Written and edited by Norm Scott: EDUCATE! ORGANIZE!! MOBILIZE!!! Three pillars of The Resistance – providing information on current ed issues, organizing activities around fighting for public education in NYC and beyond and exposing the motives behind the education deformers. We link up with bands of resisters. Nothing will change unless WE ALL GET INVOLVED IN THE STRUGGLE!
Sunday, August 23, 2009
Creating ATRs a Key Part of Privatization Plan
The corporate forces looking to control public education have an executable plan only of the union cooperated. And the UFT sure did. And does.
We need to connect all the dots in the DOE ATR plan as it ties into the ultimate goal of privatizing the public school system and removing unionized teachers as a force. (Note that other than the US, teachers often are leading national struggles in many countries - see Mexico, Honduras, Puerto Rico.)
Remember the goal: to have a school system with as few union teachers as possible. Thus, closing numbers of schools, especially the large high schools, which have seen an influx of charter schools full of non unionized teachers (anyone have a big rat to put in front of them?) Or the UFT for being part of the process?
The other part of the equation is to have a massive influx of new, low salaried teachers and push out the high salaried ones.
How does the ATR situation tie in? They needed to kill the seniority system as a first step in their plan. Imagine if they closed all these schools under the old system? All the teachers would start bumping people all over the place, just as we all went through in our careers.
So, they took a temporary hit in the 2005 contract in the sense of agreeing to keep paying all these people as a temporary stage. Call it an investment in the long term goal of a non-unionized, privatized system.
Now we are going to phase 2, which we call the buy-out phase, where they will pay up front to get people to leave or pull a Michelle Rhee and offer big bumps in salary to teachers who agree to give up their tenure.
For those who don't jump, there are the public attacks on the ATRs by the New Teacher Project's Tim Daley, Klein and the press who will demand a Chicago system where ATRs get to sub for one year and if they have no job they are released.
But since there will be a continuous stream of ATRs as they close more schools, they need to modify the contract. They will do that in the usual way – bribe the UFT with salary, another short term investment since they know they will reduce the ranks of the union by huge chunks in the long run. Then we will see massive school closings for all kinds of reasons, like 12 kids sneezed. (All they have to do is make the tests harder for a year or two and fail more schools.)
Look for some little nudge in this direction in the new contract. It will be subtle to get people to vote for it but it will give BloomKlein a wedge to move their plans forward.
Saturday, August 22, 2009
CIF Response on Parent/Community Organizing Blog Post
I hope you read NYC parent Benita Rivera's comments in this post: Setting a Wild Fire Under Parent Activism.
I spent some time yesterday talking to lower east side activist and CEC One President Lisa Donlan, batting around ideas on getting teachers and parents at the ground level to work together. Lisa's organizing experience offers some excellent insights.
GEM has potential to become an umbrella group, but GEM is still a teacher based group and we have to figure out ways to make things workable.
I don't know Center for Immigrant Families (CIF's) Donna Nevel well, but CIF is already working with GEM. Donna had asked some GEMers to come up and talk to parents about mayoral control and Angel, Sam and Lisa had an excellent session.
When you get it right, No one seems to notice. But even when you screw up, good outcomes can result. If new links between parent and teacher activists are forged as a result, we may screw up more often.
Donna Nevel sent in these comments:
Hi Norm,
We read your blog on parent organizing and wanted to share with you a little about some of the organizing CIF does. CIF is a collectively-run organization of low income families of color and community members in uptown Manhattan. Our work is based on popular education so everything we do grows out of parents and community members' wisdom, knowledge, and lived experiences. Our goal in our work on public education is to build community power and to fight for justice and real structural and transformative change to our public education system. We believe that being rooted in the community and having our analyses and strategies for organizing emerge from that reality is critical and fundamental to the work we do. We understand the deep and profound connections between the local struggle and the larger struggle city-wide, nation-wide, and, indeed, internationally and engage in each of these areas.We have worked closely with our allies in the social justice community on many different fronts and look forward to continuing to work together with others who share a vision of social justice and community self-determination that promote shared leadership, mutuality, respect, love, and dignity.
Also, as you know, CIF has joined GEM and believes that building genuine partnerships among teachers, parents, and community members will greatly strengthen the work we are all doing.Thanks for all the good work you do,Center for Immigrant Families collective
Center for Immigrant Families (CIF) is a collectively-run and popular education based organization for low income immigrant women of color and community members in Manhattan valley (Uptown NYC). We build from an approach that recognizes the intersectionality of oppressions, and locate our most powerful resistance as one that can emerge from the strength of who we are as women, caregivers, economic providers, survivors, and, essentially, as the “glue” that holds many of our communities together. We work to unlock our collective imaginations, dreams, visions of the society we want for our families and communities to thrive. We organize to transform the conditions of injustice we face and their multi-layered impact on our own lives and that of our communities.
Friday, August 21, 2009
Setting a Wild Fire Under Parent Activism
Benita chronicles a lot of the history, naturally from her perspective, of the work of the Parent Commission in its battle against mayoral control. If there are other points of view out there, share them in the comments section.
