From the Horse's Mouth: Weingarten Wants In

We picked this tidbit up over at Russo's TWIE.

"We are gratified that Senator McCain has endorsed the principles of the Education Equality Project, joining education, civil rights, and elected officials across America who are working together to bring meaningful reform to our nation's public schools," wrote New York City Schools Chancellor Joel I. Klein and Reverend Al Sharpton on Friday. "

[From] incoming AFT president Randi Weingarten:
“Sen. McCain clearly has his talking points down about education, but we’re still waiting to see any comprehensive plan...

NOW COMES THE DELICIOUS PART: She wants credit.

"Sen. McCain’s naiveté about education reform is only as stunning as his hypocrisy. He takes a cheap shot by demonizing teachers, yet lauds the very education reforms that I collaborated on with his new best friends, New York Mayor Michael Bloomberg and School Chancellor Joel Klein. [my emphasis]


You mean - Weingarten collaborated? You'd a never known. But then there were all those Vichy references in Ed Notes. "The UFT/Unity caucus leadership function like the French Vichy government in WWII. They ought to serve Vichyssoise at Exec. Bd. meetings."

David B - time to add a 5th Amigo.

The Fourth Amigo

UPDATE
GBN News commentary on the unlikely alliance between Joel Klein and Al Sharpton





Is that guy on the right handing Sharpton a million bucks under the cloak?



Photoshopping by DB as he strikes again

NYC Parents Deconstruct Klein/Sharpton/McCain Farce

....at the NYC public school parent blog.

Where did Sharpton get the million bucks?
Who is funding the Education Equality Project?
Is there a hidden 4th amigo with initials MB?

photoshopped by DB

Joel Klein and Michael Bloomberg Raise Civil Rights to New Heights

NYCDOE Civil rights Agenda Vaporized by Anti-Matter

From Ed Notes News:

The BloomKlein administration has explained the drop in the number of black teacher hires in the BloomKlein years from 27.2% in 2001/02 to 14.1% in 2006/7 (from 1990 - 2002 when Bloomberg took over the city schools, it rose steadily from 16% - 27%) as a new surge in their struggle for civil rights. (See ednotes here and report from the black educator blog.)

"Every black teacher we keep from teaching in the city schools is a victory for civil rights," said a public relations spokesperson for Tweed. "We're protecting them from abusive principals who graduate from the Leadership Academy. How responsible would we be if we let them walk into schools run by these ogres? Thousands of potential black teachers have been saved from cruel and unusual punishment. To not have reduced the black hires in half, it would be like reversing the emancipation proclamation and returning them to slavery. Or at the least, indentured servants, as so many of the teachers have been complaining about."

Klein's buddy John McCain agreed with the principle - keeping Obama out of white house is a civil rights issue of our time. "Did you see what crap G.W Bush looks like after 8 years," said a spokesperson? "We know Black Americans have greater health issues than whites and protecting Obama's health is a civil rights issue."

Bloomklein defend widening of achievement gap
Eduwonkette reported:

"On New York State Tests, A Growing Achievement Gap Between White/Asian and Black/Hispanic New York City Students

The achievement gap in New York City has increased in the last five years, and the decreases in the achievement gap in grade 8 ELA have come at the expense of white and Asian students.

Coupled with my analyses of NAEP achievement gaps - which also showed no progress and in some cases growing gaps - these findings are quite troubling."

"Another victory for civil rights," said Tweed. When asked to explain, the response was, "We run everything and don't have to tell you anything. Go FOIL it."


"What about the fact that NYC schools seem to be more segregated than when you took over the schools," an ENN reporter asked?

"Civil rights, civil right, civil rights. FOIL, FOIL, FOIL," was the response as the phone was slammed down.

Lifeguard Controversy

Today's NY Times' front page Metro story by Corey Kilgannon on Peter Stein who heads the lifeguards' union, relates to a story in Ed Notes (Is the Parks Dept Racist?) on the way the Parks Dept. places lifeguards in Rockaway - lots of them in the wealthy west end, many less in the poorer east end.

Stein was a NYC teacher, as is Janet Flash, his current nemesis. We met with Stein in the 70's when he expressed some interest, briefly, in the opposition to Unity Caucus, but then he moved quickly into the city-wide union hierarchy.

Kilgannon has done some great stories on Rockaway over the years.

Here are some photos I took on Labor Day last year. This used to be the traditional day teachers were at their most depressed, but thanks to the UFT, they were already back at work for two days by then. The UFT does it's best to improve the mental state of teachers - "See, we won a great victory in the 2005 contract. No more depression Labor Day."

But in these pictures, you will see some teachers, after having attended 2 days of PD, trying to decide whether to just swim out to sea as an alternative to going in the next day.

