Jamaica High School Horror

Hey, all you Bloom/Kleinites out there. Run, do not walk, over to the ICE blog and read the letter from the teachers at Jamaica High School about the horror being perpetrated by the policies of Tweed.

How about 39 in an honors economics class while 2 social studies teaches are prevented from being used to reduce class size because they have been excessed and are ATR's? Oh, and the Tweedles are busy making sure things will go well for the new Bill Gates school being placed in the building. Is there a better examples of how Bloomberg and Klein have destroyed the schools and messed with the lives of so many students?

We used to joke about the Children Last policies of Tweed. But the word "last" doesn't do justice. If I were religious I would say that one day some of these people will rot in hell.

Maybe Eduwonk/Rotherham should reconsider bestowing the Broad Prize on BloomKlein. But I'm sure he'll find a way to rationalize these policies – ye ole apologist for the status quo.

And I don't even have words for our cozy union which has stood by (oh, watch Randi's words of outrage spew forth) while this catastrophe has been visited on school after school. You see, if we didn't agree to allow this ATR outrage and defended the contract (YES, boys, the contract may protect teachers but kids get protected too) things would not have been quite so easy for the DOE.

Accountability

Eduwonkette has a post today on the Richard Rothstein appearance at Teachers College which we wrote about here and here. I made this comment.

The idea of accountability for everything needs to be challenged (I know, we teachers just want to avoid responsibility). The climate of over-accountability can poison the atmosphere between teachers and students. When you teach kids who are struggling academically and have become used to feeling like failures there's a need to build a lot of trust and teachers walk a delicate balance of encouragement and building self-esteem – I know how some disparage this - see the attitudes of Al Shanker in the Kahlenberg book – as somehow being destructive.

I had an MA in reading and went through all the rigmarole of diagnosis and correction of reading problems. The biggest leap is made when you convince a child to want to read. Then the skills problems (other than dyslexia) fall by the wayside. It them may take years to catch up but it is possible. Can you measure me as a teacher in my ability to "sell" reading? Maybe give me merit pay? Give people reasonable class sizes, resources and support and then think about measuring results.

Breaking News - Updated

Updated Feb. 25, 2008 12:30 am

An article (Remaking Labor - From The Top-Down? Bottom-Up ? or Both?) compares 2 books on the labor movement, one praising SEIU and "Change to Win" and the other (by Kim Moody) being critical and also talking about rank and file organizing. Make sure to checkout the post below this one on how SEIUs' Dennis Rivera is undermining FMPR, the Puerto Rico teachers union that cut ties with the AFT.
Why is this important to teachers in NYC? We are certainly affected by the general weakness in the labor movement and both books address rebuilding the movement. We see in NYC schools every day the impact of a weak labor movement and hopefully, one day people will get together and challenge all the assumptions by which unions are being run (ICE has been doing some work on the issue of UFT/AFT ideology which I'll put up soon.) Anyway, you can check out the (long) article at Norm's Notes.


There are UFT members and others who feel the merger of HIP and GHI is a bad thing. Some may hand out a leaflet explaining their position at the March 5 Delegate Assembly. Someone check my facts but I believe Sandy Feldman's husband held some high position with HIP and Randi Weingarten may be on the HIP board (I'm not sure if that means anything.) The result will be a joint privatized HIP/GHI operation instead of being under public control. Instinct says that is not a good thing. Check it out here. http://socialistparty-usa.org/stopthemerger/


Ralph Nader on Meet the Press makes a hell of a lot of sense. http://www.votenader.org/
Nader on the other candidates and on the 2000 election.
People are pointing on NYC Educator today that Nadar as a perspn is irrelevant. We can agree. But the issues he raises are not.


Under Assault comments on Steven Miller and Jack Gerson's report on "The Corporate Surge against Public Schools."
http://underassault.blogspot.com/2008/02/ed-oligopolism-here-we-come_20.html

Read Howard Zinn "Election Madness" on the no difference between Dems/Reps.

http://www.informationclearinghouse.info/article19408.htm

Puerto Rican Teachers Union (FMPR) and the AFT

Updated Sunday, 1pm

This Friday ICE will discuss a resolution for the March 6 Delegate Assembly supporting the striking teachers in Puerto Rico. Watch this closely and you will see how the AFT/UFT and the US labor movement in general collaborate with the government to kill militant movements. (Any UFT/BloomKlein collaboration watchers surprised?)

Check the NYC FMPR support web site here. A recent posting said this:

"The government of Puerto Rico, in collaboration with leaders of several U.S. unions, (e.g. the American Federation of Teachers, SEIU, Change To Win) is attempting to destroy the rising militant and effective organizing efforts of the FMPR to improve educational and teaching conditions on the island and to undermine opposition to President Bush's No Child Left Behind, a privatization program on the island."

The FMPR has successfully fought government attempts to squash the voice of teachers and community in decision-making in Puerto Rico's school system. The FMPR effectively seceded in 2006 from American Federation of Teachers which abysmally failed to crusade for better
conditions while collecting millions in dues money from Puerto Rican teachers.

EIA's Mike Antonucci (caveat - a notable critic of unions often accused of being supported by many anti-union forces but does accurate, though selective reporting) has written about the history of the AFT and FMPR. It looks like in 2003 an opposition caucus won the election with one of the planks being to disaffiliate from the AFT and FMPR has been under attack since then.

(Imagine if some day an opposition won an election in the UFT and the kind of attacks to undermine it that would come from all over the place. Imagine that the AFT would work to undermine the people in power and do anything it could to bring Unity back? Did they play a role like this in Chicago to support Marilyn Stewart against Debbie Lynch?))

There has been some bone of contention as to whether a resolution supporting the PR teachers should contain something about the AFT and the role they have played - after all, we are asking the next Pres. of the AFT to support teachers that they have opposed.

What they will do is come up with some pablum saying they support the teachers - a substitute of some kind?

Then there's the role SEIU and Dennis Rivera is playing to undermine the FMPR: - (with the AFT cheering?) by organizing a rival union (the typical Shanker-backed "dual unionism" to undermine left-leaning unions.)