I have comments myself, especially on the role of the UFT, but don't want to clutter this post up too much. Just check the original organizing parent post for the section on how the UFT sold out the St. Vartas event. That event and its aftermath and the number of community groups that jumped in with the UFT instead of staying the course and following through with the May 1 rally set back the opportunity to build a mass movement that could have grown over the past two and a half years. I still believe that if that hadn't happened, the recent battles to kill mayoral control might not have ended the way they did. But the UFT and Tweed accomplished what they wanted: to split people apart and sow a level of mistrust. The Parent Commission to its credit was a regeneration of some of those activists but was not out to build a movement.
Benita leaves us with hope in her finale. It is worth sharing before you even read the entire essay:
...we really need to work differently from now on, better respecting varying approaches to skinning the fat cats, trusting enough to strategize TOGETHER from every angle-- in order to mobilize more people and make the kind of history that public education in this city, deserves. If we succeed in working differently-- but all together as public education activists and parents of all colors and incomes, I have faith that we can actually spark the fire of change in education policy our city needs. When that happens in the big Apple, I also believe all America will take a bite
That so many sharp, intuitive and active parents pushed back against the power of the massive BloomKlein machine, should be noted as a sign of the major failures of the education deform attempt to control the nations' schools. May they multiply exponentially. GEM and ICE are looking forward to working with them with open arms.
Dear Norm and Sean,
We researched other systems of education and heard from panels of education experts working in a variety of fields, both in and out of NYC. Through these learning forums and by parent committees doing vast amounts of research, we all came to understand that historically, NYC's mayors have always controlled education in some form, simply because they control the budget and allocate the dollars. We discussed and debated the novel concept of having a "partnership" with the mayor rather than giving in to any idea about continued control. We realized that the very word "control" was problematic, and all the more fueled by what Bloomberg/Klein had done with it.
The Parent Commission's Report, recommendations for a completely NEW system, and lobbying efforts spanned a little more than a year of some very hard work. The legislative bill that was drafted by the PC, and sponsored by Senator Shirley Huntley, was written from our recommendations. It very specifically called for an END to mayoral control. The passage of this original bill would have replaced the governance system of "control" with one that recognized and respected all parents as real partners (and that hateful buzz term "stakeholders") in the public educations of our own children.
Washington DC: How to Wipe Out a Public School System
Notice in the chart how currently there are 46,000 public school students and 26,000 charter school students. Projecting the chart, the numbers will equalize within two years. They are certainly reaching the point where the charters will be fighting it out with each other instead of the public schools for kids to cream.
Your math problems of the day:
In what year will the entire Washington public school system no longer exist?
Make a similar chart for your city and project a) when will the numbers be equal and b) when will there no longer be a public school left in your city?
Another part of the presentation was an analysis of the differences in charter school laws in Maryland and Virginia. I put it up on Norms Notes.
Charter Schools in Washington DC and the Surrounding Areas
For up to date information on what's happening in DC, check out Candi Peterson'sThe Washington Teacher
Her latest post is very revealing, and familiar to us in NYC.
Thursday, August 20, 2009
On Teacher Power - and we don't mean the power of union leaders
Question posed by FK on ICE-mail after Angel Gonzalez posted an excerpt from a book on teacher power:
How do we get power within a union which won't grant us any? And the UFT has positioned itself as a kind of "reasonable person facing new realities" -- and the public hates teachers anyway. The UFT makes it seem as though we compromise or nothing. The public thinks we are not compromising enough and that we don't do our jobs. Even with national tests contradicting our local ones, people don't challenge Bloomberg. We need leverage from somewhere. The parents aren't enough because they are not an active enough body of constituents. Plus they are scattered around the city and they don't all vote together. We need help, I think, from other unions, at the very least. DC 37 no longer has the power it once did. Who does? Why would they help us -- except that they can see the destruction of a major section of the civil service is almost a foregone conclusion. If we lose security, who's next? Still I don't feel support from neighbors who work for the MTA or Postal service. On an individual basis, they see teachers as the enemy. I feel like the entire city does.
Angel's response
- struggles to be democratic on all levels (in its caucus and at the schools-the base structures)
- is a bottom up democracy built from with the rank&file membership
- defines issues of our members & fights with and for them
- union officers get paid no more than what s/he would get at the workplace
- transparency
- accountability of officers to the rank & file through a regular reporting system
- labor & community solidarity - where our issues are defined and explained so that others can understand the importance of our teacher-worker issues as quality of education issues as well. (e.g. good schools need small class sizes and well compensated teachers).
- respect for the constituencies we service (i.e. students, parents, community)
- lots of educational work targeting our membership and communities (we need to counter that Corporate-Govt media misinformation)
- lots of organizing and mobilizing (our rank&file caucuses must grow quantitatively and qualitatively to challenge to business union beast as well as the well financed corporate govt/media.
- and more that I don't recall and am researching....Labor notes and other left literature I am sure has lots. And I am sure Latin America union movement (in Spanish) will have more for us. Unfortunately, today I think only FMPR and Union of Electrical Workers may be the best living models to study.
