jane Hirschmann, on behalf of Time Out From Testing
Sally Lee, on behalf of Teachers Unite

My Own Despot

I worked for what I would call a semi-despot in that she wanted everything her own way - contract be damned. Not an educator in the sense of ever having taught much at all, but a political appointee - yes we had them in the 70's – she also never letters in the file or looked to cost someone their job. If you were sick she went all the way to support you (she would be vilified by Kleinites today for things like that.) Her dad was a fireman and she believed in unions - as long as they didn't interfere with her.

There were also lots of abuses - like favors for those who "cooperated" the unfairness of which used to drive people wild.

Really, a complex person who had a lot of good to go with the bad. It was her way or the highway and she was relentless in getting her way. Most of us had to stand by and watch the dumbest educational decisions being made and enormous sums of money wasted. We even had those practice high stakes tests Klein is pushing backin the 90's (without Aris).

When I became chapter leader, I saw it as my job to make the school a more democratic place to work, with a lot more transparency and the enforcement of teachers' rights. I was not a grievance nut and in fact filed maybe one of two in my 3 active years on the job. That was mostly due to teachers not wanting to deal with the relentless retaliation that would result. I bore a bunch of it but used my chapter leader newspaper (the predecessor to Ed Notes) very effectively to provide information to the members about what was going on. The paper (including jokes) was read by everyone, including parents. She would go to principal meetings and say she had the chapter leader from hell. I tell people all the time - publish, publish, publish. It is the most effective way to fight them. Even say good things sometimes. And keep them confused and on the defensive.

Since they couldn't go after me on my teaching, they went after my computer program, which I had built from scratch. Finding that most of my colleagues did not have the stomach for a prolonged struggle, I took a district tech job offer when it came, to which my principal celebrated with this statement to my new boss, "My car was stolen today, but this makes up for it."

Funny thing is, I was assigned to cover the school for tech support and once I was no longer teaching there, she greeted me with a kiss and a hug when I came around. And even gave me money for Ed Notes (which began life as a weekly school chapter report focused on her leadership. When I see her I call her the mother of Ed Notes.

Believe me, most teachers who worked for her would take her over 80% of the principals we hear about today (her Leadership Academy replacement is despised). She wanted her way but backed teachers (even me when I had an incident with a kid) 100%.

After what I hear today, if I saw her I would give her a big hug. And so would most of my former colleagues.

Teacher Advocacy Group NYC (TAGNYC): TAGNYC Statement at P.E.P. Meeting of May 19, 2008

Teacher Advocacy Group NYC (TAGNYC): TAGNYC Statement at P.E.P. Meeting of May 19, 2008

Still Quacking at Bronx High - Updated

NYC Educator reports today on the ongoing situation at Bronx High School of Science, one of the elite schools in New York where the administration has called in child welfare services to charge a child of dissident parents with educational neglect, as described fully in the Riverdale review article. The full pdfs of the articles on the right are available on request (and they are worth reading - does anyone know how I can post the pdf's?)

While known for attacks on teachers (which seems ok to the anti-teacher world out there) the Bronx High administration under Reidy has also engaged in attacks on students and parents.

I became personally involved with a Bronx High student not long ago when he contacted me through this blog for assistance and advice. Charged with the horrendous crime of bringing up the cartoon you see below on a school library computer (which the student denies doing), he was threatened with suspension and even expulsion. He was in the midst of studying for an AP exam (and he's only a sophomore) and was very concerned about the distraction over the incident. I called Advocates for Children, who did not have someone available to go with him to a hearing at the school where he had to bring up his parents (imagine, his parents had to take a day off from work over this nonsense.) He asked me to go with him but we felt that might prove to be provocative. I had him talk to some teachers and admins I know at the school to get more advice.

I can't tell you how impressed I was with this student, as we had many email and phone conversations. He even contacted the chancellor's office and they punted it right back to the school. But his idea to not take it lying down was what kids should be learning, though he ended up with a one day in school suspension and no entry on his permanent record, which he felt ok about – maybe it was fairly light because the story had gotten out of the box. We talked about the bigger lessons: you don't always have to take the crap, but when you think you are getting a good deal, take it. I think we may be hearing some great things about him in the future.