Note this Rivera statement:

"The president of the SEIU, Dennis Rivera, assured that "the approach between both organizations [the alternative AMPR] was mutual", and recognized that its union never made a similar approach to the Federation of Teachers, the current exclusive representative of the teachers. He reminded that the present leadership of the Federation dis-affiliated itself from the American Federation of Teachers (AFT, in English) because, in his opinion, the "rhetoric" of the Federation "is to attack the international unions". "We did not see the possibility of an alliance with them", he declared.

Note the code words for - these are lefties.

I collated the EIA stuff I could track down in chronological order. It is posted at Norm's Notes here. In addition, I posted more info, including the proposed reso at the Norms Notes blog - search using "FMPR" to find them all.

The UFT/AFT and Rothstein

If you've read the post previous to this one on Richard Rothstein's appearance at Columbia on closing the achievement gap, one thing I left out is where our union stands on the questions he raises.

It would seem on the surface like a slam dunk – there are factors outside the school that must be addressed in order to close the achievement gap. But, while the UFT/AFT machine might pay lip service to Rothstein, in fact they line up with the Business Roundtable, Rangel, the Clintons, etc. which embraced Al Shanker (it was mutual) in the early 80's.

For them it is all about accountability – but one way accountability. The schools and teachers will be held accountable but the government and the entire regressive ed reformers will not be accountable for providing adequate resources to assure an equal and adequate education for all. "We can't be perceived as not wanting to be accountable," is their argument – even if the playing field is totally tilted against the teachers they purportedly represent. In other words, they won't put up an iota of a fight against closing a large high school. When Christopher Cerf said at a Manhattan Institute luncheon that throwing cash at the problem won't solve it, I challenged him with "But you NEVER EVEN TRY. Why not throw cash at Tilden high school for a few years as an experiment instead of closing it?" He had no answer.

I've been at many forums even with Randi Weingarten on the panel and she never takes this kind of stand. What teachers were looking for is this from the union:

We will not cooperate in any way in closing of schools, or helping you get rid of what you say are bad teachers or modifying the contract or give you any aid until you show a commitment to providing adequate resources."

Now that would be a slam dunk. But don't expect the UFT/AFT leadership to win any dunking contests. They get an allergic reaction when anywhere near the word "militancy."


If you're looking for an explanation for why the UFT aligns with the enemies of rank and file teachers, that would take us into the philosophy and ideology that has driven and still drives the UFT for well over 30 years. That analysis will be forthcoming soon in this space.

Rothstein Rocks, Rangel Rambles

A large crowd attended Richard Rothstein's appearance at the Campaign for Educational Equity event at Columbia yesterday (Feb. 20) where he presented an outline of a paper titled:

REASSESSING THE ACHIEVEMENT GAP: FULLY MEASURING WHAT STUDENTS SHOULD BE TAUGHT IN SCHOOL

Rothstein proposed "a new approach for assessing student achievement that goes beyond test scores and graduation rates, and measures skill attainment in broad, yet essential, areas, such as social skills, critical thinking, preparation for citizenship and employment, appreciation of the arts and literature, and the knowledge needed to maintain sound physical and emotional health."

Here is the complete list:

Goal/Relative importance (percent)
Basic academic skills in core subjects (21)
Critical thinking and problem solving (16)
Social skills and work ethic (14)
Citizenship and community responsibility (14)
Physical health (9)
Emotional health (8)
Appreciation of arts and literature (7)
Preparation for skilled work (11)

A redesign of NAEP to assess the full program would be necessary. He estimates the costs at $45 million and ongoing costs of $13 million a year. The presentation was very valuable and went into great depth, but we will spare you the details at this time.

Rothstein, former education columnist for the NY Times, has been a leading proponent of, let's call it the anti-BloomKlein "no excuses" philosophy that calls for attacking the so-called achievement gap (a phrase I'm getting sick of hearing) with a broad range of programs that go beyond the school's doors. His response to Chester Finn's "March of the Pessimists" is a good read. It begins:

Chester Finn, in his August 17 "Gadfly" posting ("March of the Pessimists"), responding to a New York Times article by Diana Jean Schemo (here) and a Wall Street Journal essay by Charles Murray, expresses puzzlement that "the likes of Schemo and Murray" can't see that good schools can overcome the disadvantages of poverty, racism, troubled families, crime-infested neighborhoods, and harmful peer influences.

These are complex issues, not elucidated by labeling these writers, as Mr. Finn does, 'liberal,' 'conservative,' 'pessimist,' or 'defeatist.' But I take Mr. Finn at his word that he genuinely does not understand why Schemo, Murray and others do not share his belief in the power of good schools to offset all other social and economic influences. I will attempt, as respectfully as I can, to explain why, for my part, I do not share his belief.

In short, given that, as Mr. Finn asserts, children's time influenced by families and communities exceeds the time they are influenced by schools "by a multiple of four or five," I am puzzled that he fails to agree that serious and successful efforts to substantially narrow the achievement gap must include social and economic policies to improve the circumstances of family and community life, as well as policies to improve the quality of schooling.

Get the full pdf here.

Many progressive reformers love Rothstein, as opposed to the regressive biz/ed reformers ala Rotherham/Eduwonk). I asked him about a happiness/satisfaction of children and teachers index – which in NYC right now must hover somewhere near the Kelvin absolute zero point – as a counterpoint to measuring mania. I mean, is there any joy for teachers and students at all in the current educational climate and isn't that in itself an indicator of motivation to teach and learn aside from punishment or reward? I was a bit disappointed when instead of saying there are things that do not need to be measured he said even this could/should be measured – well, maybe it would serve some value if a survey of some kind were done.

Later, a student in an ed program at Columbia came by to say she was pleased I asked that question. She had been a teacher on an Indian reservation in New Mexico and there were so many mandates and restrictions on teachers and students, there was not much joy in the process.