I did 2 youtubes with Rafael Feliciano, Pres. of the FMPR in English which I think are important contributions:
Joel Klein on TV in Oz
Hi everyone,
Background on the program is at: http://news.sbs.com.au/insight/episode/index/id/102
Incoming- DUCK
Excuse the sloppy formatting. There is so much stuff coming in and I'm really falling behind. Here are a bunch of links to check out, many of which I haven't had time for so far.
Also, make sure to check out the new link I added on the side panel to my Los Angeles list - The Charter School Invasion in Los Angeles - (all the links make lovely reading) on tepid results for Green Dot and other schools in LA.
From Patrick Sullivan
(Patrick as the Manhattan borough parent rep has been the lone voice of opposition to BloomKlein on the PEP - the joke of a NYC board of education.)
I've read the Obama Administration's proposal for the 4.5 billion dollar Race to the Top Fund and find it disturbing. I've written two posts for the [NYC Parents] blog here and here.
http://www.regulati
Patrick is one parent who gets it as he comments:
I see the main thrust is about holding teachers accountable for student performance using high stakes tests. With parents in the mix then things get messy, someone might actually suggest we are accountable. Better to just focus on the teachers.
From Susan Ohanian's daily updates (you really should subscribe). Yesterday she compiled quite a list. Use her comments to pick and choose. Susan continues to be one of the major voices of the resistance.
This is another posting that got away from me. Sorry there are so many.
There are a lot more articles here that are outrageous almost beyond belief, though these days we know that nothing is so outrageous that the people on
Arne's team won't do it.
Meanwhile, I hope you will send me news of your activism so I can post it at
www.stopnationalstandards.org
Susan
susano@gmavt.net
PO Box 26
Charlotte, VT 05445
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Are charters schools a price of entry to reform?
Donna Gordon Blankinship
Associated Press
2009-08-17
http://susanohanian.org/show_atrocities.php?id=8808
So why would these 11 states participate in the Common Core Standards if their lack of support of charters takes them out of the running for Race to the Top
bribes?
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Tutoring tots? Kids prep for kindergarten
Jacqueline Stenson
MSNBC
2009-08-18
http://susanohanian.org/show_atrocities.php?id=8807
An article on skills tutoring for pre-kindergartners sets Ohanian toreminiscing. And there's a funny aside about the ads that appear on Amazon.com.
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Veteran teachers treated unfairly in competitive job market, some say
Sarah Carr
Times-Picayune
2009-08-18
http://susanohanian.org/show_atrocities.php?id=8806
In the most competitive market for job-hunting teachers in New Orleans in recent
memory -- perhaps ever -- some worry that veteran educators have received short
shrift.
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Education Equality Project Continues Strong American Schools' Mission
Joel I. Klein
Education Equality Project
2009-08-18
http://susanohanian.org/show_atrocities.php?id=8805
An e-mail from Joel Klein, you know, the fellow who claims to be building a
civil rights movement.
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Why Most Schools Don't have the Nerve to Ask Third Graders for an Evaluation
Don Perl with Cade
Coalition for Better Education
2009-08-17
http://susanohanian.org/show_atrocities.php?id=8804
A third grader starts school and writes and evaluation.
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Oprah Promotes Michelle Rhee
Staff
O Magazine
0000-00-00
http://susanohanian.org/show_atrocities.php?id=8803
O Magazine's first ever O Power List. 20 remarkable visionaries who are flexing
their muscles in business and finance, politics and justice, science and the
arts.
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Connecting Anxious Parents and Educators, at $450 an Hour
Susan Dominus
New York Times
2009-08-18
http://susanohanian.org/show_atrocities.php?id=8802
Find out what book wealthy New York parents of pre-schools are buying.
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Obama Pushes States to Shift on Education
Sam Dillon
New York Times
2009-08-17
http://susanohanian.org/show_atrocities.php?id=8801
That aggressive use of economic stimulus money by Education Secretary Arne
Duncan is provoking heated debates over the uses of standardized testing and the
proper federal role in education, issues that flared frequently during President
George W. Bush̢۪s enforcement of his signature education law, called No Child
Left Behind. NOTE: The two national unions have not formally commented on the
proposed rules.
And California residents need to get on Gloria Romero's case.
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California Teacher Takes Criticism of Race to the Top to the Union
Virginia Tibbetts
Stop National Standards
2009-08-10
http://susanohanian.org/show_atrocities.php?id=8800
Isn't it time for every union member to demand some answers and some action from
their union?
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To the editor
Juanita Doyon
News Tribune
2009-08-19
http://susanohanian.org/show_letters.html?id=1067
Three cheers for Juanita Doyon, who helps activist causes throughout the country
with custom-made buttons and advice when she's not writing letters to the
editor.
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Open Letter to Arne Duncan
Herbert Kohl
The Progressive
2009-08-18
http://susanohanian.org/show_letters.html?id=1066
Herb Kohl says Arne Duncan misread his book and offers to send him another copy.
