Archives for the month of: May, 2013

Here we go again. Another local school board race where the a billionaire a boys Club and Michelle Rhee create a massive war chest to beat an underfunded candidate. Monica Ratliff is a fifth-grade teacher. Please help her.

Monica Ratliff for Board of Education 2013

Dear Friends, Family and Supporters,

Thank you all for your amazing support of my desire and belief that we can make a difference. Your donations have all been instrumental in our movement to send a message to billionaires from LA to NYC and all the way to Australia. Yes, NYC Mayor Michael Bloomberg and Rupert Murdoch along will Walmart king pins have all donated to an independent expenditure campaign supporting our opponent to try and buy a seat on the Los Angeles School Board. Why? Why do they want to invest over 1.7 million dollars? When that much money is spent, how can one not wonder “why”?

Let’s not wait and find out the “why”. All your generous donations have been so appreciated. They have helped us reach absentee voters and early voters. There is one last mailer we need to get out by this coming Wednesday, to election day voters!! We believe it is a special mailer that will resonate with our election day voters. When you join our ARM CHAIR FUNDRAISER no matter what amount you donate, we will send you this mailer as well. So that you can see, first hand, where your dollars are being spent.

With 9 DAYS left til May 21st, election day, please come to our ARM CHAIR FUNDRAISER Any donation of any amount will help us reach election day voters.

So stroll across your living room until you reach your ARM CHAIR, have a seat, take out your check book and send a check to MONICA RATLIFF for BOE General Election – 10420 Parr Ave. #5 Sunland, CA 91040 or grab your laptop or tablet and go to http://www.MONICARATLIFF2013.com and hit the DONATE BUTTON credit cards are accepted here. The money you save on gas alone by not driving to a fundraiser is worth a $25.00 donation.

Help us let the voters decide this election –not outside interests. Help send a message that PUBLIC SCHOOLS ARE NOT FOR SALE!

Monica Ratliff Fifth Grade Teacher, Endorsed by: The Los Angeles Times (twice), The Daily News (twice), present and past board members, Democrats and Republicans, Principals, Parents and 30,000 classroom teachers, and most important YOU – with YOU, our friends, family and supporters, we can make a difference.

Help us bring down Goliath. We cannot do it without you.

Sincerely,
Monica

http://monicaratliff2013.nationbuilder.com/
Monica Ratliff for Board of Education 2013 · United States

From a reader:

Globalization has been the ingenious “get out of jail free” card the corporations have played:

As these “savvy businessmen” go global to freely impose the conditions which appalled America a century ago (The number of confirmed dead from the Bangladesh garment factory collapse and fire Is approaching and will certainly surpass 1000,)

I offer this:

The Triangle Shirtwaist Fire of 1911

At the time of the fire the only safety measures available for the workers were 27 buckets of water and a fire escape that would collapse when people tried to use it. Most of the doors were locked and those that were not locked only opened inwards and were effectively held shut by the onrush of workers escaping the fire.

As the clothing materials feed the fire workers tried to escape anyway they could. 25 passengers flung themselves down the elevator shaft trying to escape the fire. Their bodies rained blood and coins down onto the employees who made it into the elevator cars. Engine Company 72 and 33 were the first on the scene. To add to the already bleak situation the water streams from their hoses could only reach the 7th floor.

Their ladders could only reach between the 6th and 7th floor. 19 bodies were found charred against the locked doors. 25 bodies were found huddled in a cloakroom. These deaths, although horrible, was not what changed the feelings toward government regulation. Upon finding that they could not use the doors to escape and the fire burning at their clothes and hair, the girls of the Triangle Shirtwaist Company, aged mostly between 13 and 23 years of age, jumped 9 stories to their death.

One after another the girls jumped to their deaths on the concrete over one hundred of feet below. Sometimes the girls jumped three and four at a time. On lookers watched in horror as body after body fell to the earth. “Thud — dead; thud — dead; thud — dead; thud — dead. Sixty-two thud — deads. I call them that, because the sound and the thought of death came to me each time, at the same instant,” said United Press reporter William Shephard.