Rangel Ramble
One of the interesting aspects of the event was the appearance of Congressman, uba Clinton supporter Charles Rangel (Chairman of the House Ways and Means Committee), who made a pathetic, rambling statement humping the use of the business community to fund Rothstein's proposal (don't think Hillary is far behind on this one), mentioning the Business Roundtable (one of the sources of all our tsouris) so many times he sounded like his needle was stuck in a vinyl groove. Maybe Rangel should propose the corporate community fund the Iraq War. The Business Roundtable can certainly fund voting machines in Rangel's district that would actually tabulate Obama votes.

Read the follow up piece on how the UFT (in deed, if not words) is more in line with the regressive ed reform movement than with Rothstein. If you're looking for a "why", hold your horses, we're working on it.

The Survey Says...

NYC teacher Abigail Myers has requested a link be posted to her survey on teaching qualifications, experience, and work conditions in the NYC schools, in particular from five year plus teachers. Contact her directly abigail.myers@gmail.com for more info. Or click here.
You can read a great poem by Abigail posted by NYC Educator.

Bush Calls for Successor to End Dictatorship

The recent announcement that a dictator may be leaving office prompted President Bush to call for and end to the dictatorship so democracy can shine in on an oppressed people.

This led to one of the few occasions the rank and file of the UFT had a reason to cheer the president.

UFT members cheer Bush statement

Grover Park Group, $2,617,982 - a UFT Slush Fund for Clinton?

The most recent LM2 annual expense report posted on the US Department of Labor web site by the UFT covers 2006. It includes a payment of - gulp - $2,617,982 to Grover Park consultants, led by Howard Wolfson, a major Hillary Clinton advisor. (How's that working out, Howard?) It's probably due to his advice that improvement in teachers' working conditions going so well.

What's intriguing about this astronomical number just for giving advice - hey, I'll give advice for half the amount: buy high, sell low – is that there is no accounting for the work Grover Park did for the UFT.

The Grover Park Group web site says this about Wolfson:
At Glover Park, Howard focuses on crisis management, complex intergrated campaigns, and political advertising and communications. The firm's New York clients have included Cablevision, Verizon, the New School, Newscorp, and the United Federation of Teachers.
Howard has helped direct the campaigns of Senator Hillary Clinton, New York City Comptroller Bill Thompson and newly elected U.S. Representatives Kirsten Gillibrand and Michael Arcuri.

Ahhh! It's all about how to manage the membership. The UFT payed Wolfson to advise them on how to use massive UFT resources in Hillary's campaign without having to go through an endorsement by the members or even hold a discussion where Obama supporters might get to raise a stink.

And follow the bouncing ball in the next year or two as Wolfson gets paid enormous sums to guides the UFT on how to sell mayoral candidate Bill Thompson to the membership while using dirty tricks to degrade serious challengers like Anthony Weiner.

Or is this a simple matter of the UFT leadership finding a sneaky way to funnel money to the Clinton campaign by "hiring" Wolfson?


And UFT High School VP Leo Casey is listed as a vendor for over $16000. I didn't know the UFT had an ice cream truck. Or maybe the money was for selling half-baked ideas.

The LM-2 for 2006 (there's always a year or more lag and the UFT is always late in sending it in - this one was signed by Randi in December '07 when it was due in May '07) will be posted on the ICE website soon. If you can't wait to see how those special reps make 140 grand shoot me an email and I'll send you the pdf.

Memories and Tragedies

About 10 years ago I go a call on Thanksgiving night from a former student from a correctional institution upstate. He was serving life (and is still in the system). After chatting for a few minutes, he said "Wait! Some people want to talk to you." And there were two more of my students. Six or seven from my school were in the same cell block. My fault, I guess. You see what happens when you have under performing schools? What was missing from their lives was probably a charter school.

One of the things about teaching in certain neighborhoods, and a reason some teachers eventually must leave, are the all too many dismal stories – more of the above than successful college graduates. If you stay in one place, you see generations of devastation – drugs, prison, you know the drill. Probably due to the low quality teachers according to the Joel Kleins of this world.

You could have feast or famine in alternate years - if the contract, which gave you the right to move from bottom of the grade to top, was followed, which it often wasn't. The favorites of the principals got the top every year unless you grieved – which I had to do twice. Oh, that darn union contract, which was so weak even in this obvious area (my principal declared a heterogeneous "experiment" for my grade only that year only.) Some teachers would knife you in the back to stay on the top and do all sorts of favors for the principal. Now I hear they have supposedly eliminated tracking.

How are teachers affected by so many stories of death and destruction? Some get worn out; for others it's like water off their backs. That was why the UFT's willingness to remove the ability to transfer, often the only way out, was such a sell-out. I mean, there comes a time when people need to see some success stories.

Here is something I wrote in my chapter leader report in November, 1996. I was teaching computers, so A... wasn't in my class, but over a few years we got to hang out together, go to basketball games and my wife and I even had him and a friend stay over at at the house a few times. One of the major hoodlums in my school, feared by students and even some teachers, despised by the principal, my wife couldn't believe the stories, he was so unfailingly polite - and made his bed, which was a major point for my wife. I had had many members of A...'s family in my classes over the years, his uncle and even his mom (I won't even go there) for a time when she was in the 4th grade and knew his grandmother well. She was raising him, as were many other grandmothers in the neighborhood, one of the serious issues that lead to worn out older women having to do it all over again and just not having the energy to keep tight control over the kids.

When he was 12 or 13 I took him to Gleason's boxing gym in downtown Brooklyn to introduce him to a trainer a friend was working out with. We got him a locker and he worked out. Everyone treated him great and I thought this could save him. We went once or twice and I urged him to keep going. But he didn't. A major lost chance.

When A... was arrested in Pennsylvania when he was around 14, I received a call from the social worker there. "We don't know what to do with him," she said. "His grandmother says it is too far to visit and wants us to send him home." "Keep him there as long as you can," was my advice. They didn't listen. Within a year he had shot up the door to an apartment in his building, got a 24 year old woman pregnant and was sent away for 3 years.