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To the editor
Stephen Krashen and Susan Ohanian
Newsweek
2009-08-16
http://susanohanian.org/show_letters.html?id=1065
Ms. Clift, a professional political writer, and Mr. Duncan, a former
professional basketball player, have not spent enough time with children and
teachers, and neither they nor their staffs are familiar with the vast research
literature that says that children are not programmable robots.
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An Open Letter to NCTE Members about the Common Core State Standards
Kylene Beers, President NCTE
NCTE
2009-08-17
http://susanohanian.org/outrage_fetch.php?id=582
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Gates Gives 15 States an Edge in Race to the Top
Michele McNeil
Education Week blog
2009-08-18
http://susanohanian.org/outrage_fetch.php?id=581
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Connecting the Dots
Jay Spuck and Susan Ohanian
Business Week, Wireless PR, & Chicago contract
2009-08-17
http://susanohanian.org/outrage_fetch.php?id=580
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Dear DOE
Diane Ravitch
Race to the Top Public Comments
2009-08-17
http://susanohanian.org/outrage_fetch.php?id=579
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Reinventing No Child Left Behind
Stephen Lendman
The People's Voice.org
2009-08-19
http://susanohanian.org/show_nclb_atrocities.html?id=3688
NCLB's real aim is to commodify public education, end government responsibility
for it, and make it another business profit center. Obama plans to reinvent a
failed policy, give it a new name, and claim it will fix NCLB's shortcomings.
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Race to the Top won't get students any further ahead
Mike Schutz
Milwaukee Journal-Sentinel
2009-08-18
http://susanohanian.org/show_nclb_atrocities.html?id=3687
You want to know how best to spend time and money to provide kids with the best
possible learning experience? Ask a classroom teacher.
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Against National Standards:Let the states decide what to teach- they'll do less
harm.
Liam Julian
Weekly Standard
2009-08-10
http://susanohanian.org/show_nclb_atrocities.html?id=3685
A conservative argues that the quality of the product, and the possibility of
developing excellent standards shouldn't be sacrificed for the sake of middling
countrywide uniformity.
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Educating for individuality
Lynn Stoddard
Ogden Standard Examiner
2009-08-15
http://susanohanian.org/show_nclb_atrocities.html?id=3684
Lynn Stoddard warns: Now you have a choice. Do nothing and get national
standards for student uniformity imposed on your schools. OR .....
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Freedom in Education Meeting
Joe Lucido
2009-08-19
http://susanohanian.org/show_nclb_stories.html?id=399
Fresno is the place to be on August 29. Come organize for resistance.
Tuesday, August 18, 2009
(Revised) Organizing Parents: Harder Than Herding Cats (Much)
I was chastised on a number of issues related to my earlier posting of this piece and number one was my confusion regarding the exact position vis a vis mayoral control of the Parent Commission. A lot of information floating around was conjecture and rumor and it took a few comments, emails and phone calls to clarify some things. But that has been done before and I just plain forgot. And probably will again. The arteries are hardening faster than I thought. Pretty scary when my almost 92 year old dad remembers lots more than I do.
What's a CPAC?*
This was a question asked by teacher Nicola DeMarco on the NYC Education Listserve, where NYC parent activists weigh in (the listserve is carefully monitored by Tweedles).
Parent commenter Benita, who has a vision for parent resistance, tell her story:
Officially, CPAC parents selected from the President Councils are there to represent the interests and concerns of parents' citywide to the Chancellor-- who in turn, is supposed to seek out and listen to their collective advice.But Nick-- you are so ON POINT to question what CPAC really is.The majority of parents and residents in NYC don't have a clue about it, or what purpose it really serves. In schools, many, many parents don't even know (or much care) that there are "Presidents" Councils and that as hierarchies go, they feed into CPAC.I am a perfect example. I was at the end of my personal battle with the DoE, and graduating out as the PA president when I learned that there was even such a body as CPAC. I only learned about it when there was "in-fighting" between its representative panel members-- apparently, political/ego power plays pitting them against one another, were at hand. Not unusual. The co-President of the Manhattan High School Presidents Council (MHSPC) was appointed as "interim" Chair or temporary president of CPAC, and although I knew her well, I never ventured to one of CPAC's meetings. Participating in the MHSPC every month was enough of a waste of time for me. I got nothing from them that could be filtered down to positively affect, or help in any way, the parents in the failing high school I diligently went there to represent.This last Spring when CPAC either could not, or would not come out in support of the Parent Commission on School Governance and Mayoral Control's written report of recommendations, and when they did NOT join the fight to end mayoral control, I dismissed this body as another useless waste of energy and time. It is just one more vehicle the DoE uses to point to "Parent Involvement" and claim it's alive and well.Sometimes, I think a total boycott of every single DoE-designed parent involvement group, CEC, CDEC, District Leadership Team, Special Education Council, Citywide High School Council, SLT, parent committee and association ought to be enacted. Imagine what a planned citywide walk-out by parents-- joined by community protests of every different kind of education related council meeting-- would say to the DoE and the legislators who think we're satisfied with the "new" bill on school governance.I think it would scare the superior pants off them. At some point, parents have to recognize their power. At some point, parents have to decide they've had enough and just STOP being the political pawns of an autocratic system who continues to wind them up, dictate the regulations they are to follow, and constantly sends them into a maze of endless meetings and time-spent-talking (and also reporting), that ultimately, has little to NO effect on improving public schools, children's learning, or stemming the government's push for privatization.Having said that-- I am also now an outsider; a parent without a child currently in the system to protect, so being a radical is easier for me. I recognize it is not so easy for others and thus, sincerely applaud Muba and like-minded parent leaders, for their dedication to the process. Maybe the purpose of CPAC is to keep abreast of the "beast" from within. Maybe knowing the moves of the DoE from the inside, and then adding that knowledge to the community pressure from the outside, will eventually result in change.Unless there is concerted effort to assume radical, non-violent actions as taught by those freedom fighters around the world who have successfully resisted dictators--- for our children and city's sake-- we can only hope that change will come.- Benita
I like Benita's fighting spirit. But she does touch on the problem with trying to get parents organized into a force. They age out as their kids leave the school they go to and eventually the school system.
