Archives for the month of: July, 2012

On Friday, an independent arbitrator issued a binding ruling to stop the “turnaround” of 24 schools, where some 3,500 teachers lost their jobs so that the city could claim federal School Improvement Grant funding. The federal program requires that the principal and at least half the teachers be fired; the school gets a new name, and voila! All is transformed, turned around due to the magic of mass firings.

But the arbitrator agreed with the union that its contract had been violated.

Mayor Bloomberg, however, is not one to be easily deterred. So he announced not only that he is suing to overturn the “binding” arbitration judgment, but he will ignore the arbitrator’s ruling because he only announced his conclusion, but not his reasoning!

Fortunately the school year is over because there is general confusion among the staff at the 24 schools. The teachers who were fired may retain their old jobs; many, however, have already found new jobs. Some of the principals who were fired will stay fired. No one knows for sure who will be working where when school starts, or for how long.

There is a literature about schools that says that schools do best when there is stability, collegiality and trust.

But not in these 24 schools.

A reader explains why local control works in her community’s public schools. She realizes the downside of local control. She knows that local control can be a way of maintaining ignorance and rejecting science and knowledge. But there is a danger in standardization, and she explains why we must seek to find the right balance between the forces of localism and the forces of standardization. If we don’t, we lose something of value.

Local control also allows for some pretty different and interesting curricula options. Our local high school, a rural school in California, has a vineyard, an orchard, pigs, and sheep. The program is very successful at this school. I daresay if I proposed this as a statewide standard and suggested that LAUSD implement it at all their high schools the suggestion would be laughed away as absurd. And yet, rarely does anyone wonder if choices that originate at urban schools fit for the rural ones.It would be wonderful if every kid in every zip code had access to every type of school. I’m sure there are many urban kids who would be totally on board with the idea of sheep or having recess under the redwoods. There are kids in our community who would benefit from an all-gifted STEM magnet. Neither school can fit in every neighborhood. But we as parents also need to appreciate that we make school choices based on where we choose to work and to live whether we mean to or not.Local control can be a source of ignorance and oppression. It can also be a source of freedom and creativity. Making all schools the same in the name of avoiding oppression is probably not going to turn out well… and it probably won’t serve the interests of the kids, either. Teaching a reading unit that’s all about playing in the snow is one thing in Michigan and something altogether different in Phoenix. Kids in California learn California history that kids in New England never even thought to ask about. Kids in small villages in Alaska take field trips by airplane where part of the adventure may be learning to order in a restaurant.

Education is about giving kids tools to unlock the world around them. It’s only right that they start by practicing on the problems and the history and the science and the geology of their own local community. Schools need the freedom to do that, and to gauge the needs and desires of their local students, parents, and communities.

Teachers provide a reality check to the grandest of visions.

The grand vision of our time is that every student should go to college. If everyone goes to college, everyone will have high wages. Poverty will end because everyone went to college.

This is fallacious reasoning. If everyone has a college diploma, then a college diploma will be as valuable as a high school diploma is today. The more diplomas there are, the more they become an entry-level requirement. As readers have noticed in my recent blogs, college graduates who work at Apple stores are making $12 an hour or less. Another blog told the story of a young woman with a two-year degree who was standing in line hoping to get a job as an usher or a food vendor at a sports stadium in Brooklyn. She has little choice because half of all African-Americans in New York City are unemployed (Mayor Bloomberg, please notice).

A teacher wrote this in response to the latter blog:

As a high school special ed teacher in California, I have been shocked at how strongly the culture of “we all must attend college” has affected my students. 17-year-old students who read on a second grade level believe they have to attend college to be happy and successful human beings. They come to me with this expectation, which has been reinforced by their culture, their families, and even the schools they attend, which espouse the popular college education for all attitude.These kids often do not have the emotional and daily living skills to hold down any job. It is my job to somehow teach them those skills, while also teaching them the core subject matter and helping them transition into the adult world. Part of that transitioning involves setting goals, and almost invariably, one of their goals is to attend college. When I suggest that maybe they also consider other options that could be equally fulfilling, it’s as if I’m trying to swipe their dreams away from them.We aren’t serving anyone well by sending kids this message that college is a requirement for success and happiness in America. We need truck drivers and plumbers and carpenters too–all of which are worthwhile and potentially fulfilling professions, especially when they are performed in a culture that values all its workers.

If you want to know why so many politicians think so highly of charters, there is a basic rule of  politics that explains it all: Follow the money.