When he got out he called and we made plans to get together. It never happened. One November morning his little sister tapped me on the shoulder as the classes were lining up. As calm as she could be, she said, "A... was shot 5 times in the head in Pennsylvania." What makes it all so tragic is that no one was surprised at the news - like watching someone standing in the middle of the road with a truck coming and you're helpless to stop it.

PS XXX Chapter Report, Nov. 1996

A..., a graduate of P.S. xxx, was shot to death on November 8, 1996. He was 18 years old. Our condolences go out to A...’s grandmother, his mother (also a former student), his sister, (currently a 4th grade student at P.S. xxx) and the rest of the family.

Some people were not surprised that A..’s life ended at such an early age, given the hard life he led. No matter how often we read similar stories in the paper, there’s no accounting for how people will react when they see a young man they’ve known since the 3rd grade laid out in a coffin; especially a young man who died such a seemingly senseless death. But as one of his relatives said after the funeral, A... was willing to risk danger because the life he was destined for seemed so bleak.

In spite of all this, he was still one of our kids. P.S. xxx provided A... with a nurturing environment in spite of the fact he was never easy to deal with. He had a certain stubborness that often drove teachers crazy. But many of us developed a rapport with A... that went beyond the normal teacher-student relationship. He had a hard reputation on the street, but he could be extremely responsible and trustworthy when he respected you and his situation moved many of us. We saw the road he was on. At times he reached out for help, but there was no stopping this train.

A...’s last months were spent at home in Brooklyn getting to know his three year old daughter (who had just started calling him “daddy.”) He started school and had a nighttime job. This was not the kind of life he was used to. We urged him to hang on. Maybe the routine would break him of bad habits. He knew his weaknesses. He had hoped to find a sports program to keep him occupied until he could play baseball in the spring. But the temptations must have been too great. He went back to Pennsylvania where he had been in trouble before. That was where he died.

His short life left something to be desired. He was a 7th grade dropout (his school career lasted about 2 months after he left us); he had multiple problems with the law (he just finished serving 3 years in prison); there were ugly rumors about some of his street activities.

A...’s funeral was attended by many parents and former students from the P.S.xxx community. His cousin N... (another former student at P.S. xxx) read a moving eulogy, which expressed the all too common and disturbing attitude ("A..., you did what you had to do as a man"). Many of his friends wrote poems in his memory. A... clearly had the respect and admiration of many of his contemporaries.

Postscript: N..., a cousin who made the eulogy, was attending college at the time of the funeral. We hope she made it out. But even if she did, the needs of the family would have always pulled her back.

A teacher at PS xxx told me a few years ago that A...'s daughter was a student at the school, most probably being raised by that same grandmother. I guess she would be about 14 now. We can only hope she also breaks the pattern.

Memories: Teachers in Charge

As teachers have been shunted aside and de-skilled in the corporate takeover of school systems I still cling to the increasingly unlikely thought that if teachers controlled schools, they would do a much better job of addressing the issue of colleagues who don't carry their share of the water (defined as potentially capable teachers who are lazy or don't give a shit) and the just plain incompetent (those who just can't do the job - based on my years of observation, a fairly small % – they either leave or work their way up the ladder to principal.

Back in the 70's we had a milquetoast principal – not a bad guy, a real educator of the old style – many years as a classroom teacher followed by over a decade as an AP, all in the same school – who believed in trying to teach teachers good pedagogy and promoted some good ideas – "Nothing learned, nothing taught" was a favorite expression of his. But in terms of leadership, it was the AP's who carried the load. (I'll leave the details for another time as to how the district destroyed him in order to install a political appointee, a younger, stronger, ambitious leader who had "zero" teaching experience, installed a test prep system, and took away the rights of teachers to decide anything - in 1979 - sound familiar?)

Mr. A, our AP in the upper grades, was also a lifer - classroom teacher for many years – a man who taught in an elementary school in the 50's was rare and many ended up on the supervisor track – the war babies like me invaded in the late 60's and changed the landscape. Good leader, great personality, (also a lawyer), let us pretty much do what we wanted.

Now, he didn't have a lot to worry about – the school was under pretty good control – the massive special ed influx hadn't begun yet. They put the men in the 5th and 6th grades and by the time I got there in 1971, the guys had all been there for a few years and not only had good control, but where pretty good teachers.

Well, there was one guy who could have been good but didn't give a shit about teaching, planning to get out as soon as he could – but it would take 10 years 'till he left - and used his time to work on his law school stuff while maintaining absolute control – he became a chapter leader, a good one in that he intimidated the principal, but no one thought he was a good teacher, something he was actually proud of. (One of the knocks on the Mr. A was that he let this go on, and years later, he came under attack for this.) Mr. T was also very smart and very funny to boot. So the kids actually liked him. Of course when I got his class the year after him and found they knew very little math and had lower level reading than they should have had despite being the bottom class, I had a bit of resentment. Actually, they did know how to look up words in the dictionary, which is what they did for hours while he studied. (For new teachers - great idea when you need to take a breather for a few minutes - but I bet they don't let you do this (take breathers or have them look up words) anymore - probably don't even have dictionaries.) He finally left to go into the law and became very successful I hear.

All the hysteria about "quality teachers" would line Mr. T up squarely in the gun sights. But schools can tolerate Mr. T's. He brought leadership, humor and kids were not running wild. However, if we had real power as teachers, we would have found an out of classroom position for Mr. T (which eventually happened) to make use of his talents or would have treid to pressure him to do a better job.

There's always good and bad in these situations and the good was that the AP, Mr. A let us run our own deal as long as we checked it out with him. Mr. A was totally open to suggestions. When I wanted to try an open classroom, he not only gave me the OK but gave me a double sized room to make it more feasible (it turned into a disaster.)
We had input in everything, especially the four 6th grade teachers, who were all so good and learned a lot from each other.

Next time I'll tell you how we all (Mr. A included) pulled a practical joke - punk'd someone in today's parlance - on Mr. Z, one of our weak, always trying to get over, loser teachers. We could tolerate Mr. T, but just the mention of Mr. Z as a teacher made you laugh. Oh yes, in the "shit rises to the top" category – years later we heard that Mr. Z became a supervisor. We're still laughing.