Credit Recovery: The Civil Rights Issue of Our Time

If the NY Times says education is a civil rights issue, it must be so.

In 10 Things I Learned in Summer School Credit Recovery, Learners Inherit at Chancellor's New Clothes exposes the fault lines in the Sharpton/Klein promotion that they are addressing the achievement gap, which Klein loves to brand as "the civil rights issue of our time."

1. Students are only required to attend 4 out of 10 days to receive a passing grade and full credit.

Obviously, graduating people who show up 4 out of 10 days is a way to fight for civil rights.

When teachers take a few days past their 10 allotted, they get nasty letters in their files. And sometimes, even U-ratings. What kind of message are we sending to our kids when they see that happen to their teachers?

We can't wait to hear from the business comunity when their workers show up 40% of the time.


And they're so interested in quality teachers.

5. Not having posters on the walls of a classroom during a ten day course is cause for receiving “2″ out of “5″ on an evaluation.

Note how the pro-Bloomberg/Klein press in NYC and the pundits nationwide ignore this aspect of raising the grad rates as they report on Klein and Sharpton traipsing around the country promoting the civil rights issue of our time. (Does anyone in the press ever ask Klein and Michelle Rhee how they have so much time to promote a political agenda when they have large school systems to run? I never had all that time as a classroom teacher.)

This is actually racist policy of using a phony system of making it look like kids are being educated when in fact they are unprepared for the job market.

So who will the corporate/business community world blame since the union obstruction is feeble? Watch the BloomKlein spin doctors after they leave start crying how it is not their fault but that political insterest like the union were able to rear their heads once they left.

Teacher Quality in Denver and New Orleans

As a corollary to the Teacher Quality, now being morphed into Teacher Effectiveness, post below this one, check out these stories:

From Denver, where the much lauded agreement by the union to agree to all sorts of incentives, seems to be in trouble. Now even before an extensive evaluation, the district wants to reopen negotiations.

John Hereford, a co-chairman of a committee on ProComp set up by A-Plus Denver, a nonprofit citizens’ group, said changes are necessary because the system does not appear to be operating as it should. “We know it is not affecting behavior as we had expected it to, and every year that goes by makes it that much harder to reform,” he said. “....letting ProComp drift into a base-pay-type system doesn’t have that surgically precise ability to affect and motivate teachers in an important and direct manner.”
teachers who opted into ProComp raised student test scores only slightly compared with their peers who did not take part in the pay plan.

This stuff is priceless. Gee whiz, you have to cough up a lot more money to get people to cheat enough to get those scores where the politicians want them.

And then comes the blame the union (which should be blamed by the teachers for agreeing to this stuff in the first place:

Brad Jupp, a senior policy adviser on ProComp to Superintendent Bennet, said he is disappointed that the union has sought conflict over the proposed changes.

Like the union is supposed to agree to something and when management is not happy with their own proposal, is supposed to lie down and give them what they want.

And finally,
“It is fair to say that, across the country, there are not many good, rigorous studies that show performance pay improves student performance,” said Paul Teske, the dean of the school of public affairs at the University of Colorado at Denver, who is conducting the independent study of ProComp that is due out next year.

Bet there never will be good rigorous studies that will give them what they want- if they take various forms of cheating into account.


New Orleans has only quality teachers
Teacher union watchdog/critic Mike Antonucci from EIA, who finds the holes in union press releases, seems willing to swallow a Paul Vallas report on progress in New Orleans without criticism or analysis. In this Intercepts post, Antonucci declares More good news from New Orleans.

After years of scrambling to find good teachers, many public schools in New Orleans have more aspiring teachers than they know what to do with as the new school year approaches. The explosion of interest in teaching here can also be attributed to the marketing techniques of programs like teachNOLA and Teach For America, which have used the Internet to spread the message among 20-somethings, in particular, that New Orleans is the place to be for young educators bent on change. The city’s growing reputation in education reform circles has fueled that message.

Where did all the bad Vallas news he left in previous posts in Chicago and Philadelphia go?

Here's the "good" news to Antonucci and the bogus ed reformers.

There's basically no more union in New Orleans and the public school system is being privatized. So there are no more excuses as the phony ed reformers have their perfect laboratory to try out all their schemes.

Here's the bad news. Nothing will change in the long-term for poor kids, many of whom never came back as the city is being gentrified.

We've always maintained that their "progress" means changing the kids or cheating. Follow the path of kids as they enter the job market to track real results. We have already begun to see complaints that these overly test-prepped kids are extremely limited once out of school. But the ed reformers and their corporate supporters don't seem to want much more.

If you missed it, see Michael Fiorillo's post a few days ago on the recent David Brooks NY Times column on education.