The most visible organization promoting corporate reform is called Democrats for Education Reform, known as DFER (commonly pronounced “D-fer”). DFER is the Wall Street hedge fund managers’ group. It always has a few non-hedge funders on the board, especially one or two prominent African-Americans, to burnish its pretentious claim of leading the civil rights movement of our day. Kevin Chavous, a former council member from Washington, D.C., fills that role for now, along with the DFER stalwart, Cory Booker, the mayor of Newark. DFER has its own member of the U.S. Senate, Senator Michael Bennett of Colorado. It has also raised money generously for Congressman George Miller, the senior Democrat on the House Education and Labor Committee.

This group bankrolls politicians, woos them, raises campaign cash for them, and persuades them of the advantages of turning the children of their district over to privately managed schools. Watch their website to see which politician they favor this month and scan those they have recognized in the past.

In New York City, Hakeem Jeffries, DFERs’s candidate for U.S. Congress, announced his support for tax credits for religious schools on the day after he won the election. His support for charter schools was already well known. Unless there is targeted new funding, support for charters and religious schools comes right out of the budget for public schools, which are already stressed by cuts.

Down in New Orleans, which corporate reformers treat as a model for the nation, there’s trouble.

One of the charter groups, called the Algiers Charter Schools Association, is in hot water with parents. Algiers has eight charters, enrolling over 5,000 students. It recently lost its CEO and hired an interim chief academic officer, Aamir Raza, from New York City to implement changes. Raza is a management consultant (not an educator, needless to say) who had worked for the New York City Department of Education charter office.

Algiers has this problem: Some of its charters are high-flying (a 93-97% pass rate on the state tests) and some do very poorly (a 7% pass rate on the same test). Critics in New Orleans attribute the disparity to a conscious policy by the Algiers leadership to use certain schools as “dumping grounds” for low-performing students so the others look like miracle schools.

Raza, who is on a 90-day contract at $16,000 a month, decided to shake things up. He fired the central office staff and announced his intention to move the principals from the high-performing schools to the low-performing schools. This caused a ruckus.

Parents were furious. They held meetings to express their rage; they did not want to lose their principal, and they were outraged by the lack of transparency of Raza’s decisions.

When the Algiers association held its board meeting, the parents turned out by the hundreds to express their anger. The president of the Algiers Neighborhood Presidents’ Council said, “”I am unfortunately going to advise you that in the opinion of all 16 neighborhood presidents, Mr. Raza exhibited the utmost lack of respect, extreme arrogance and uncompromising demeanor.” Of course, Raza was doing only what he saw school leaders in New York City do for the past ten years, that is, whatever they wanted.

But this time, for once, maybe for the first time ever in charter school history, the voices of the parents were heard. The board backed down. The board put a hold on Raza’s proposal.

Perhaps the most outrageous idea from Raza never got past the memo phase.

A leaked memo from Raza’s office revealed details of a plan to shame the administrators and teachers at one of the lowest performing schools. The head of the Algiers association told a reporter from the New Orleans Times-Picayune that this idea would not be implemented.

But here it is:

“The document, with a heading from Raza’s firm, the Raza Consulting Group, includes a list of suggested motivational methods, including “Order Eisenhower Charter School shirts for all teachers and administrators with Eisenhower Charter School on the back and Grade D on the front.”

“It is recommended that the principal wear the Grade D shirt every day as a reminder to the school staff after enrollment drive is over,” the document continues. “Declare Friday as dress down day only for those teachers and administrators who will wear the D grade shirt.”

Referring to the state-issued school performance scores based largely on standardized test scores, the Raza report also calls to, “Display the school’s current letter grade (as determined by SPS scores) in teacher lounge and all other areas of the school once the enrollment drive is over.”

And it says, “Place the Grade D in large font on top of each internal communication and memos to the school staff.”

Really, you can’t make this stuff up.

This confirms my belief that the corporate reform agenda is not 21st century thinking. It is actually 19th century thinking, taking us back to the days when children were told to wear a dunce cap and sit in the corner. Only now it is the teachers who will wear the dunce cap and a big letter D.

I wonder if Raza, whose group consults for business, has made similar proposals to major corporations to motivate their employees? Can you imagine a corporate headquarters where every employee is required to wear a D on his or her suit?

In my post about the Memphis-Shelby County schools yesterday, I quoted Jim Horn of Schools Matter. Horn was extremely critical of the plan to increase the proportion of students in charters from 4% to 19%, resulting in a $212 transfer of public school funding from the Memphis public schools to private hands.

A comment on the web site was highly critical of Horn and said he knew nothing about the plan or its supporters.