That is why I have always believed that over the long run a progressive movement of career teachers, who have the longest view (mine was 35 years) of the system, can have the most impact. But never without an alliance with parent activists. The problem in NYC has been that there has been no consistent parent group to work with. The Parent Commission did seem to be a start, but their mission was to lobby for changes in the governance bill, not to build a potent and sustained parent movement, something for which I and others have (unfairly) criticized them.
BloomKlein bought off many parents in their initial charge into the system.
Historical diversion
Search the ed notes blog for stories on "Martine Guerrier" as example #1. Martine was the former Brooklyn rep on the PEP (which replaced the old central board) appointed by Boro pres Mary Markowitz and I admired her for her willingness to question many of the early policies. We had numerous conversations and she seemed to be an ideal parent leader. But I could see her turning before my very eyes as Markowitz became more and more of a Bloomberg hack.
Then came the day of the famous anti BloomKlein rally at St. Vartan's church on Feb. 28, 2007 (see videos here and here) where every anti-BloomKlein activist in the city gathered, including some leaders of the CPACs.
It was the first time I met Patrick Sullivan and Diane Ravitch. Leonie Haimson and her listserve played an extremely active role in getting people out. After pressing Leonie to start a blog for quite some time, she informed me that night the NYC Parent blog was a "go"- see Leonie's report in one of her first blog posts: Rally to Put the Public Back into Public Education. The idea that came out of that event was to organize a massive rally on May 1, 2007 to show the world, which had been praising BloomKlein, there was serious opposition.
But the UFT organized the Feb 28 event, which could have turned into a major springboard to oppose the mayor. The threat the May 1 rally threat brought Tweed to the table. But both Tweed and the UFT are never to be trusted and the rally was cancelled in exchange for crumbs and even these agreements were violated.
One of the shocks of that Feb. night was the announcement earlier in the day that BloomKlein had appointed Martine to a $150,000 a year post as "chief parent engagement officer." HELLO! Tweed had come up with what they hoped would make it seem they were listening to parents. (See my report Say It Ain't So Martine which led to a nasty email from NY Times ed reporter at the time, David Herzenhorn, who objected to my critique of his coverage of the appointment where he termed her "a persistent critic" to make it appear this appointment was a sign of BloomKlein's willingness to appoint critics.)
End historical diversion
The Grassroots Education Movement has the potential to work with parents and has begun doing so recently, especially in the black and Latin communities. GEM differs from ICE and TJC in the sense that, even though a group of progressive teachers, it is not a caucus in the UFT but is attempting to build a movement beyond the UFT by allying with parent and community groups. And student activists too. But GEM, only six months old, is still too new to judge. Human resources in terms of teacher/activists are in short supply, but GEM has attracted some new people to the work. And there's an awful lot of that to do. Come to the next GEM meeting on August 25 and join in the festivities (see the GEM blog for details).
Postscript
In my hurry to post the earlier version of this piece, I also confused CPACs and CECs and Lisa Donlan and Leonie Haimson took me to task for this fundamental error. Blame it on the hot Rockaway sun. Or just plain carelessness and stupidity if you don't buy that excuse. Or those darn arteries again.
*CPAC Chancellor’s Parent Advisory Council
On the DOE web site: The Chancellor’s Parent Advisory Council (CPAC) is comprised of presidents of the district presidents’ councils or their designees. CPAC consults with the district presidents’ councils to identify concerns, trends, and policy issues, and it advises the Chancellor on DOE policies. [and have all such concerns, trends, policy issues and advice given ignored and disparaged].
CECs replaced the elected district school boards abolished when the mayor was given control. Now they are known as advisory panels. (Lisa Donlan, an Ed Notes favorite, is president of CEC District One – Lower East Side.) Emphasis on "advisory." Meaning, no power. But that is mayor for life Michael Bloomberg's mantra: No power to anyone other than him. If you don't like what he is doing, then don't elect him – if you can come up with a few billion dollars of your own.