Nancy Flanagan's comment on the piece before this about teacher effectiveness is worth sharing if you missed it.

Nancy Flanagan said... Hey, thanks for the mention--and do check out the Center for Teaching Quality, which is as good as it gets.

Here's a story:
I am sitting on the dias with a researcher from Famous Research Org and a honcho from the US Department of Education at a conference convened around the issue of teacher quality. Of course, there are 200 people in the audience and perhaps 4 of them are actually classroom practitioners. But we're having a nice conference to discuss how to fix the, ummm, problems with teachers.

Person from USDOE says: We have now achieved a very high percentage of "highly qualified" teachers, through the impact of NCLB. We are turning now to "highly effective" teachers as our next goal. What's a highly effective teacher? One who leverages gains in test scores, of course. Soon, we will have data analysis systems in place in every state and will be able to identify teacher effectiveness such that we can lop off the bottom quartile of ineffective teachers (and replace them, no doubt, with novices who had high SAT scores, and thus are more promising).

I ask her: What is the USDOE doing to strengthen actual teaching--you know, the things teachers do that cause these gains?

Her response: We're agnostic about that. We don't care what teachers do--only about the measurable results that they get.

--
So there you have it. It's about quality teachers--not about quality teaching.

Teacher Quality and Working Conditions

I have issues with the very expression "Teacher Quality" because people all too often view TQ as digital - either you are or you aren't a QT – while I view it as analog - on a scale of say 1-10 that can vary depending on school conditions, the year, the time of day, a particular kid that bugs the hell out of you, a butterfly flapped its wings in Brazil, and who knows what else?

I also object that the phony ed reformers only want to look at TQ in terms of results on narrow high stakes tests. They have recently changed the vocabulary to "teacher effectiveness."

In the great debates with Teach for America teachers that we had here and at Chancellor's New Clothes, I noticed how so many of these newly minted current and already gone TFA teachers use the "teacher effectiveness" expression. TFA's certainly have all the jargon down.

I've been reading comments on various blogs from Nancy Flanagan, a long-time teacher, now retired, who thinks out of the box. She works with teachers on teacher quality issues and I promise to take a closer look at some of the work she is doing with the Center for Teacher Quality. Take a look at the link to working conditions.

Nancy recently left a comment at this Ed Notes post "Teacher Quality in Context".

Thanks for your acknowledgment of the excellent work done by the Center for TEACHING Quality, in North Carolina. CTQ is an organization dedicated to the idea of putting the teachers' voice into the policy-making process. That concept is played out in their sponsorship of the Teacher Leaders Network (see TEACHER magazine and EdWeek for lots of TLN teachers' essays and blogs)--as well as some great research (like the working conditions studies). One of their crown jewels is Teacher Solutions, a policy creation model where diverse groups of actual teachers come together to study key issues and issue reports and recommendations.

I emphasize "Teaching" because a lot of the issues you're discussing in this post turn on the distinction between selecting presumably good teachers vs. improving practice--teaching--in the teachers who are already in place in high needs schools. Making working conditions and professional learning better might go a lot further in fixing schools than sorting and selecting in the teacher pool. [my emphasis]

Nancy blogs at Teacher in a Strange Land.

I am interested in the focus on working conditions in many inner city schools. Some of my colleagues in buildings where charter schools have been put in place have pointed to a difference in working conditions. The teachers at Jamaica HS in Queens called it "educational apartheid" when 100 people showed up at the monthly meeting of what passes for a joke of a NYC Board of Ed (known as the PEP, but is actually the PEPLESS) to protest the difference in resources being given to a college prep school being added to their building while they were being starved. (See Gates Foundation Supports Apartheid from our post in May.)

I saw this occur when I did computer support at JHS 126 in Greenpoint in Brooklyn in the 90's when Bard HS took over the 4th floor which underwent a million dollar plus renovation while the junior high school's grades 7-9 were squeezed into the rest of the building. After a few years, Bard wanted the 3rd floor too and when denied, they left to push into a struggling elementary school on the lower east side. JHS 126 was left with a 4th floor full of half classrooms that could not fit a full public school class into them. We told that story back in November.

Here are a some comments on working conditions from a few blogs of young NYC teachers.