As a resident of Shelby County, former teacher, parent, and director of Stand for Children in Memphis, I take offense to the unbased reflection you present here about the merger of Memphis City and Shelby County Schools.

The plan you speak of was intentionally vetted through over 14,000 people in the community and led by 21 community volunteers on the Transition Planning Commission. Yes, one of them was Stand’s Executive Director Kenya Bradshaw is a member, read about her here,
http://www.commercialappeal.com/news/2011/oct/09/child-advocacy-personal-for-director-bradshaw/?print=1

To speak as if this plan was plopped down on Memphis and Shelby County by outsiders is irresponsible. You can read all the minutes to every meeting at this site, as well as supporting evidence for decisions that were made in the plan. http://www.ourvoiceourschools.org

Perhaps Mr. Horn missed the parts about expanding to universal Pre-K, expanding access to AP and dual enrollement courses, developing a comprehensive community partnership to meet children\\’s needs both academically and wholistically, finding innovative ways to engage parents, the creation of a youth congress, and systems to target intervention services, especially around PBIS systems and socio-emotional learning?

Presenting the plan as a zero sum gain is part of the problem with the national narrative around ed reform. With this plan we have balanced accountability with supports that meet the needs of children.

Read the executive summary of the plan here:

http://www.ourvoiceourschools.org/sites/346/uploaded/files/Transition_Plan_Executive_Summary__June_22.pdf

As a communtiy we spent the past 9 months working on a plan that meets the needs of our students. Please talk to people that live somewhere and have experienced the process before making rote judgements.

Concerning your charter school comments, polling, surveys, and parent voices in Shelby County have asked for more choice and high quality options, otherwise the plan would not have incorporated the multiple achievement paths model.

We still have a long way to go, but we have a plan to begin to work to challenge an unjust system that involves a complex history of racial segregation, economic disadvantage, inadequate funding, and underperformance.

Jim Horn responded, as follows:

I did not neglect the pre-K proposal. See here: http://www.schoolsmatter.info/2012/06/memphis-school-consolidation-means-more.html. I must admit that I am not from Memphis, even though I did spend almost 20 years teaching in public schools in TN–and the last two weeks in Shelby County eating pole beans, white corn, field tomatoes, and peaches. Some ‘cue, too.While there, I was impressed by the corporate billboard campaign for the privatized pre-K for-the-poor plan, and no doubt some liberals will swoon at the prospect, even if it has to be paid for by “savings” from privatizing custodial and transportation services for a public school system whose mandate is to serve K-12.The bigger story, though, is the support from those who are lapping up corporate foundation money, while turning their backs on children who will move from intensely segregated public schools to apartheid charters run by corporations. And you must look at the report cards of those charter schools in Memphis to see one ugly story after another: http://www.schoolsmatter.info/2011/10/tennessee-charter-school-data-gives.html.One of the MC-A columnists on Sunday tried to make the case that the plan is the best anyone could expect, as it represents the 70-30 black-white split from merged county and city systems. But the reality will be much different, with all black charter schools in the inner city and majority white schools in the county.

Waiting the wings there, too, is the possibility of a total balkanization of Shelby County, with another 6 school systems proposed to represent the outlying leafy suburbs. Part of the rationale for these proposed new systems is racial, of course, but there are those in the Germantown and Collierville who feel totally left out of the plan as devised by Stand, Broad, and Gates. I can’t say I blame them for trying to preserve their public schools, even if they are lily white. If the referenda fail, or if Shelby County is able to stop them legally, you can be that the next move in the leafy suburbs will be to create all-white charters, which will immediately make Shelby County Commissioners forget all of their resegregation concerns previously expressed.

In terms of the all the documented minutes from those public “input” meetings spread over the County, I believe it is still the Secretary who preserves the public record of those meetings. In this case, the Secretary of TPC was Stand’s Executive Director, Ms. Kenya Bradshaw.

A parent in Chicago wrote to explain how difficult it is for parents or anyone else to speak at a “public” hearing.

A true grassroots parent group in Chicago, 19th Ward Parents, attend every monthly meeting of the Board of Ed at CPS.
One of our parents was ejected by security because she dared to ask when public participation would be permitted.
It was already difficult to speak at a BoE meeting. But it has become more difficult since Emanuel has been mayor, and the Board pushed the public participation to the very end of the meeting.

For example, individuals can speak to the Board only every other month. 

Speakers have only 2 minutes.

You must get up very early to sign in.