A Web of Intrigue

UPDATED Tuesday, Feb. 19, 9 pm

Is there a vast neoliberal conspiracy to impose a market-based system on urban public schools in partnership with the business community leading to a move toward privatization, the weakening of teacher unions, and placing the focus of blame on the teachers (schools are looked at as failures because of poor teacher quality) and their contracts (seniority rules are worse than a tornado ripping through a school)?

Are we moving toward placing the control of public education into the hands of privateers and policy wonks whose basic knowledge of education comes from having once attended school (like letting someone who was once in the hospital with a sore throat perform operations)?

Are we seeing a further exacerbation of an already existing dual school system – one urban running under market forces that shut out parents and teachers; one suburban where elected school boards make decisions?

Has much of this agenda been driven by the neoliberal wing of the Democratic party? Research-based blogger Eduwonkette posted a web of connections between the various policy wonks backing the corporate takeover of urban school systems and has the Rotherham gang over at Eduwonk so worked up they are screaming for her head and trying to smoke her out of her anonymity. She fingers some members of Rotherham's Education Sector Board:

Jonathan Williams (Accelerated Charter School of Los Angeles); Bruno Manno (Vice Chair, Annie E. Casey Foundation); Ted Mitchell of the New Schools Venture Fund (NSVF).

So they all know each other, sniffs Rotherham.

I like Ed Trust West head Russlynn Ali, we've eaten together, had drinks, she's met my wife, seen my children, she used to work with Kevin Carey who now works with me, I think we share funders but I'm not sure...we both dislike the designated hitter rule...

Touchy, touchy, touchy. Our man doth protest too much. The last must be a subliminal reference to their being designated hitters gunning for the end of public oversight of public schools - but only for people in poorer, urban communities - wouldst they dare set foot with their market gimmicks in Scarsdale?

Rotherham, a major apologist for whatever mayhem BloomKlein perpetrates on the children, teachers and parents in the NYC school system says this in his bio:

Rotherham previously served at The White House as Special Assistant to the President for Domestic Policy during the Clinton administration. He managed education policy activities at the White House and advised President Clinton on a wide range of education issues including the reauthorization of the Elementary and Secondary Education Act, charter schools and public school choice, and increasing accountability in federal policy. Rotherham also led the White House Domestic Policy Council education team...

We've run critiques of Obama's ed policy, but anyone doubt the Clinton connections to the attacks on public education? And of the slavish support of the UFT/AFT teachers union. (Explanation for their role in all this to come at a future date.)

Eduwonkette has clearly touched a nerve, with Rotherham shooting back with:

I'd also take it more seriously if she took a look at all the similar relationships around, just say, ed school accreditation, teacher certification, NCLB opposition, etc...etc...etc...

When you're caught with your pants down, attack. This looks like a nice project to keep him busy. While he's doing it, he should make sure to add up the dough each side has - maybe Bill Gates and Eli Broad will throw a few mil into the Educator Roundtable or Susan Ohanian for balance.

With some of the attacks on Eduwonkette being less than sophomoric ("she takes money like those girls we used to talk about in high school") one has to wonder if the ole boy policy wonks are just plain embarrassed that a girl can be so much smarter than them.

For your reading pleasure: The Corporate Surge Against Public Schools

F-U Time

The day I turned 55, I visited a school on my weekly run as a district tech support person. The principal, one of my generation, congratulated me: "From now on you're on F-U time," he said. "Someone says something nasty to you, or gives you a hard time, say 'FUCK YOU' and retire."

With Gov. Spitzer about to sign the 55/25 (27 for new teachers), hundreds, if not thousands of NYC teachers will be reaching "F-U" time. I suggest all of them gather in front of Tweed and say loud and clear en masse in a final good-bye to the BloomKlein gang, a rousing FUCK YOU!

It is ironic that with so may cries from Joel Klein that poor, under-performing schools were being short-changed because seniority rules allowed senior teachers to work in the better schools, one of the supposed reasons for the fair-funding of schools (a total lie since the real reason was to penalize schools for hiring expensive senior teachers), here is another level of proof that experience doesn't count and another plank in the program to create a cheap, inexperienced staff that turns over to such an extent that few people will ever collect a pension. Follow the money, honey!

Giving up on The Voucher Band-Aid

While I don't agree with their reasoning, a NY Sun opinion piece and Sol Stern (see article in NY Times) are disavowing vouchers, one of the pillars of privatization. What next? Will Stern admit that his posturing for parochial schools was based on faulty reasoning? That installing a rigorous phonics program will not result in miracles? Or that now that the teacher contract on which he blamed so many of the ills of the NYC school system has been decimated, his theories (based on deep-seated analysis of his experiences with his 2 kids in school), were not valid? Or that "fix the teachers and all will be well" theories will not prove to be valid? Or that the "measure the schools and close them" is a failure as policy? Or that merit pay for principals, teachers, children are gimmicks? Or just maybe things like class size reduction might be an answer.

He and his ilk (ie, Rotherham, Whitney Tilson, Joe Williams - Democrats, I believe) will find out that most of what they advocate are band-aids. Maybe the BloomKlein debacle will turn out to be a long-term benefit in proving them wrong so we can get down to real reforms.

Richard Rothstein has been an advocate (and trashed by the phony ed reformer policy wonks) for a "you must fix more than the schools to make a real difference" philosophy. Call it "rational reform." While this won't be the subject of his talk this time, check him out at Columbia next Thurs. afternoon.

The Campaign for Educational Equity invites you to the Equity in Education Forum:
*REASSESSING THE ACHIEVEMENT GAP: FULLY MEASURING WHAT STUDENTS SHOULD BE TAUGHT IN SCHOOL*

Featuring the work of Richard Rothstein who will propose a new approach for assessing student achievement that goes beyond test scores and graduation rates, and measures skill attainment in broad,yet essential, areas, such as social skills, critical thinking, preparation for citizenship and employment, appreciation of the arts and literature, and the knowledge needed to maintain sound physical and emotional health.