The bodies of teenage girls lined the street below. Blankets that would-be rescuers used ripped at the weight and the speed the bodies were falling. Fire Department blankets were ripped when multiple girls tried to jump into the same blanket. Some girls tried to jump to the ladders that could not reach the ninth floor. None reached the ladders. The fire escape in the rear of the building collapsed and trapped the employees even more.

A wealthy Bostonian who had come to New York for a Columbia University graduate degree, Frances Perkins (April 10, 1882 – May 14, 1965) was having tea nearby on March 25 when she heard the fire engines. She arrived at the scene of the Triangle Shirtwaist Factory fire in time to see workers jumping from the windows above.

Her words, spoken a little more than 50 years later, capture her own feelings and those of her contemporaries. “I can’t begin to tell you how disturbed the people were everywhere. It was as though we had all done something wrong. It shouldn’t have been. We were sorry. Mea culpa! Mea culpa! We didn’t want it that way. We hadn’t intended to have 147 boys and girls killed in a factory.

This scene motivated Perkins to work for reform in working conditions, especially for women and children. She served on the Committee on Safety of the City of New York as executive secretary, working to improve factory conditions.

Frances Perkins met Franklin D. Roosevelt in this capacity, while he was New York governor, and in 1932, he appointed her as Secretary of Labor, the first woman to be appointed to a cabinet position.

Frances Perkins called the day of the Triangle Shirtwaist Factory Fire “the day the New Deal began.”

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The Ladies’ Garment Workers’ Union burst into the national consciousness in 1909 when 20,000 shirtwaist makers went on strike in New York City. .

The 1909 strike lasted 14 weeks, Union membership grew to 25,000 by the strike’s end.. Most of the larger factories had settled with the growing union, and conditions for workers seemed to be improving.

But the owners of the Triangle Waist Company, the largest blouse factory in the city at the time, led the opposition to the 1909 strike, hfiring thugs and prostitutes to harass the workers as they picketed.

Triangle was among the few nonunion holdouts when the factory went up in flamesMarch 25 of 1911, killing 146 workers.

“Everyone noticed that the Triangle factory, the one nonunionized shop, was the place of the fire. The company’s refusal to work with the unions was especially poignant, because a decent fire escape, and factory doors that opened outward, had been among the strikers’ demands.

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http://www.laboreducator.org/stevens.htm
http://www.forward.com/articles/136018/

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http://www.csun.edu/~ghy7463/mw2.html
Cornell University – ILR School – The Triangle Factory Fire – Legacy – Legislative Reform

http://www.ilr.cornell.edu/trianglefire/legacy/legislativeReform.html

http://womenshistory.about.com/od/triangle/a/perkins_fire.htm

Angie Sullivan, a kindergarten teacher in Las Vegas, sent the following message to members of the Nevada legislature to mark Teacher Appreciation Day:

It’s been a long, long time since my district has had positive educational leadership.

I watched this short video of Interim Superintendent Skorkowsky – and I wept. Something unusual – to NOT receive abuse and berating – but instead a positive uplifting message. I weep because my heart is breaking for my profession that is being destroyed – and not being replaced with anything of value to kids.

I don’t know when the “witch hunts” for the infamous “bad teacher” started but it’s now become harrassment for everyone.

I don’t know when it became sport to hurt women who teach people to read.

I don’t know when everyone became convinced that testing is teaching and. . . now there is NO MORE teaching. . . only testing.

I don’t know when we started paying “reformers” without research to “fix-it-up-chappie” our schools instead of being willing to pay for retirement for professionals who were dedicated for decades.

I don’t know when it became OK to privatize by charter . . . but not hold charters accountable . . . even though they use tax payer funds.

I don’t know when it became OK to fail an entire city and not recognize significant amounts of poverty and obstacles. Cities full of people, families and kids that did not graduate – most likely because they couldn’t understand English?

I don’t know when the textbook companies and computer software manufacturers took over and decided the nation must be standardized to common core – not because we would all benefit – but most likely to sell more product nationally.

I don’t know when people became convinced that some silly rich people became MORE knowledgeable than trained professionals about my classroom.

I don’t know when politicians started taking money from Students First, TFA, The New Teacher Project, ALEC, and other union busters – to privatize instead of fund our schools.