A 2nd year NYC teacher comments on working conditions at Miss Brave Teaches NYC:

...while on vacation last week I met up with a friend of mine from graduate school who now teaches at a private school in a wealthy suburb. She teaches for only two and a half hours a day, so the rest of her day is free for planning and grading, which means she never takes work home with her. She has no more than fifteen students in each class. She has an office with a computer provided to her by her school, which also paid for her to fly cross-country to national educator conferences. Her last day of school was at the beginning of June and she doesn't go back until after Labor Day, which means she gets a full three months off. And, most jaw-dropping of all, there is a chef at her school who cooks a delicious lunch for the staff every day! And to think, the teachers at my school are practically foaming at the mouth when we get a bagel breakfast twice a year. I was nearly salivating just listening to her describe those working conditions. When I told her that I'd had 420 students on my roster this past year, she exclaimed, "That's a school, Miss Brave! You were in charge of a whole school!" At one point, I inquired as to whether her school had a security guard; in response, she laughed at me.

As a chapter leader, I often asked my principal to hire a chef.

Mildly Melancholy is leaving a public school for a charter in Brooklyn:

What I do know and love is that the school has adequate facilities, and it has excellent resources. The teachers' room has a free copy machine (at my previous school, teachers had to buy a copy code [cheaply, but still] AND provide paper) and shelves of books, just sitting there (not stashed away in a secret room in a secret stairwell, covered in asbestos dust). Plenty of money for classroom books and supplies. Plenty of schoolwide expectations and reinforcement systems. A longer school day and a longer school year (several mandatory weeks in summer for students and teachers), but also a 10k raise.

Jeez. A copy machine in the teachers room.

I'm sure these gals are high level teachers no matter where they teach. But a career of bad working conditions take a toll. I can't tell you how much time and effort it took to navigate the "system" to get resources. The road blocks take a toll over time. I found myself beginning to wear down sometime in my 17th-19th year, almost totally as a self-contained classroom teacher in grades 4-6, especially with an administrator who had only an interest in test scores and actually discouraged any creativity.

Probably why I took a sabbatical to get an MA in computer science around my 20th year.

When I came back, she maneuvered me out of the self-contained class and into a cluster, which I turned into a computer job. I loved building a computer program from scratch for the next 10 years.

But my best work as a teacher was behind me.

The Carnival of Education is Up and Running

Hosted this week by our buddies at The Chancellor's New Clothes and a great job by Learners Inherit the Earth, whose partner in crime, A Voice in the Wilderness, is off traveling in the wild.

Gary Babad Aims to Rule the World

When NYC parent Gary Babad announced on the NYC Public School Parent blog July 18 that his GBN News was acquiring the NY Times, more than a few eyebrows were raised.

His press release stated:
"It is unclear just what effects this takeover will have on the Times reporting, or their staff."

Sure Gary. Barely 2 weeks into your tenure as owner of the NY Times, you get this puff piece about you planted in a newspaper YOU CONTROL.

Just another outrageous abuse of power by the megalomaniacal Babad, who just a month before was awarded an exclusive no-bid contract as the sole distributor of NYCDOE press releases.

"Given the size of the DOE public relations budget, industry experts speculate that this contract alone could have financed GBN’s takeover of the Times,"GBN News reported at the time.

The ugly rumor around the street is that Babad's next move will be to buy Bloomberg L.P.

Michael Fiorillo Challenges David Brooks

In this post to ICE-mail, Michael Fiorillo (Chapter Leader at Newcomers HS in Queens) takes a crack at today's op ed ("The Biggest Issue") by NY Times columnist David Brooks, who channels the corporate ed reform agenda when he addresses education reform issues. Ed Notes criticized Brooks back in June when he wrote a ridiculous piece supporting the Klein/Sharpton/Rhee vision of ed reform, as did NYC Educator.

Michael ties economic forces to educational ones and ties up the concept of runaway corporations who avoid taxes and high labor costs.

I would add the irony of the Brookses and other ed reformers pointing to teacher union contracts and tenure as the culprit.

Yes, close the achievement gap by all means, but make sure jobs in teaching and other sectors are as low paid as possible by shutting down unions' ability to fight for their members.

I don't have the exact numbers but I remember hearing that only 27% of the jobs in the next decade will require a college degree. The corporate world is rushing to support the market forces ed reform movement to close the achievement gap just enough to provide workers who can operate a cash register.

Thus, when the achievement gap is closed - of course, only when every school is a KIPP school and we rotate a new teacher corps through TFA every 2 years - we will have, as Michael points out, a nation of educated cab drivers.

I can see the day when American college grads are driving cabs - in bangladesh.

Hello All,

This op-ed by Brooks is a well-condensed example of the ideological points that are driving corporate school "reform." According to this model, education drives economic development, and apparently there is no relationship between investment and economic conditions. I would suggest that anyone who believes that education is the primary factor in economic development take a few taxi rides in NYC and get into a conversation with their driver. Ask them about their backgrounds, and you will be astonished at how many highly educated people - engineers, architects,doctors etc. - are driving cabs. However, they still had to immigrate here: why? According to Brooks and his ilk, they and the nations they come from should be prospering. But they're not; they're driving cabs in NYC.