Guessing Your Way to a Third (and Fourth) Term as Mayor
Julie chimes in with:
And this from Arjun, a high school teacher. High school teachers and elementary school teachers seem far apart on the social promotion issue, since I assume teachers in high school blame social promotion for allowing kids reading at the 3rd grade level to reach 11th grade. Not so simple. We find kids who left us in 6th grade reading at say 4th grade (maybe after a year or 2 of being held back) are still reading at not much higher years later. And then there's the research.
Smoke and Mirrors vs. Dealing with Reality
This is not to say that routine social promotion should be replaced by routine holding back of students who cannot pass a test. The issue is a complex one, and either extreme practice violates both practical common sense and human considerations.
Now it seems that it has all again devolved into smoke and mirrors. Read below. Meanwhile, the city has been trumpeting the "increasing scores" on these tests, and papers like the New York Times are pointing to it as proof of the virtues of mayoral control. The rampant grade inflation that is contributing to that apparent rise is not mentioned.
By the way, the same trend is observable at State level, with many of the Regents' examinations. The Regents' curricula appear increasingly impressive, though incoherent (and unteachable, owing to extent, in the allotted time, especially given students' academic handicaps). But the scoring system for the tests (which incorporates a "curve" that varies from year to year and keeps ballooning in most subjects, often adding twenty or more points to student scores in critical parts of the score distribution) makes all of this an even sadder joke.
The impatient CEO culture in the business world often sought to solve a problem by simply firing the staff in an ailing wing, and hiring fresh talent. (This was before they became preoccupied with inflating stock values and in engaging in, or or fending off, takeovers that squeezed out short-term profits while devastating both the employees and the long-term prospects of the affected industries.)
However, there is another branch of human endeavor that is engaged in nurturing and building up that "talent". This is the business that parents, communities, schools, colleges, and, indeed, entire nations, should be focused on. This is a long-term endeavor, in which there are no easy shortcuts. This country had the luxury of waves of immigrants feeding the engines of industry. These included both highly educated professionals, as well as the millions who benefited from the quality and accessibility of the public schools.
The blot in this picture was the systematic exclusion, in the past, of certain minority communities, especially African Americans. However, many of the members of these communities, beset with generations of chronic unemployment and lack of opportunity as well as community support in the cities, fell into self-perpetuating social pathologies that continue to plague them as well as destroy their local public schools.
In addition, the schools themselves, over time, developed serious structural problems that were never attended to, in part because of wave after wave of misguided "reforms" that created chaos and distracted attention from the real problems.
In more stable communities, the diligence of average students and teachers is able, to a large extent, to ensure that some degree of meaningful teaching and learning proceeds, despite these structural problems. Ways are found around them, extra time and resources are provided, etc. Teachers and students do not have to deal with frequent, even chronic disruptions that make focus and continuity almost impossible. The majority of students still continue to pay attention and take notes in class, and study and do written homework in non-perfunctory fashion at home.
In more troubled communities, the social pathologies, the lack of respect and focus, added to the pre-existing structural problems (continually aggravated by well-intentioned but increasingly cosmetic drives to "raise standards" at city and state levels) creates a situation akin to hell on earth for those students and teachers who remain sincere. The only survival route is mental disengagement, while proceeding onwards mechanically. Those who dare to question or take initiatives cannot survive.
Arjun 2009 Aug 18th, Brooklyn
Monday, August 17, 2009
ICE Throws it Down for the 2010 UFT Elections
ICE/TJC presidential candidate James Eterno throws it down in his post at the ICE Blog.
An excerpt from Eterno's post:
We are posting this so we can start to emphasize to the readers of this blog how difficult it will be to unseat Mulgrew and Unity Caucus.
The NY Teacher is a house organ and as such it is a very efficient propaganda newspaper, spinning a positive message about the state of our union and its leaders. In addition, Unity has money as people who accept their invitation to join have to pay a fee.
Since being in Unity has guaranteed victory in UFT elections, Unity has a very deep treasury; they will use it to smear us in the general election in 2010. They are extremely adept in one area: keeping themselves in power. They count on member apathy. Sadly, the vast majority of teachers do not vote.
Unity even has a loyal subsidiary group called New Action. The traditional opposition party has not run a candidate for UFT President since 2001 and yet they remain on the ballot in UFT elections. Their purpose appears to be to confuse people who want to vote for something different. Their reward has been union jobs.
If we want to see real change in the UFT, ICE-TJC can lead the movement. We have union passion. Many in our group are experienced chapter leaders, delegates and activists. Some of us have even sat on theUFT Executive Board. We have served on the inside so we can clearly see how to repair the Union.
If elected, we will protect every member and Chapter as fully as possible. No UFT member should ever feel that the UFT doesn’t completely have their back.
More from James Eterno at 2010 Campaign Kickoff: We need YOU to Help Us Form a Real Union
Ed Notes Commentary
I learned a term in Los Angeles a few weeks ago: an organizing union vs. a service (or lack thereof) - the UFT/Unity top down model. In practical terms, this means that instead of sitting back and telling people to call the union when you have a grievance (and most of the time they tell you it is a waste of time) - the quasi service model – an organizing union is proactive and out there organizing the members into an active force that functions effectively at the school level.