We've been following the Bronx High Quacking story here and here since we were contacted by Dr. Bob Drake*, a chemistry teacher who was U-rated and fired for starting the "Reidy is a Quack" campaign when she started calling herself "Dr." after receiving an honorary PhD.

There were always principals who abused their power - from the days I entered the school system and before. Empowered principals under BloomKlein and the eviscerating of the UFT Contract have made things much worse for teachers, students and principals, but expect the Klein apologists to attack the victims.

To the Regressive Ed reformers, whatever a principal says and does, even if he/she rolls steel balls around and talks about stolen strawberries, is ok. The teacher is always wrong. If you are the best teacher but show disrespect to the monarch, it's your head and sadly, there are actually totalitarian-like people out there who think teachers should lose their job for reasons that have nothing to do with job performance. The rubber rooms are loaded with them.

When a Bronx High teacher resigned last fall, he started his letter to Reidy this way:

" I am writing to inform you of my resignation effective today, November 10, 2006. Although most of the staff, particularly the young and untenured, are in mortal fear of even having a conversation with you to discuss issues pertaining to their professional lives because of your infamous reputation for “dismissing” staff members that question; I am confident that this drastic step has earned me the right to a fearless, legitimate opinion which will shed light on the severity of how teachers are treated under your administration.

The entire letter is here.

So do you check your first amendment rights at the school door?
If a principal behaves in ways that are outrageous, what is the recourse?
In a so-called democratic society, the actions of despotic principals is not acceptable.

Look for my follow-up post (to come) on my own experiences as a teacher and chapter leader with a semi-despotic principal. After hearing the stories today, the next time I see her I will give her a big hug.

* We went with Bob to a PEP meeting where he presented his case to Joel Klein's deaf ears who ignores the fact that there are U-rated teachers for political reasons. After Bob left, he found that many school districts outside NYC were very happy to have him teach, and at a much higher rate of pay.

Find Out More about The Education Trust and...

Amy Wilkins at the Education Policy Blog.
Oh, did I tell you it is funded by Bill and Melinda?

An excerpt:
To varying degrees, THE TRUST engages in one or more... activities in their efforts to influence “the opinions or behavior of people.”

For example, “leave no child behind” and “closing the achievement gap” are “appealing, simple slogans” that few people can disagree with. At the same time the “achievement gap,” as I have shown elsewhere, is an “oversimplification of a complex issue.”

Wilkins is becoming a celebrity (funded by Gates, another celebrity), traveling the country encouraging people to “jump on the bandwagon” that America’s public schools are failing and must be saved via standards-based reforms.

While THE TRUST claims to be “independent,” and “not for profit,” (and therefore above propaganda...) THE TRUST deliberately misleads voters and their representatives with narratives that are “sometimes convincing,” but “not necessarily valid.”

Racial Policies at Tweed: Disappearing Black Teachers

UPDATED
Joel Klein calls the achievement gap "The Shame of the Nation" as he races to black churches to sell his program of change in the NYC schools. But the real shame just may be the drastic drop in the number of black teacher hires in the BloomKlein years from 27.2% in 2001/02 to 14.1% in 2006/7 according to a report from the black educator blog.

From 1990 - 2002 it rose steadily from 16% - 27%.
Also the % of Hispanic teachers has dropped from a high of 18% in the mid-90's to 11% today, though the numbers are fairly consistent under BloomKlein and the drop began before they took over. At the height, Hispanic an African Americans mader up over 40% of new recruits and that has dropped to 25%.
And the % of white teacher recruits has risen from 49% - 65%.

I'm not quick to charge racism and would love to get some analysis to explain the drop.
Teach for America - what % of the recruits are black?
Teaching Fellows? I thought Tweed was claiming a higher % than 14%.
Cuts in college programs? Less kids going to college from the very community BloomKlein was supposedly targetting? Maybe we just have to wait for all those KIPP kids to go through college.
Another explanation is the loss of paras who were in the career ladder program to become teachers.
Any more ideas out there?

Check the original Sam Anderson post at this Teachers Unite site.