Thursday, February 21, 2008
3:30 - 5:00 p.m.
**For more information or to RSVP, please call (212) 678-8362 or email jgarcia@exchange.tc.columbia email

Broken Hearts Rally: Updated

Updated, Sat., Feb. 16

At the DA on Feb. 6, an amendment calling for a Feb. 14 rally as an addition to the official UFT resolution fighting the budget cuts (you know, the usual tepid things like calling on the mayor to open the books) was turned down – too hard to organize on such short notice, was one of the reasons, amongst others. Weingarten danced on a pin to pin down the maker who insisted the date was flexible. ("Sorry, she said, "you didn't make that officially" - a version of Randi's Rules of Order by which meetings are run.) One Unity Caucus speaker said holding a rally that day might lead to divorce. (Ed Notes has reported extensively on the role the UFT played in the cancelled rally last May.)

At the same time a group of students, teachers, community activists and politicians were meeting at John Jay Educational Complex in Park Slope to plan a "Valentine's Day" rally for Feb. 12 at Tweed at 4pm.

Well, they managed to pull off a spirited rally – not massive, but with hundreds of people - maybe a thousand - they made a point. There were lots of familiar adult faces: Time out for Testing provided support and assistance. Many of the crew from NYCORE were there, some with kids from their classes.

Teachers and parents and lots of kids – all ages at their first demonstration. A great hour of fun for all. I got a particular kick out of the excited elementary school kids jumping in for a photo op. In their equally excited teachers, many of them young activists, I recognized my old self from way back when – with a touch of nostalgia.

Many of the high school kids were very impressive, though I was taken aback when a few kids read speeches denouncing capitalism, speeches very reminiscent of those I've heard at Delegate Assemblies. I almost expected a call for a May Day demonstration. When I questioned one of the teachers, he said they had learned a lot from great teachers. Truly a miracle.

Knowing how some politicians fear the UFT, I was surprised at how many showed up. NYC Council member Bill de Blasio played a big role (other politicians were also involved in organizing the event) and Robert Jackson made the usual rousing speech. I saw Gail Brewer there. Others were there too, but I was part of a film crew assigned to outer limits of the crowd and missed most of the speeches.

The UFT is planning its own rally on March 19 and the fact that the "Broken Hearts" Valentine Day rally came off must have been somewhat embarrassing – they had no presence. They should have been there to whatever extent they could but the vote at the DA locked them in.
The March 19th rally will be a one shot deal. No attempt to build a movement for change. But the UFT doesn't want change.

Broken Hearts, though small, was a step in the building phase. Activists for Progressive Ed Reform (APERs?) worked together and hopefully will continue to work together to build a counter movement to challenge the move to corporatize/privatize the urban educational landscape. Ed Notes will be there to participate and report on the work they are doing.

The Randi Weingarten Succession Obsession

Part 2: Who will sit on the throne?
Part 1 is here.

With Ed McElroy's announcement that he would retire in July as AFT President, Randi Weingarten's succession is clear. Our sources say McElroy was pushed – check for water boarding with Leo Casey holding the bucket.

For anyone who doubts Weingarten won't tell a bald-faced lie, the funniest line in Elizabeth Green's NY Sun piece was:

Ms. Weingarten said she urged Mr. McElroy not to leave as recently as last Friday, in a lengthy private conversation. But she said that, having failed to persuade him, she will consider replacing him.

Actually, a lawyer's "lie" as I'm sure she actually said those words. Insiders at the UFT say she has been getting ready for the move for a long time, her plan being to use a national forum to help Hillary get elected. Ooops! Actually, if Obama is the candidate and loses to McCain, Hillary becomes very viable in 2012, so think long-term. Who do you think the Weingarten/Clinton forces will really be rooting for?) An Obama loss and AFT HQ becomes Hillary Central.

For anyone with doubts the UFT/AFT is run as a monarchy, we knew this scenario back in the early 90's when Weingarten was designated as Sandy Feldman's successor in the UFT. Expect that any successor in the UFT would then be in line to succeed Weingarten as AFT President, and though we can expect a long run for her in that position, don't discount that factor in choosing a possible successor at the UFT.

In the Green piece, Randi says:

Ms. Weingarten named one consideration that will drive her next steps: ensuring the continuing strength of the UFT.

Will Weingarten pull a "Shanker" and be President of the UFT and AFT, maybe for life?
Both Shanker and Feldman left the UFT soon after an election so they could appoint a successor who would have a few years to get their feet wet before having to run for election. Her moves so far logically leads the way to "ensure the continuing strength of the UFT" will be for her to remain as President for the forseeable future. Thus, there's a chance Randi will run again in 2010 for UFT President given that no clear successor has emerged as she continues to muddy the waters. She said she would finish her current term so that gives her 2 years in a dual role to decide. (Not that she does things for money, but if you add up the AFT, UFT, NYSUT salaries and stipends, it's a lot of guacamole.)

More likely, the people mentioned as "successors" will be given slices of the organization to keep watch over while Weingarten parachutes in and out of town as needed. The relatively weak showing by the ICE/TJC opposition in the 2007 was very important to this strategy, as is maintaining New Action as an in house phony "opposition" to confuse the membership. The question is: Will any of these people pay the same obsessive attention to ICE and TJC as Weingarten does. (We'll write more about this soon.)

The lack of a clear successor is counter to what Shanker and Feldman did - Feldman ran the union while Shanker was gone and Weingarten did so many things for many years before she took over that she practically functioned as a co-president. A lot of it has to do with Randi's massive insecurities and the fear that once she gives up the reigns, the horse is out of the barn.

(By the way, it should be pointed out that the UFT rank and file is irrelevant in all this. The basic moves will be made within Unity Caucus, which is not really a democracy either, but they are the important players here. There are hints of new leadership being put in place in the secretive organization which functions as a coven, with long-time leader chief of witchcraft and penultimate hack, Jeff Zahler rumored on the way out.)