The UFT/Unity model can't and won't implement an organizing model because that requires an open democratic, bottom up system. They fear their own members' activism because an active membership would be aware of the kinds of scams the leadership is pulling and threaten their control.
The Independent Community of Educators, ICE, in its almost 6 years of existence, has struggled to build itself in a way that doesn't emulate Unity.
ICE bends over backwards to implement democracy internally and must do so if it expects to implement an organizing union. But as you can imagine, democracy can get messy and we always don't get done what we feel we should get done. But it's worth the mess.
ICE believes that the key to a well functioning union that can serve and protect the members is through the most democracy, not the least. If ICE were to function in a top down, undemocratic manner, I would be the first to criticize.
I'll be writing a lot about Ed Notes views concerning organizing and elections in the UFT. What I say should not be construed as ICE/UFT positions as I don't always agree 100% with where ICE stands but I support the organization 100%.
Sunday, August 16, 2009
Town Hall Meetings Urge NY State Legislature to Pull the Plug
Jean Shepherd - On NPR -Hearing Voices
My friends and I were fierce Shepherd fans as teens.
Even if you have no idea who he is (best known as author of "A Christmas Story" story) check it out.
The narrator, Harry Shearer, just told the story of Shepherd holding a milling where he tells listeners to go to an empty parking lot late at night to just mill about and crowds showed up (he didn't). Certainly confused the cops when they asked what was going on and were told, "We're just milling"). Maybe we should do Tweedings.
And remember that scene from the movie Network when Peter Finch yells out the window, "I'm mad as hell and I'm not going to take it anymore"? Must have come from stuff Shepherd did. He used to have listeners put their radios on their window sills facing out and he would should things like "You filthy pragmatist."
I remember one great story of a lightning storm at Yankee stadium and Shepherd's description of the absolute fear of Phil Rizzuto. Priceless stuff.
If you miss it check the archives at http://hearingvoices.com/news/2009/08/hv067-jean-shepherd-1/
Or you might want to capture this show for future listening, preferably in bed late at night with earphones.
More on Shepherd at http://www.ep.tc/realist/42/
Friday, August 14, 2009
There's a lot of gnashing of teeth over the details of mayoral control bills - Updated
The GEM blog has some details: Disparate bills signed into law?
I gave up the ghost on trying to stop mayoral control this round - about 5 years ago. It was clear as Ed Notes has reported since 2001 that the UFT supports mayoral control. Thus, the reality of a serious attempt on the part of politicians to kill it would get little traction without UFT support. As we always say, the gorilla in the room is the enabler of so much that emanates from handing control over to a politician - narrow education, manipulated stats, merit pay, using data reports to measure teacher effectiveness, etc.
The problem as I see it has been the reliance on working with politicians to tweak this or tweak that. Until it was way too late I heard very few politicians with oomph oppose mayoral control. All we heard was checks and balances.
There have been too many forces arrayed in favor, from Obama on down.
It will take half a generation of the failure of this model before people wake up, though we started seeing signs recently
At the very end of the process I actually heard Robert Jackson who supported mayoral control with tweaks, thank Charles and Inez Barron at a City Hall press conference on July 31 for showing him the light - I have video of that awkward Jackson/Barron hug.
When I spoke to an aide to Harlem State Senator Bill Perkins at the first PS 123 rally on July 7 I called Perkins a tweaker. He agreed and asked, "What is the alternative?" I said, "go back to the old system and tweak that. At least that will give people some more involvement and remove absolute power from the hands of one person." He replied that maybe it was time to think about that. For the past month Perkins had led the way. He will be joined by others as time goes by.
(Video of that rally here.)
The 14 years of Chicago failure are beginning to seep into consciousness and I read an article (I can't remember which) that indicates there is much more debate going on over the issue in other cities and towns contemplating the mayoral control model. Some are even considering reversal.
I am predicting that by the end of the next 4 years of the failure of BloomKlein (or whoever takes Klein's place if he leaves - and watch them put in an "educator" who will function no differently) will change the landscape. But unless Bloomberg runs for a 4th term, with 2 years remaining for mayoral control, we will start to see people saying, "Give the next mayor a chance."
I say NO.
I don't care if the next mayor is the reincarnation of Ghandi.
NO MORE MAYORAL CONTROL.
Our job? To organize an effective alternative and a grassroots mass movement to execute it.
Thursday, August 13, 2009
Rationality on Social Promotion is the Missing Ingredient
I really take issue with the fact that the writer of this piece opposes efforts to end social promotion. Social promotion is a big problem in many schools.
----anon comment on my post the other day Unsocialized Promotion
Anon missed the point. But then again this is the August doldrums and I probably wasn't too clear.
The point of that piece was that these are phony attempts to end social promotion and in fact under BloomKlein social promotion has soared through credit recovery, cheating, easy tests, drive by diplomas and all the other goodies that come with the mayoral control package which politicizes education.
The claims that somehow schools before BloomKlein were engaging in massive social promotion based on my experiences and contacts was simply not true.
As a self-contained classroom elementary school teacher during those years 1969-1985 I saw all aspects of the situation. My school only had social promotion in the graduating grade so 6th graders weren't left behind except for special situations. But in all cases, the policy was to hold them back at least once before they got to 6th grade. Sometimes they were left back twice.