CPS works closely with Stand for Children, who recruited speakers in support of the longer day. CPS staff got up early to stand in line for the Stand speakers, who arrived at a more reasonable time. 

One of them got his information wrong, however. He said he was in favor fo a 6.5 hour day, which is also 19th ward parents opinion. When a reporter, Roz Rossi of the Sun Times, asked him if he realized that CPS wanted a 7.5 hour day, he changed his story and replied that is what he wanted to.

The room is very small. There are not many seats. Many CPS staff and consultants walk past the line and take many of the seats, forcing parents who have gotten up early and stood in line for hours to stand outside the chamber in the hope that someone will leave.

It is a degrading system. I have written three times asking them to change it.

I have never received the courtesy of a reply.

New York City teachers who read this blog include a number of ATRs.

Readers from outside the city ask what an ATR is.

I have explained that it is a teacher who used to work in a school that was “phased out” and replaced by new schools. This is the Bloomberg administration’s central strategy of school reform: close and replace, close and replace, repeat and repeat.

The teachers who lose their jobs have not been evaluated. They may be great teachers. They just happened to have the bad luck to teach in a closing school. If they are experienced teachers, other principals may reject them because their salaries are too high. So they become wanderers in the school system. They become members of the Absent Teacher Reserve, floating from school to school, a week at a time in each. They are lost souls in a soul-less system run by the greatest minds of our generation.

I heard from an ATR today. He or she can tell you what life is like for an ATR.

Dear Diane,
I am a 21 year veteran atr teacher. I truly appreciate your blogging. I have been subjected to the most ridiculous and hostile work environment this past year, As it stands, any teacher can become an ATR at anytime.
The troubling thing is that my “colleagues” shun us as though we are lepers. I guess its just not cricket to be seen talking to us. The prevailing meme is that we must be “bad” teachers.
The administration treats us like subs and even calls me a sub to my face. Imagine being informed in your email each week where you will be working the following week. At each school there is a different schedule, so forget dealing with your own children, holding a second job, going to school or even per session. The algorithm that the NYCDOE claims to use in the placement of the ATR underclass, includes distance from home as a major factor. For thirty of the thirty four schools I was sent to, the travel time each way was two hours minimum.
As an ATR I have no democratic rights. We have no chapter. The only proper description of the treatment we have recieved at the hands of the DOE and its HR enforcement arm, the UFT has been constructive discharge.
Every day is the first day of school. Both staff and students don’t consider me to be a “real teacher”.
It becomes a major battle to obtain a bathroom key. It is like being a migrant farmworker. Travelling from farm to farm. Each farm has its own idiosyncratic culture and rules.
This is the reward for twenty one years of service.
The younger teachers display incredible hubris. They think that they know how to teach despite having very little experience in the profession. When I was a beginning teacher I would see the older teachers as sources of advice. This is not the case anymore. Armed with the latest crackpot theories and jargon, the newer set think that they are better than us old dinosaurs who have become irrelevant.
Given the catastrophes that the business world has imposed on the global economy, I find it insane that the business model has been superimposed on education. Much like the economic downturn that resulted from business, this has happened in the last bastion of democracy, public education. In an ever growing fascist regime, education has been made part of the encroaching fascist takeover of this society.
Much like the 1917 October suprise and the Nazi Regime in Germany and the Chinese revolution of 1949, teachers have been persicuted,
These are savage and dark days.

 

Marc Epstein wrote last year about what it meant to be an ATR. Marc was a teacher at Jamaica High School for many years. His column was published in Huffington Post:

http://www.huffingtonpost.com/marc-epstein/new-york-city-ronin-teach_b_946649.html

The emergency manager of Detroit has created a new meaning for the term “collective bargaining.”

He wrote his own contract for teachers, decided what its terms would be, didn’t consult the teachers, and imposed it unilaterally.

The terms have not been revealed.

But Roy Roberts, the emergency manager who is a former auto-industry executive, knows what they are. Whatever he wants them to be.

That’s “collective bargaining” in the new Michigan.

One man rule. Rule by fiat.

Does it sound undemocratic? Of course.

Gary Rubinstein is a friendly critic of TFA. As a former corps member, he knows the good and the bad side of the TFA experience.

The question that is the title of this post is answered in his post, which I recommend.

What attracted me to Gary is that he doesn’t like hype and spin. He doesn’t like boasting. He thinks that TFA corps members can do some good but he knows they are not miracle workers.

A reader wrote over the weekend to say that he learned more than enough in his five weeks of training to be as good a teacher as anyone with a full year of preparation. I haven’t asked Gary, but I don’t think he would agree.