The list of "successors" is just part of the show
Randi gave Green a list of possible successors – UFT vice presidents Michelle Bodden, Michael Mulgrew, and Richard Farkas, staff director Leroy Barr, New York State United Teachers Vice President Maria Neira, and a Manhattan District Rep, Evelyn DeJesus.

Note the names that have disappeared from the list from Green's article last month – hack supreme Leo Casey, VP Carmen Alvarez, who made the fatal mistake of saying she would be willing to take the job (water boarding to follow) and Michael Mendel, who was kicked upstairs after being removed as staff director, not a good sign. (By the way, many of us love Michael, one of the good guys.)

Neira has been around and has risen to AFT and NYSUT VP but is not very visible and we assume Randi will want her at the AFT as VP. DeJesus is popular and capable, but as a District Rep is so too far down the totem pole.

Note the balance – two Hispanics, two African-Americans, two whites, three males and three females. Farkas is on the list only as part of the balancing act. (One day I'll tell you a few Farkas stories.) Asians and American Indians are out of luck, as are hermaphrodites.

Weingarten does divide and conquer
In an organization like the UFT and its controlling Unity caucus, having a clear line of succession (ie. Feldman and Weingarten) is important in order to give someone time to get around the union, make themselves well-known and establish a support network. In monarchies (and corporations too), having no clear successor leads to palace infighting as people jockey for position. It could lead to cracks in the Unity machine that might be hard to repair. But Weingarten is not known for her foresight.

Bodden is the most polished and has been rumored for years as the obvious choice. She is also the popular choice of many people on the inside, who think she has a real teacher/educator's (as opposed to Randi's lawyer) view. Some were hoping for a simple passing of the baton hoping she would make much-needed changes. That may be her doom. I will say here that I like her (more doom) and had some direct experience with her when Randi put me on a committee she headed in the late 90's. I was impressed with her knowledge of teaching/learning issues and the way she dealt with people. With a vacuum left by Weingarten's absence, even the opposition would have a hard time being critical of Bodden, initially, at least, as we would expect little change in UFT policy other than cosmetic.

But making public appearances is not enough, and as Elementary School VP Bodden has not been put in enough of the type of positions that would give her a bigger presence in the union, something that should have occurred given it was clear for the last 3 years that Weingarten would be moving up this summer. When people on the inside said she was the chosen one I disputed them, saying if that was so, she would have started to play a similar role to the one Randi played with Feldman. When instead of Bodden, Randi moved Mendel into a phony position as her "assistant" that was a bad sign for Bodden. The obvious move would have been to give it to her or make her staff director at that time.

Randi has undermined Bodden by pushing the fast-rising Mulgrew. Leroy Barr's recent appointment as staff director (a giant leap and he's very far from ready to run the UFT) is also a bad sign for Bodden. Was Barr's appointment a move to split Bodden's African-American supporters? And what about the male/female issue? Is Randi channeling the Democratic primary? Weingarten pushed out short-term hack supremo Jeff Zahler as staff director after dumping Mendel from that job (he had replaced the dumped Liz Langiulli who had replaced the retired (forced out?) Tom Pappas.)

AFT staffers, see what you have to look forward to?

Mulgrew has a lean and hungry look, is ambitious and has the sharpest knife, so if there's any infighting – if Randi let's them fight it out freestyle – he could emerge. It is more likely he will be the enforcer holding down the fort when Randi is traveling, maybe ultimately as Staff Director, playing the strongman role Pappas played for Sandy and Randi.

This is right out of Machiavelli, or maybe the Howard Wolfson consultants' book of holding onto power. Create lots of candidates and make sure no one emerges who can take control and threaten Weingarten when she is at the AFT. As we pointed out in Part 1, whoever controls the reigns in the UFT (or rather Unity Caucus) controls the AFT. Can Weingarten take the risk that someone who gets too powerful (as she did) would not one day turn on her?

Historical lessons
When Dave Selden left the UFT to take over the AFT (1968-1974) he watched the man he had mentored, Al Shanker, grow enormously powerful, backed by an iron tight Unity Caucus machine, which he used in 1974 to depose Selden. Lesson: Your mentoree may knife you in the back. (Selden wrote a book about it all.)

Shanker went through a number of potential successors (remember Herb Magidson circa 1975), many of whom fell by the wayside because they proved to be too liberal on communism and foreign policy, before settling on his trusted assistant Sandy Feldman (also a fellow traveler in Social Democrats USA which we don't have time to go into), who for a long time was not considered up to snuff to run the UFT. But she proved herself over years as the UFT staff director and Shanker finally handed over power in 1984.

Soon after Weingarten came on board as a lawyer at the UFT, she became the hand-chosen successor to Feldman without a day of teaching (they quickly moved to get her certified and into a school where she served part time for 6 years other than a full-time 6 month period). This caused some measure of resentment in Unity Caucus as there were people who expected a continuation of "earning your spurs" in the line of succession.

The insider choice to replace Feldman was Alan Lubin (who came up through the ranks as chapter leader, district rep, boro rep). Lubin was kicked upstate and became a NYSUT VP to make room for Weingarten – those who did not pay fealty to Randi when she took over in 1998 were purged. Lubin was tough, capable and even liked by many of us in the opposition. Hmmm! I have an idea for a Randi successor – bring Lubin back.

There were times Feldman may have felt she turned over the reigns in 1998 to Weingarten too soon as her mentoree turned feisty when given too much advice. Feldman also witnessed how loyalty to Weingarten became the prime ingredient. But then again, what could she have expected since she functioned the same way? I'm intrigued as to what might have happened had Sandy lived and blocked Randi's way.

The UFT Strongman/woman tradition fosters dependence
When you have a dictatorship with all decisions flowing from the top down, the underlings have no choice other than follow orders. Not exactly leadership-building. The UFT has been run by a dictatorship for over 40 years where one person makes all the decisions. All of the people mentioned as successors fit this profile, making a move to leadership a giant leap.