Leonie' Haimson's comment:
DOE data shows sharp drop in % of black and Hispanic teachers hired since 1994. Studies show that the students of a different race than their teachers have worse outcomes – except in smaller classes, when racial disparities no longer appear to have an effect.
----------------------------------------------

Veteran Black educator, activist and native Brooklynite, Sam Anderson, was recently asked by "Teachers Unite" five questions dealing with New York City's crisis of diminishing numbers of Black and Latino teachers as the student population becomes increasingly more Black and Latino. See: http://teachersunite.net/article/December2006

Black Educator: NYC's Disappearing Black/Latino Public School Teachers.

Ethnicity of New Hires* by School Year: 1990-91 through 2005-06

School Year: Ethnicity
Amer. Indian Asian Black Hisp White Unknown
1990-91 0.3% 3.2% 16.0% 11.9% 49.5% 19.1%
1991-92 0.1% 3.2% 16.0% 15.3% 58.4% 6.9%
1992-93 0.3% 2.9% 17.9% 15.1% 59.6% 4.2%
1993-94 0.4% 3.1% 18.4% 13.9% 59.6% 4.5%
1994-95 0.3% 3.2% 23.4% 18.4% 53.9% 0.8%
1995-96 0.3% 3.1% 22.9% 18.4% 54.1% 1.3%
1996-97 0.3% 3.4% 19.0% 14.4% 60.3% 2.6%
1997-98 0.4% 3.8% 20.1% 15.3% 56.7% 3.7%
1998-99 0.2% 3.8% 22.1% 15.2% 57.5% 1.1%
1999-00 0.2% 4.4% 24.8% 16.4% 53.8% 0.5%
2000-01 0.2% 4.2% 25.5% 16.3% 53.3% 0.4%
2001-02 0.2% 4.9% 27.2% 14.3% 53.3% 0.2%

Bloomberg Klein Years

2002-03 0.2% 5.6% 20.1% 12.7% 61.1% 0.3%

2003-04 0.2% 7.2% 16.7% 10.6% 65.0% 0.3%

2004-05 0.2% 8.3% 16.0% 11.1% 63.3% 1.2%

2005-06 0.3% 7.2% 14.5% 11.7% 65.0% 1.3%

2006-07* 0.3% 6.1% 14.1% 11.7% 65.5% 2.3%

*New Hires includes teachers who were hired between 8/25 through 10/31 of
each year. ** Data on the 2006-07 New Hires is current as of 8.22.2006

Teachers Unite: How have the demographics of New York City's public school population, among teachers and students, changed since you've been involved in education?

Sam Anderson: Over the past 40 years New York City's public schools have gone from being comprised of predominantly white students to one that is now predominantly Black, Latino and Asian students. However, when we look at the racial breakdown of the teaching and administrative staff, they are still overwhelmingly white to the point that nearly 80% of the teachers are white. All we have to do is look at the Department of Education's own data. More specifically, when we look at the sixteen year record of the racial breakdown of new hires, we see the re-enforcement of white teacher dominance clearly built into the DOE's personnel structure. Below are the data from the DOE about new hires (this was not easy to come by. But thanks to the persistent work of an Amsterdam News journalist, it is now in the public light).

Today's DOE new hires are more skewed towards white teachers than 10 years ago! This is clearly a reflection of the mindset of the top DOE officials who surround themselves in Tweed with white professionals and Black & Latino supportive staff (from security to low-mid level administrative staff). In addition, this high level staff is dominated by non-educators... from Klein on down to the mid-level corporate-like structures overseeing the actual nuts and bolts of the schooling process.

http://blackeducator.blogspot.com/2006/12/nycs-disappearing-blacklatino-public.html

Study Shows 97% UFT'ers Are From Appalachia

EDN News reports that a recent study of demographics in the UFT show that 97% of the members of the UFT hail from Appalachia, thus explaining the total lack of Obama supporters in the NYC union.

Typical birthplace of most UFT'ers

Teaching: Trade or Profession

A Voice Cries Out blog on teaching as a profession got me thinking (I wish she'd stop being so stimulating so I can go out in the garden and get some work done.)

I started attending some workshops on Friday as part of an introduction to engineering at Polytechnic U in B'klyn as part of a DOE grant - it was a small group but most were elementary school people. The prof who is a major guy at Poly was defining the profession of engineering and contrasting it to what people think engineers are - like building maintenance people -- in other words, trades, which he said people can learn in less than a year at a trade school rather than paying $100,000 or more for a degree in engineering.