The reason is that, while their levels of educational achievement may be high, in their countries there has been no corresponding level of investment that would supply them with gainful employment. This is what the corporate reform crowd refuses to acknowledge: ironically, these "business model" characters refuse to admit to the relationship between supply (educated workers) and demand (investment in industries and jobs that pay middle-class wages or better). These folks believe - or at least the more ignorant/gullible/opportunistic among them - that education magically translates into improved living standards. Obviously, it's an important factor, and as a teacher I won't let these characters trap me into contending that it isn't. However, we're fooling ourselves if we think that investment patterns - among other factors - are not a major factor influencing economic conditions.

For the past generation-and-a-half, the US has been de-industrializing, allowing domestic production in some industries - basic steel, for example - to collapse, shipping others - auto - overseas or to non-union environments in the US. Along with this de-industrialization has gone the extreme income polarization we experience now. It's entirely predictable, since Bureau of Labor Statistics show the country increasingly polarized between high paying jobs in FIRE (Finance, Insurance, Real Estate) and poverty-level jobs in services such as retail, restaurants, etc. For a generation, these have essentially been the only two sectors where jobs have grown.

Not so long ago, it was possible to lead a relatively secure life with a high-school diploma and a unionized job in manufacturing or transportation. Those jobs are gone now, and even the income premium that college grads have enjoyed is now declining. As teachers fighting the privatization of the schools, we must throw this back in the faces of these sons-of-bitches. They have the audacity to simultaneously ship the productive capacity of this country overseas- literally in many cases, where they disassemble entire factories and send them to China, Vietnam, etc. - and then blame teachers for the resulting decline in living standards.

I personally think that, with the accelerating collapse of the neoliberal economic model, we will have a opening to make this argument. Let's be ready.

Best,
Michael Fiorillo

Sean Ahern added this comment:
Well said! remember the Coleman report? There was a time, before Ravitch et al brokered the Nation At Risk, when the economic condition of students and their families was broadly acknowledged to be the singe most determining factor in student achievement. That said some accounting should be made: How have we fallen so far? and How may the people regroup? How may we as teachers contribute to this in our schools in conjunction with the students, parents and communities we serve?

Teacher Quality in Context...

...at Eduwonkette's place.

I have so much to say about the teacher quality issue that I can never properly organize it into a coherent piece and end up putting bits and pieces in various comments. Some day ... when it's not beach weather. But thank goodness there are people who are coherent out there.

One of the things ya gotta love about 'Wonkette is that she gets it about teacher quality. You knew that on her first day of blogging back on Sept. 23, 2007 when she was still at Blogger. (Is it not even a year when she seems to have been around forever?)

Her first week's posts are worth rereading:

Tunnel vision syndrome - The teacher effectiveness debate focuses only on a narrow set of the goals of public education, which may endanger other important goals we have for our schools.

No teacher is an island - The teacher effectiveness debate ignores that teachers play many roles in a school. Experienced teachers often serve as anchoring forces in addition to teaching students in their own classrooms. If we don’t acknowledge this interdependence, we may destabilize schools altogether.

Ignoring the great sorting machine - If students were randomly assigned to classrooms and schools, measuring teacher effects would be a much more straightforward enterprise. But when Mrs. Jones is assigned the lowest achievers, and Mrs. Scott’s kids are in the gifted and talented program, matters are complicated immeasurably.

Overlooking the oops factor - Everything in the world is measured with error, and the best research on teacher effectiveness takes this very seriously. Yet many of those hailing teacher effectiveness proposals missed out on Statistics 101.

Disregarding labor market effects - The nature of evaluation affects not only current teachers, but who chooses to join the profession in the future and where they are willing to teach. If we don’t acknowledge that kids that are further behind are harder to pull up, we risk creating yet another incentive for teachers to avoid the toughest schools.

She followed up on Jan. 31 soon after moving over the Ed Week:

Today she adds a piece on Jim Spillane's research with this intro:

The current policy discourse about teachers and teaching in the U.S. emphasizes the recruitment and retention of “high-quality” teachers, defined either by the teachers’ credentials, or their value-added influence on students’ achievement, or both. It has not, in skoolboy’s view, paid sufficient attention to the ways in which the school serves as a context for teachers’ work, shaping the conditions under which a teacher might be more or less successful in advancing students’ learning. Teachers don’t teach in a vacuum; the ability of the leaders in a school to set a direction, secure resources, facilitate professional development, and build a culture for teachers to work in concert has a lot to do with whether a teacher can be successful.

Read it all here.