Now I know there are people who say twice is not enough. How do you keep a kid who would be an 8th grader in a class of 5th graders forever if necessary? Anyone who works in a school knows that is insane.
All research as Leonie Haimson points out (The Mayor commits educational malpractice, once again) shows that holding kids over doesn't work in most cases and does more harm. So the case can be made that holding kids back at all is counterproductive. But I don't go that far and do believe some kids need more time.
The solution, given the rigid school structure we have, is to target kids behind and do what is necessary to bring them up. If they are resistant to doing any work or anything to help themselves I don't have easy answers. Sometimes leaving them back has the effect of throwing water in their faces - I had a few in the 5th grade that ended back in my class the next year and did mature in that way and the extra year made a difference.
Digression
The problem is we are locked into a graded system. From my earliest years I was against putting kids in grades as opposed to multi-graded clusters where there was a mixture of kids over a few grades and older kids could teach younger ones. Naturally, a class of this nature can be unteachable. So the 2nd part of my progressive reform movement (contrary to critics, we have never been status quoers) would be to put around 100 multi-graded kids in a cluster with about 6 teachers who would stay with them for 3 years. More another time.
End Digression
The BloomKlein extension of decision making on whether kids should be left back in the 4th and 6th grades moves that choice away from the school level. I've always been for the teacher – at least those with some experience (I know, I know, they barely exist).
I used to fight my own principal over her taking the basic decision making out of the hands of the teachers and making a blanket school policy for all that override the judgements of the teachers who worked most closely with the kids. Before she took over, we used to meet with out AP and be able to fight for the kids we felt holding over would not help. She took over in 1978 and instituted many of the test prep stuff we are seeing today and even went so far as to dictate what materials we could use in our classrooms.
I look at that as the beginning of the end for my sense of control over my classroom and it eventually led to my no longer wanting to teach self-contained classes, the true grunt work of teaching. Thus, in many ways me real teaching career ended in 1985, after which I became a cluster teacher. I never regained that passion or sense of involvement I had for the 16 self-contained classes I taught. (That experience is the reason Ed Notes was first out of the box in the UFT in 1996 talking about the evils of high stakes testing.)
The point is that the decision should be made at the teacher/school level, not by a dumb politically motivated policy by the mayor.
Wednesday, August 12, 2009
Stringer Puts Patrick Sullivan Back at PEP – Ed Notes Had the Video of Stringer Offer to Sullivan a Month Ago
The first PEP meeting should be the 3rd Monday of Sept at Tweed. Plan to be there to welcome Patrick back as Klein has put his phony social promotion policy as the main item on the agenda.
We pretty much knew that from Ed Notes' interview with Stringer at PS 123 on July 10 when I asked him if he was going to appoint Sullivan and he said he would if Patrick wanted it.
Stringer emerges from PS 123 as GEMers shout, "Paint the whole school" after watching Eva Moskowitz people bring large buckets of paint into the school to paint her section.
http://www.youtube.com/watch?v=yysHjiSOmgM
Though Stringer is to be commended for his action, that does not mean we don't keep his feet to the fire on the PS 123 situation and charter schools in general.
When the DOE ruled in HSA's favor in its invasion of PS 123 on July 9, two days after we rallied there after teachers physically prevented HSA movers from removing their stuff, we held a rally up there on the morning of July 10. Tony Avella and Scott Stringer came by.
Here is my post at that time.
UPDATE: Scott Stringer Video at PS 123 After Walk-Through and Answers Questions from GEMers
In the video Stringer emerges from PS 123 after his walk through om July 10, 2009. After a speech, members of GEM question him about the influx of charters. He tries to duck and keep it to the local situation.
Here is JW's report at the GEM blog:
GEM people asked all the right questions and made all the right points.
Stringer: "We're on the case."But, they haven't been on the case, and they're only going to get on it if it becomes politically expedient.
Stringer: "We're going to work."
You could tell there's a long way to go after Norm Scott asked:
"If Bloomberg and Klein run the schools for 7 years, they're in charge of every school, how do they manage to push the idea of a charter school, which basically absolves them of the responsibility.
In other words, isn't that an admission of their failure if they say that public schools are failing and they need charter schools. Isn't there a contradiction in that very concept?"
Stringer dodged it, claiming his purpose that morning was to see what's going on at 123 and try to figure out a solution.
Stringer: "Today's not about THAT fight."
Of course it isn't — to him. Because he and his colleagues on the City Council have watched privatization for seven years, first with the Gates money and now with the charters. The flood of no-bid contracts, non-educator corporate ideology, and inflated PR teams are not new, and it's obvious these people have bought into the process. In fact, it's in their interest to let their constituents, not to mention the entire nation, believe that the NYC school system is a model of "accountability" and "transparency," with scores going "up" and graduation rates "on the rise."
The fight that Stringer sidelined at Scott's question is the fight, no two ways about it. And it's going to have to get much louder before elected officials like Stringer get down with making quality facilities equal for all public school kids.
— JW