Examining the criteria for a profession: design tools and know what tools to use. Knowledge is applied with experience, study and practice and judgements are made based on these factors.

I raised my hand and said that by these criteria, teaching in public schools today is a trade, not a profession. He disagreed, saying teachers should control their curriculum, etc. Not in today's world of deskilling teachers where major newspapers and ELA exams extol the benefits of having little experience or real training. TFA is one of the major instruments in this process - making teaching a true trade where you can go to TFA trade school for a short time - like learning data entry.

Ultimately, when the merit pay schemes are in place where a small percentage of teachers will earn bigger bucks with the rest at much lower pay - the idea of a trade will be complete - except people like plumbers will always make more. My advice to potential teachers - try plumbing instead and enjoy a trade that will pay.

When I hear that we need to close the achievment gap to keep up with the global economy my response is train plumbers instead. Plumbing is impossible to outsource.

Diane Ravitch on Andy Wolf Piece in NY Sun

Wolf should have spoken of state scores in this context. The gains under Crew and Levy from 1999-2002 were larger on the state tests in both reading and math, than under Klein from 2003-2007. On the NAEP, there was a large gain from 2002-2003 in fourth grade reading. From 2003-2007, the reading scores in fourth grade and eighth grade have been flat.

Bear in mind that the NAEP tests of 2002 were administered prior to Bloomberg takeover, and NAEP tests of 2003 were administered in January-March 2003, before implementation of Klein program. --- Diane Ravitch

I'm not going to jump on board in elaborate praise for Crew and Levy as their "reforms" so lauded by the UFT, were no more than bandaids.

The Wolf piece is posted at Norms Notes.
Wolf's negative comments on City Council Ed Committee chair Robert Jackson as compared to a favorable view of his predecessor, Eva Moskowitz, resulted in much comment on Leonie Haimson's listserve:

Robert Jackson is the opposite of somnolent – he is the most active, energetic and committed critic of the DOE and has held countless hearings to point out the flaws of their policies. Moreover, he also provides tremendous support to parents and advocates. On the other hand, Eva was and remains brilliant at getting publicity.

Leonie Haimson

Educational Rheeform

UPDATE: Finding Your Entrepreneurial Core: 24 maxims for becoming an entrepreneurial teacher.
The Eggplant follow-up to a recent Rhee's speech.

NEW BLOG:
Dedicated to Providing Important Information About Michelle Rhee, Chancellor of DC Public Schools, Before She Destroys Public Education
http://rheeform.wordpress.com/

It is interesting that Randi Weingarten actually talked about Rhee, though not exactly critically or in a mild form, at the last Delegate Assembly - clearly in response to some of the blogging going on, unusual in that Randi likes to make it seem the battle is between Klein and her, not nationally. But with her move to that stage she will have to deal with it.

The recent contract demands by Rhee to give her total control over moving people around should be loudly condemned by Randi as an extremely dangerous precedent. But she won't.
It is important to connect the Rhee stuff so teachers in NYC see a connection and don't allow Unity to keep the debate to "oh, when we elect the new mayor all will be well" -- they way they will try to extort more COPE money.

Note how Rhee appears at so many conferences (as does Klein) - they could be in schools really seeing whats' going on but the political agenda is what counts.

Read Ednotes' last posting on Rhee, "Rhee, the Monster of DC, Soon to Follow, the UFT."

Teach for America on NY ELA Exam...

... the debate begun by A Voice in the Wilderness continues at Eduwonkette. where Skoolboy digs out the rubric and even includes Wendy Kopp's speech. Are test makers using product placement to push their agenda?

Progressive Ed Reform of the Day...

...provide health services to students at each large high school. A doctor, dentist, some full-time nurses. That would be as important in closing the achievement gap as any other lame brained idea the Regressive Ed reformers are pushing.

Another in a series of true reforms that would have a long-term impact brought to you by PER.

Ed Trust's Amy Wilkins Agrees With Us (almost- I think)

I got this link from Russo's TWIE.

