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."

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.

Can't you see the thought flashing through teachers' minds: Gee! For the extra 3 grand, I'll REALLY teach. The real code words are "improve teacher performance in raising test scores by hook or crook so we can claim we had a major impact on closing the achievement gap."

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/

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

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.

http://mysite.verizon.net/vze2kxcd/fmprs

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

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.

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:

Public School Kids Barrage Steps of to Demand Klein Rescind Budget Cuts;

Experience Democracy in Action

WHO: NYC Public School Kids

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: Tweed Courthouse (52 Chambers Street, Manhattan)

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 ONE: Monday, June 9th – PS 75M students arrive at Tweed

Courthouse, 12:30

Tuesday, June 10th – Central Park East II –10:00

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/

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 Tweed has put their hands on in recent years. Despite the fact that according to the NY Times, there are there are 23,000 spots for the next school year citywide, 3,000 applicants out of 20,000 received not a single seat. Question: How much did they pay to that outfit in Pennsylvania, that they outsourced the admissions process to? - Leonie Haimson

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.surveymonkey.com/s.aspx?sm=0B4Y3u5DSXKj4qsF7gptpA_3d_3d

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!

As you have likely heard, a number of public PreK applicants who should have received priority (siblings of older kids already enrolled at that school; zoned kids rejected, while out-of-zone and out-of-district kids were accepted) did not get spots in this year's PreK admissions. As spots are limited in general, some schools simply have more sibling or zoned applicants than there are spots for, but that is not the matter at issue.

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.

Bay Brown, Mom to rejected twin and accepted twin (although no letter yet) at big sis' school, PS 282, D 13, Brooklyn brown_bay@hotmail.com

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.

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.

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 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

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."

Why Has the Education Press Missed the Boat...

...on the real story about small schools? Eduwonkette has some theories.

Ross Tweed

Thanks to DB over at pseudo intellectualism.

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)

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.

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.

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.

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:

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;

Ross School Quality: it is absolutely true that last spring, Ross was a struggling school – as authorizers committed to school quality, through our Charter office we explicitly called that struggle out to ensure that the school took appropriate action. The oversight played out exactly the way that it should – the school has stabilized, and made substantial improvements. That progress is documented in the same place as the original report, and is evidenced by continued strong parental interest and support from the Lower East Side, around Manhattan , and the City. (As an aside, we have been frustrated by the various aspersions cast about the school, insofar as they cherry picked the original report, and not the more recent review noting the improvements.) Certainly, Ross has work to do to continue to improve, as we note in our more recent report – but so do all schools, and Ross has done a good job recovering from their first year difficulties.

This clearly contradicts the information in today’s NY Sun, at http://www.nysun.com/new-york/charter-school-at-tweed-being-probed/79083/
The Sun article reports on continued loss of teachers, letters of protest from parents, hand delivered to Tweed, and a cheating scandal, which they first learned about last spring, and has now led to the fifth principal in two years departing in a cloud.
The article specifically says that “Before Ms. Clagnaz's abrupt departure in May, eight staff members had left by the middle of this school year.” And 10 more out of 37 do not intend to return next year.

Please see that Harries’ email is copied to Michael Duffy, head of charter schools for DOE, who now says that the school is “on probation” and may even be closed.

Yet their actions show the opposite: that DOE is determined to keep the school open at any cost. By giving them new space in the School of the Physical City, the DOE is enabling the school to expand into new grade levels and in overall enrollment – which the Bd of Directors of Ross admitted in a letter to parents at the school was necessary to ensure its financial stability.

Mismanagement had led to a real fiscal crisis at the school. As DOE pointed out in January, http://schools.nyc.gov/NR/rdonlyres/3A42B137-91F8-4243-A5B4-75148DD7CD03/31248/RGAFollowUpVisit_12208.pdf

”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.org/home/pdf/Summer_Program_RGA_Board.PDF

“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.

Interesting that DOE seems determined to allow a school to expand by means of taxpayer funding in the midst of a cheating scandal and continued serious problems at the school.