Shanker was so dominant he could afford to surround himself with some sharp people (he was still the smartest guy in the room) but for the over 10 years be ran both the AFT and UFT he had a hard time letting go. Feldman had the Shanker machine and, as his lieutenant, basically kept the Unity machine in place. She had tough guy Tom Pappas to ride herd as staff director.

To replace Feldman they decided to go outside the box when they chose Weingarten in the late 80's. For the past few years I was expecting someone to appear from outside to play the Weingarten role but that hasn't happened, another reason I think Weingarten will be more Shanker than Feldman in holding onto power in the UFT for a long time.

Weingarten has taken top-down control to new heights beyond Shanker and Feldman, being the ultimate micromanager. For example, she must read every single word of every article in the NY Teacher. Every personnel decision is made by her. Manhattan borough head Jerry Goldman is quoted in Green's NY Sun article in January as saying the decision to jump his former employee Leroy Barr over him as staff director was made by Weingarten herself, one of the funniest lines in the article. Weingarten decides who cleans the graffiti at 52 Broadway.

When you surround yourself with sycophants (as many strong leaders do) don't expect the sycophants to be able to run an organization like the UFT. To those of us who have been deeply involved in UFT politics and know all the players it is clear that not one of them is truly able to take over the reigns. They are empowered to make few if any decisions - maybe things like the kinds of pens to use. So the idea that any one of them can lead the UFT is farcical.

Weingarten's style of governance has not fostered independence in her staff, preferring to rely on media advisers and high priced consultants (like Hillary Clinton adviser Howard Wolfson) while treating the staff as subservients. It is no accident she is more loved by the newer, newly promoted star-struck staff than by the old timers, some of whom are Randi-weary and ready for a change that might bring a higher degree of rationality. Read that as: Consistent policy instead of setting policy by how the press release will go over.

Randi's major agenda as AFT president, aside from helping make Hillary the President, will be to move toward a merger with the NEA, where she would not have as easy a time becoming head of a joint union. In this area I think she has the skill set to make progress. Until we get into that neck of the woods, maintaining control over the Unity Caucus machine is primary.

Thus, when you look at the entire ball of wax, Randi Weingarten's successor at the UFT will likely be – drumroll, please – Randi Weingarten.

Part 1 addressed the power relationship between the AFT and UFT and we gave our reasons why Randi would stay in the labor movement rather than taking a position in a Hillary cabinet as Ed Sect'y. Oops, did I speak too soon? (She confirmed she wasn't interested in the cabinet position in the Green piece.)

Eduwonk in Amazing Discovery

Eduwonk Discovers Culprit Obstructing Ed Reform

Finding the key to the obstruction to finding solutions to education problems in this country has eluded educators and researchers and makers of Ed policy forever. Thus, they were delighted to learn that blogger Eduwonk has found the Holy Grail by identifying the single component responsible – a shadowy group going under the alias of “The Status Quo.”

That one single group, albeit with a phalanx of supporters branded by Eduwonk as “Apologists for The Status Quo” (APSQUO’s), could obstruct attempts to turn children into commodities, shocked and surprised Ed reformers.

For years, people heard rumors of secretive "Quo" using nefarious influence to trash attempts to remake education into the image of Microsoft. That Eduwonk has finally proven existence of The Quo will rank with the discovery of the elusive Boson, Nuon and Boron. The simplicity of Eduwonk’s insight is legendary as he has exposed the APSQUO’s dangerous henchmen and women apologizing and protecting "The Quo" from attack.

Ednotes has followed up on Eduwonk's groundbreaking research and found the dangerous conspiracy has existed for a century in New York City, initially led by "Status Quo the FIRST," ruling the roost from the late 19th century through the late 60’s, when his son, "SQII took over and ruled for the next 35 years, when forces led by "The BloomKleins" deposed him and replaced him with his figurehead son, Status Quo the Turd.

Eduwonk has been so won over by the Turd, that he has become a big fan and in fact has joined a group known as “Apologists for Regressive Educationally Ass-phicsiating Reform" (A-REAR’s). A-REAR has captured control of the entire Ed press in the United States.

A shadowy group of partisan pro-children fighters has sprung up, based mostly in New York City, composed of parents, teachers and students who are fighting A-REAR, forming their own group called Progressive Ed Reformers (PER). They have been joined by bloggers such as NYC Educator, Eduwonkette, NYCPublicSchoolParents, and Ednotesonline.

The UFT blog Edwize often pretends to be with PER but is really an undercover agent for A-REAR.

Eduwonkette reports there won't be blood.
We beg to disagree
Let there be a flood.

NOTE: Eduwonkette and Eduwonk make up for Valentine's Day over at psuedointellectualism.

Randi's Time Has Come - Coy No More

AFT Pres. McElroy Announces Retirement

I want to let you know that AFT secretary-treasurer Nat LaCour and I plan to retire at the AFT convention this coming July. Nat and I shared our plans today with the AFT executive council at our regularly scheduled meeting.

An Ode to Bloomberg

I entered Eduwonkette's Valentine Poetry Contest, using a poem (comment #3) by a Bloomberg Presidential shill as a framework. Graphic by David B.

Roses are red
Violets are blue
I'm scared of your candidate
And you should be too.

Change is the word
But no one says how
We can't ask him questions
He just wants us to bow

They owe him favors
Sycophants all
Politicians should be accountable
Or made to fall

He made an already broken school system
So much worse
Failed reorganizations galore
Parents and teachers curse

He goes to work on a subway token
Only a few blocks for show
After being dropped off by his SUV
To avoid the snow

We must draft Mayor Bloomberg
To go to Iraq
Where his "experience" and "leadership"
Will prove his lack

Get Bloomberg into the race
I suggest he run 10 miles a day
A year from now
He will have gone away

And New York City schools
Will say "Hooray!"

Update on Feb. 14 Rally at Tweed

The latest I heard was that there are groups assisting but not sponsoring. For instance, there was an error that Time Out for Testing was a sponsor, when in fact the students asked for assistance in drafting some of their demands. The sense was that this is a student thing with their own demands and does not infringe on the other planned rally in March. For students, it might serve as an organizing tool to get more student participation at the bigger mass rally.