Blogger Maureen Trantham in her "Great Moments in the Teacher Quality Debate!" reports on how Ed Trust's Amy Wilkins practically assaults former Teaching Fellow Dan Brown at the Ed in '08 conference. See the video and come right back.

But you know something? Amy is right when she is critical of Brown's being thrown as a first year teacher with the poorest, neediest kids. She doesn't go after Brown per se but the policy makers that allow this. Hmmm! Are we talking about Teach For America, here? Wilkins and the Ed Trust are part of the reform crowd that believes we close the - and do I hate these words - achievement gap without investing resources. So does she mean let's give TFA and Teaching Fellows an internship in schools so they can really learn the ropes. But that costs money. So the "reformers" want to do it this way: kill union contracts to the extent that veteran teachers can be moved around like chess pieces. Supposedly that was what Klein claimed he wanted to do - to put the best senior teachers where they are needed,which turned out to be bogus when he launched air strikes on senior expensive teachers.

Dan Brown's defense on the video is not strong enough, offering no alternatives to a system shaped by the powers for their own needs, which is to plug a poorly trained (and cheap), de-skilled (so they can interchange parts) teacher into a slot in a poor neighborhood.

Oh what to do when schools in poor neighborhoods are a short staffed? Use TF and TFA's but really get them ready to teach. Stop taking short cuts.

Zero Obama Supporters in the UFT

UPDATE: Fred Klonsky slaps Leo Casey.

One of the most remarkable, almost a miracle one might say, undercurrents in this Hillary-Barack battle where the entire Democratic Party has split down the middle, has taken place in the United Federation of Teachers where 200,000 members support Hillary Clinton – unanimously.

Even more remarkable has been the reversal of what is happening nationally: 90% of black voters support Obama, yet not one single black Obama supporter has emerged in the UFT.
Nationally, Clinton gets the older, blue collar and less educated vote while Obama gets the younger, white collar, college educated vote.

Not in the UFT, which everyone would agree is not only white collar and college educated, but has had a massive influx of young teachers. Again, not one Obama supporter amongst these demographics has been spotted.

Likened to the way Hasidim vote en masse in elections, the membership has followed the lead of Randi Weingarten in one of the most remarkable operations in political history.

Hillary in 2012 Commercial

http://www.youtube.com/watch?v=dUyce6224Mk

If they start behind...

...they are going to stay behind.

Does Obama "get it" that closing the achievement gap will take a lot more than threats and punishments of schools, teachers and children.

Obama video on education at the Educator Roundtable.

Bronx Teacher Under Gun Due to Student Boycott of Test

Updated Thurs, May 22, 10 PM

The Resistance to the Standardistas grows

Teacher Doug Avella from IS 318 in the Bronx is in the Rubber Room (let's hear it from the peanut gallery in the press and the national teacher bashers about only incompetents being in the RR) for doing exactly what? Talking about testing to his kids? And 160 kids in 6 classes just pick themselves up and boycott the 22nd standardized test they took this year?

You mean a teacher in middle school in the Bronx actually got 160 kids to do what he wanted them to do? Someone has got to be kidding if they think it is that easy to move THAT mountain.

Question on ICE-mail: Will the UFT back up this teacher?

Jeff Kaufman responds:
You're kidding, right? The UFT will backup this teacher right into the unemployment line. Sure, they will provide an advocate to represent him at the discontinuance and U rating appeals but do you think they will file an Article 78 in Court challenging his dismissal? Not a prayer.

Joining teachers from North Carolina (video) and Washington State.

Maybe it's a trend.

Hey, TFA people! If you are going to leave after 2 years anyway, why not go out in style?

http://www.nydailynews.com/ny_local/education/2008/05/21/2008-05-21_bronx_8thgraders_boycott_practice_exam_b-1.html

Dan Brown's take at the Huffington Post.

Rhee, the Monster of DC: Soon to Follow, the UFT

"We've come to realize we're going to have to give in to her." - anon. union member is D.C.

Washington D.C. schools Chancellor Michelle Rhee, who spends a hell of a lot of time racing around from ed conference to ed conference pushing the national regressive "teachers and their contracts are the problem," seems about to claim a major union scalp that goes beyond what her former boss Joel Klein has exacted in NYC.