And check out some of the stuff at the center for teacher quality (though on a cursory look I probably have some issues with their positions. However, their work on working conditions and how they affect TQ looks interesting.

I'm looking for a grant to do some research on how teacher effectiveness dropped when Bloomberg forced every school to install Snapple machines. Would I have to drink the stuff myself?

Bill Cala: High-Stakes Tests Push Kids to Streets

Susan Ohanian writes:
Longtime educator William Cala points out that in the face of the high stakes pressures, cheating is inevitable.

Bill Cala was a super superintendent who retired a few years ago from Fairport, NY. He ran the Rochester schools as interim superintendent last year but declined to take the job full-time as he and wife Joanne have been doing some great work in Africa (Joining Hearts and Hands - donations welcome.)

We all got to hang out (Susan O and John Lawhead too) at a high stakes conference at the World of Opportunity (The WOO) in Birmingham back in 2003 and I kept thinking that this guy is like no other school superintendent I've ever heard of. We had the most fun talking about the inept NY State ed department under the mis-leadership of Richard Mills, a man who eagerly signed off on Joel Klein's waiver to be chancellor. (Check Mills' work in mis-managing the Roosevelt, LI schools which were taken over by the state.)

When someone like Bill Cala is tapped to run the state education department will be the beginning of true reform in education. Or chancellor of NYC schools. (I can hear his howls of laughter emanating from the halls of Tweed.)

Read the entire article but here are a few excerpts from this gem.

High-Stakes Tests Push Kids to Streets
William Cala
Rochester Democrat and Chronicle
2008-07-27
Full article here
http://susanohanian.org/show_atrocities.php?id=8137

What is the purpose of public education? Historically, it has been to make good people, to make good citizens and to nurture the individual's talents and skills. However, over the past 100 years, these noble principles have been kicked aside in lieu of a sterile testing agenda set by politicians that has ignored the needs, wants and dreams of students, families and local communities.

If schools do not reach certain numeric benchmarks set by bureaucrats, they will be closed. Is it any wonder that we find that social studies tests given in rote, repetitive practice drills in the City School District became the final exam without alteration?

How widespread is this type of corruption? I suspect that this is the tip of the iceberg.

We are test-prepping our kids into the dropout line (fewer than one-half of minorities nationwide are graduating). School is becoming irrelevant.

Pupils need and want to be a part of democracy, not the target of bad politics in disguise as democracy.

The pressure to use tests as the only means of educating children has dramatically increased teacher anxiety and depression, and is driving good teachers out of the profession.

It is said that tests are meant to improve education and enable children to achieve higher standards. However, dropouts have increased since the onset of high-stakes testing (especially among minorities, English-language learners and special education pupils).

Sadly, schools have been dumbed-down to absurdity. Do we really believe that 30 out of 87 correctly answered questions on a high-school math exam "meets standards"?

Cala is a professor at Nazareth College and former interim superintendent, City School District.

Things I Wish I Could Have Said or Done As Effectively...

Do not miss NYC Educator as he nails Rhee to the wall.





And kudos to Gary Babad at GBN News for scooping even The NY Sun's Elizabeth Green on this one.

Bloomberg LP to Acquire Major Snake Oil Company

And finally, Eduwonkettes' request for data from NYCDOE's David Cantor, who oversees a cast of thousands in the Tweed public relations department, led to this PR booboo of a response:

From: Cantor David
To: eduwonkette
Date: Sun, Jul 27, 2008 at 11:42 PM
Subject: Re: Requesting scale scores mailed-byschools.nyc.gov

I've thought about it and decided i don't want to give out information to someone asking anonymously.

I'm sure you'll have no difficulty finding what you need.

A little touchy David over our gal's ripping BloomKlein claims to closing some gaps (anything but the achievement gap - maybe it was traffic) to shreds?

Cantor was right as "Wonkette posted this Update: Matthew Tabor is my hero. Read his FOIL request here.

Gee, David, if you need some advice on how to handle PR situations like this, just call.

Planning to Change the World

True ed reform will take a merger of Teach for America like fervor with social justice oriented teachers who see solutions lie way beyond the narrow "all we have to do is get better teachers and close the so-called achievement gap." Add a dolop of those who want to reform teacher unions (not the phony ed reformers who see unions that agree to do away with tenure and teacher rights as "progressive")so they battle for full funding of education and stop looking the other way when money appears magically for wars and bailouts. (Excuse the truncated version.)

Don’t forget— Order your plan book by Friday, Aug. 1 to receive a discount price.

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Rhee, Klein, Kopp, Feinberg in the land of the KKK...

... and by association, Al Sharpton too, in this incisive post by A Voice over at Chancellor's New Clothes over these speakers at the conservative, and possibly racist, American Enterprise Institute. Irony #1 amongst many: Sharpton's role in the attacks by the black community on the Korean grocers in Brooklyn in the 90's.

