This era may be remembered as the time when our nation’s leaders decided to break the spirits of our teachers and to close enough schools to instill fear in the hearts of all educators
I don’t know which “thought leader” came up with the idea that the best way to “fix” a school with low test scores is to fire the principal and at least half the staff. I don’t know the evidence to support this policy of wiping the slate clean without individual evaluations.
But now with the federal imprimatur of Race to the Top, it’s happening in many school districts. And of course, the U.S. Department of Education will stretch to prove that lowering the boom works, because it’s their idea. But how do you persuade the public and especially communities of color where the axe will fall most often that this punitive strategy is a good idea?
Imaginary scene: Some bright PR guy or gal figured out how important language is in selling a really destructive idea. “How can we explain to people that we are firing most of the teachers and renaming the neighborhood school? The one that everyone knew and loved for fifty years? How do we make this unpleasant reality palatable?” Ponder, ponder.
“Ah, I’ve got it! When we shut down their school and fire everyone, let’s call it a “turnaround!” That sounds like a dance around the Maypole. It sounds so festive. It’s positive and happy.
“Crazy idea. No one will believe that. No one is that stupid.”
“Think so? Let’s try it and see how it goes.”
With that context, here is how it went for this teacher in New York City. This comment and the events it describes occurred before the arbitrator postponed the school turnarounds last Friday. Some teachers had already found other jobs. Those who choose to remain have a one-year lease on life, unless a court throws out the arbitrator’s decision. The bottom line: chaos, uncertainty, disruption. This is no way to run a school or a school system.
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Diane Ravitch's blog 
They don’t want to “fix” the schools, Diane. They talk about improving education and “fixing failing schools” so that the “people” will think things are improving. The goal, however, is to “buy” as many schools as possible and privatize public education. Each “turnaround” is just another cog in the wheel…step in the agenda. What schools should we close today? Where can we get the most “bang for our buck?” “What city should we buy next?” New Orleans, Detroit, Memphis, Philadelphia, New York, Chicago…it will eventually be everywhere.
The same people are buying the schools as are buying the government as own the media.
Is it a conspiracy theory if it’s really happening?
“The goal, however, is to “buy” as many schools as possible and privatize public education.”
And after that, after acquiring said properties for nothing or next to a penny on the dollar, when the private for profit schools themselves fail, harming thousands of young folk in the process, the state will have to come back in, turn around the turn around and re-acquire said schools. And the “owners” will then claim in court that it is the state that is “taking” private property and therefore should recompensate them full current value of said property. Two bits says that it will go to the Supreme Court and guess who wins?
Yes. Follow the money: When those old large buildings are in private hands and still “fail” and the students are “learning” at home on computers, they’ll say we don’t need the buildings anymore and sell them to developers who will tear them down and build condos. Just think of the neighborhoods those large comprehensive high school campuses are sitting in. A real estate agent’s dream which will be justified on the “best use” principle.
More investigation, please! What was the criteria for letting these teachers go? Are the schools in NYC being “privatized”? It’s awful to lose your job. It’s demoralizing to communities to lose a school staff who parents and students have come to love. But what is the goal? Were those teachers delivering good education? Were those teachers inspiring students to do their best work? Were those administrators effectively evaluating and supervising teachers on their content and pedagogy? Do those administrators and teachers know what good education is?