The Washington Post reports (full story at Norms Notes) that a total end to seniority and tenure is afoot which will allow Rhee to fire anyone at will and place teachers in whatever school she wants. This is the nirvana the ed reformers wanted all along. The next step for Rhee, a former Teach for America, will be to replace most of the teacher corps with 2 or 3 year wonders.

The acceptance of these provisions in exchange for a big raise should be familiar to UFT'ers in NYC who saw significant parts of the contract get sold off. We know some form of this will be coming soon to NYC. The D.C. union, being an AFT local (which had serious corruption issues a few years ago that severely weakened the union) should be of concern to upcoming AFT President Randi Weingarten who one would wish would loudly condemn such a provision but we know won't do so.

Weingarten, who mentioned Rhee and the national attacks going on (we have been hammering away with this theme for 7 years) at the May Delegate Assembly, will no doubt say the doesn't want to interfere with local contract negotiations. That the AFT local doesn't really exist in New Orleans should be a warning to her that her membership may be stripped away piece by piece.

But no worries. As an appeaser of the highest order, as pointed out by NYC Educator, she will make enough concessions to convince the powers that be that she is a player on their side. This is the so-called cooperative, rather than militant New Union movement, which Weingarten and ideologue Leo Casey have been pushing. "We want to cooperate in the reforms because we are professionals, not common workers. Contracts are passe anyway."

I'm at the point now where I am almost hoping Rhee gets whatever she wants. In 5 years or more when nothing has changed in terms of real educational gains (oh, they'll do the same phony stat manipulation they do here in NYC) they'll have to look for new scapegoats as a way to escape doing truly progressive reforms like lowering class size, improving the health of poor kids, etc. – things that cost money that must be reserved for wars and bailouts.

I know. Aliens have captured the minds of the children and we must invest in a defensive shields. A future quote from Rhee, Klein, Rotherham: "Before we can lower class size, we need a quality shield to protect children from alien mind control over every school."

An excerpt from the Post story:

Without seniority, Rhee could place teachers based on qualifications or performance rather than years of service, said the union member, who spoke on condition of anonymity because the talks are confidential. The union member said Rhee sought the provision as a recruiting tool so she could offer talented candidates the position of their choice. She would be able to fill positions with less experienced teachers.

Under the proposed contract, teachers would give up seniority in exchange for annual raises of about 6 percent, more personal-leave days and more money for supplies, the union member said. In the last contract, which expired in the fall, teachers received a 10 percent raise over two years.

Rhee "does want to infuse some new blood [into the schools]. She wants to make it attractive for young people coming in to advance," said the union member, adding that the union's negotiating team will meet with her tomorrow or Friday. "We've come to realize we're going to have to give in to her."

On Good and Bad Teachers

As the "put a quality teacher in every pot" debate rages, some more thoughts:

Many good teachers - if not more - leave the system or are promoted out of the classroom each year. But poor teachers leave too, an awful lot of them becoming supervisors. The replacements will fall into the same bell curve, especially first year teachers. So focusing all the reforms on removing them from the system is a losing game and the right wing and Dems 08 and Ed Sector types are using the quality teacher issue as a diversion.

On good teachers, we are not saying they are not important - but the witch hunts and the use of barely trained newbies does nothing to improve the overall teaching core while we think lower class sizes and some kind of internship for newbies would lift all boats.

Teachers should take a good look at their school and all the schools they have been in and make a list: great, good, average, poor, horrible and I just can't tell.

When it comes to bad teachers, In fact fellow teachers don't really know all that much. You know who does? The kids and their parents probably have the best feel for a good teacher than anyone else.

Think back to the teachers you had and rate as many as you can remember on a scale from 1-5 in terms of overall quality. Would you give the highest ratings to the teachers of classes where you scored very high on regents? Maybe. If you do well in school, you feel better about the teacher.

But are there other factors?

Thinking of yourself as a student might give a much better insight into quality teaching than viewing it as a colleague. Or a supervisor. A supervisor's list of who are good and bad teachers might look very different.

If you are a parent, think about the teachers your children had and rate them? Based on what? How happy your child was? Grades? How they related to you?

We might get the better insights into teachers from students and parents than almost any other method. Yet they are totally left out of the equation.