Educational Reform Wars

UPDATED:

The recent online debate between Diane Ravitch and her old buddy Chester Finn has drawn attention to the Klein/Rhee/Sharpton/Ed in 08 narrow vision of ed reform (get rid of tenure and all will be well) and the broader, bolder approach of Rothstein/ et al. Ravitch has joined in with the latter.

Check out these posts on the 2 visions of ed reform from Fred Klonsky at Prea Prez here and here.

Klonsky ends with:

To me there is great value of the emergence of these two clearly defined and clearly different visions. Some, even in our own union movement want to straddle the fence. But this will be hard to do. People will be asking,

Which side are you on?

Readers of Ed Notes will note that in our view, the UFT/AFT has not only tried to straddle the fence but has one foot in the Klein camp. How else to judge their actions in Chicago, New York, and now Washington in signing on to many of the narrow vision schemes like merit pay, extended days, signing on to "we'll help get rid of bad teachers" without strengthening protections for the rest?

After I posted this, I came across this particularly unfair piece from Alexander Russo on the contract negotiations in Washington, where you can take anything out of context. I guess we know which side Russo is on. My comment:

Of course Nightline focused on vending machines instead of negotiating sessions on things like class size. Not to say that if things like basic conditions for teachers weren't negotiated, Rhee would have them using outhouses for bathrooms. Also note who funds Nightline and JohnMerrow: Broad and Gates and all the othe players on the Rhee/Joel Klein team.

With DC's union chief George Parker about to set a dangerous precedent by giving away the store to Rhee, watch the actions of new AFT president Weingarten: silence, fence-straddling or outright support. But don't look for broader, bolder leadership.


Note: Commenting on the Prea Prez blog seems to require one to log on with a word press account, which I don't have. So if you can't comment there, leave one here.

And on a personal note, I recently realized that I met Klonsky's daughter at NYCORE meetings a few years ago. Sometimes it seems there's 2 degrees of separation between educational activists.

Teachers Unite

This past year I spent as much time working with Teachers Unite as with ICE and I was honored to be asked by Sally Lee to join the steering committee. I'll get into more details on why I think that socially committed teachers who see beyond the classroom can be the core of a progressive reform movement, which absolutely cannot occur without a progressive UFT. Of course, 40 years of waiting to see the UFT change into a progressive union is like watching grass grow. Or golf.

Sally is doing great work in reaching out to many of these teachers (as is NYCORE, which is where I met Sally.) Yesterday, I went to have lunch with one of Sally's contacts, a soon to be 4th year former teaching fellow who is not leaving. While waiting for her at a place in the Village, Sally walked out not knowing that was where we were meeting. "I'm not stalking you," I said, "but while you're here, stay around so you can point out who I'm meeting."

After the intros, Sally left us to talk and I learned a hell of a lot from this wonderfully committed teacher, who is already training new fellows, as we talked about small schools, large schools, teaching reading, special ed, the union, etc.

Boy am I getting an education. Old farts can learn new tricks.

Next year we are planning sessions for newer teachers on union-related issues, like "What are your rights?" (At least we can tell them they basically have none and not to expect much support from the union.) One of the potential themes is navigating the minefield of school and union politics, something they don't teach in Ed 101 or in Teach for America workshops (hey, TFA, I'm available.)

Here is an excerpt from the July TU newsletter. (Read the entire edition at Norm's Notes.) Also check out the Teachers Unite web site.

P.D. You'll Love

Are you a teacher looking to:

· grow as an educational leader?

· play a role in grassroots campaigns for social justice where you work?

· participate in community-based Professional Development?

Teachers Unite will be hosting an open informational meeting August 25th (please check back with Teachers Unite for details) where educators can learn more about our growing work with grassroots activists throughout the city.

Teachers Unite is building a movement of public school teachers who play a critical role in working for social justice. Our members contribute their insight and expertise as educators to grassroots organizing campaigns that demand justice in New York City communities, particularly in schools. Teachers Unite seeks to defend public education by rebuilding the relationship between teachers, students, families and communities as partners building power for social change.

Some examples of how teachers can contribute to community organizations:

· lead a workshop about innovative pedagogy and educational issues
· give an educator's perspective on life within a NYC public school
· provide training around lesson- or workshop-planning, tutoring or other instruction
· conduct outreach to neighborhood colleagues about a community issue

Mr. Zahler Goes to Washington....

....but don't expect him to be Jimmy Stewart.
And don't expect any uplifting words on democracy.

For some time we have noticed hits to this blog from the AFT in Washington searching for Jeff Zahler, an unusual sign of interest.

Noted red-baiter and Unity Caucus leader (and hack,) Zahler briefly served as UFT staff director in the fall of 2007 when he replaced Mike Mendel before retiring himself in January 2008.

Apparently, he will be doing the same job at the AFT as Randi takes him to Washington. (Will Zahler still have time to monitor the opposition blogs and leave anonymous comments?)

The choice of Zahler to go to the AFT is interesting, given the role he has played in the UFT as the attack dog of choice in his role of Unity Caucus leader. Zahler's crudely written Unity leaflets, which always make sure to attack ICE merely for existing, rank high on the list of things to laugh at during dull moments at Delegate Assemblies.

Zahler reached the heights with the notorious post card red-baiting Weingarten opponent Kit Wainer (see below) sent to the homes of thousands of UFTers in the 2007 election. The left segment of bought off opposition New Action, which had been red-baited by Zahler and others in Unity for decades in their pre-sell out days, sent off a message to Weingarten protesting (conscience cleared) and she made some lame apology but she winked as Zahler proudly defended his actions at a Delegate Assembly.

So Zahler is an appropriate choice to go to the AFT which for 30 years has been a factor in undermining left/militant unionism around the world. Check Mexico and Puerto Rico for recent events and see if you can find a copy of George Schmidt's 3-decade old pamphlet on the AFT and the CIA. (If you want a copy let me know.)

Here is a reprise of Zahler's greatest hits on Ed Notes.

Wednesday, March 14, 2007

Unity Propaganda Machine Treads in Dangerous Territory

Considering the attack on ICE-TJC presidential candidate Kit Wainer as being old-century, the McCarthyite tactic of branding the opposition as "Reds" seems so old century. But this is an old tactic on the part of Unity Caucus. Ironically, they used this time and again against their current allies New Action, many of whose leaders have strong connections to socialist political parties and are themselves so-called red diaper babies, whose parents actually faced persecution by the real deal, Joe McCarthy himself and have a visceral response to "Red-baiting."

March 29, 2007

Breaking News: March 29, 2007

When a question was raised at the DA yesterday about the red-baiting flyer Unity sent out, Randi as usual cried about how she has stood up to such terrible personal attacks -- like questions about her teaching credentials - like questionning her statement on NY 1 not long ago claiming she taught 5 periods a day for 6 years - it was 6 months, but what's a little slipup amongst friends?

Randi then gave Unity Caucus head Jeff Zahler the floor to engage in another round of red-baiting, saying he was proud of the role he played and read excerpts in a second attack on Kit Wainer. Zahler said accusations of McCarthyism are not true because in those times Kit would be thrown out of the union and not even have a job (Shanker was all for the firing of Red teachers.) He attacked Kit for criticizing Al Shanker for supporting American foreign policy - like the war in Vietnam, which apparently in retrospect Zahler must also support. When Zahler started frothing at the mouth Randi, fearing rabiis, signaled "enough" and he sat down like a good boy.

May 21, 2007

Coming Soon to UFT Staff: Loyalty Oaths?

With his new position as UFT Staff Director, Unity Caucus leader Jeff Zahler will have to give up his dual full-time positions of monitoring opposition blogs and as chief writer of red-baiting leaflets for Unity. In a recent speech at the Delegate Assembly he said he was proud of writing the red-baiting leaflet attacking ICE-TJC presidential candidate Kit Wainer.

Zahler brings a rich background to his new position as a disciple of red-hunter Joseph McCarthy and will be instituting loyalty oaths for all UFT employees.

June 12, 2007

UFT Delegate Assembly Report June '07

Paranoia will Destroya

Randi's paranoia (increasing by leaps and bounds as snitches at the palace at 52 Broadway have been telling us) requires attack dogs while she is traipsing around the country. Zahler, who has been so proud of his red-baiting leaflets, addressed the members and made a less than thrilling impression. He said something about only delegates should be seated - that's it Jeff, show how tough you are by eliminating the 12 seats in the visitor section. Someone muttered "we want Michael [Mendel]." Can't wait to see Zahler run a DA."

December 26, 2007

Shuffling the Deck on the UFT Titanic

Students pass state test, principal apologizes to students

He's sorry that he spent thousands of tax dollars on test materials, practice tests, postage and costs for test administration.

Sorry that his teachers spent less time teaching American history because most of the social studies test questions are about foreign countries.

Sorry that he didn't suspend a student for assaulting another because that student would have missed valuable test days.

Sorry he didn't strictly enforce attendance because all absences count against the school on the State Report Card.

He's sorry for pulling children away from art, music and gym, classes they love, so they could And more: Students pass state test, but at what cost to their education?
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