But I’m grateful to hear from a leader who was a TEACHER first and sounds like he remembers – and knows how important the front line – LABOR – is to public education.

So as you decide to legislate – could you please ask someone in the CLASSROOM their opinion? Please ask my union. Please ask an educational leader. Please encourage the school boards to hire educational professionals – not unionbusting businessmen in disguise. Our problems are significant. I will fight this war as I beg for support. But I’m drowning in impossible mandates in a sea of needy five year olds. So I weep.

But I’m grateful someone powerful thanked me today.

O God, hear the words of my mouth. Let hardened hearts be softened to hear the cries of women who love children – and the children in need.

Angie Sullivan

The latest administration of the SAT has been canceled in South Korea, due to allegations of widespread cheating. The nation is known for its “hyper-competitive academic environment.”

Test questions that were on the exam scheduled for May 4 were circulating in test prep centers. Staff members at some test prep centers were detained for questioning.

Thousands of students were affected.

The article says:

“Though academic cheating is a world-wide concern, high-profile scandals over unfairly earned or bogus qualifications are commonplace in South Korea. Those seeking top government office are among those who have been caught with plagiarized dissertations or fake degrees. Huh Tae-yeol, the chief presidential secretary, issued a public apology in February—when he was still a nominee for his post—for copying part of his doctorate degree in 1999. He argued that standards at the time weren’t as stringent.”

South Korea has the highest number of college graduates among the advanced nations of the world and high scores on the international assessments.

Joe Bower teaches in Red Deer, Alberta, Canada. He blogs at http://www.joebower.org.

He wrote this for us:

DO I SERVE YOU OR ARE YOU TO SUPPORT ME?

As a classroom teacher, I spend the majority of my time working with students while they are still learning, so I have an intense understanding for how important it is for kids to be engaged in learning by doing projects that are in a context and for a purpose.

Without the information (read: observations) that I gather from such projects, I could not call myself a teacher, nor could my students call themselves learners.

But how often is data defined like this?

As a classroom teacher, I have absolutely no use for data that reduces learning to a number for the convenience of administrators, policy makers and others who wish to judge the classroom without ever stepping foot in the classroom.

I will not be an accomplice to those who have needs and have absolutely no intention of ever even meeting my students. A system with authentic accountability would never ask me to do so.

If you are a politician, superintendent, schoolboard trustee, administrator or someone else who rarely visits the classroom, you might be thinking to yourself: “I need spread-sheet friendly data to report the successes, failures and growth of the schools.”

To you I say: “As a classroom teacher, am I here to serve your needs for your spreadsheet, or are you here to support me so that I may better serve my students’ needs

When I read about the tragedy in Bangladesh, where hundreds of garment workers died when the building collapsed, it reminded me of the Triangle Shirtwaist Fire. Working at NYU, I frequently walked past the building where over 100 immigrant girls perished in a factory fire. The doors were locked. They could not escape. They could jump from the 12th floor or perish in the fire.

Events like these gave birth to the labor movement. Working people didn’t stand a chance until they organized to have a collective voice. The factory owners could treat them like human waste or lock them into their squalid work quarters or pay them as little as possible, and they had no alternative but to take the abuse or lose their job.

Unions changed that. They compelled factory owners to improve working conditions. They used their collective strength to elect officials with a social conscience. Unions changed working conditions for all workers, not just their members, and they enabled working class men and women to join the middle class.

Big business never liked unions. But only in recent decades has big business found a way to escape the legal structures that regulated wages and hours, safety, and working conditions. More and more corporations discovered that they could lower costs and improve profits by outsourcing their work to poor nations. First they fled to Mexico, then to Asia. They move their factories and facilities wherever they can pay the least.

So now we see the same conditions in China, Bangladesh, and other countries that our nation experienced a century or more ago. We see American and global corporations manufacturing their goods wherever wages are lowest (in the factories in Bangladesh, it was $40 a month), with no regard to safety or working conditions or child labor.

We pay a price too, though not so great as the price paid by the factory workers in Bangladesh. We have plentiful cheap goods, but we have lost the good manufacturing jobs that sustained millions of workers. Our leaders say that education will fix everything, and someday everyone will be college-and career-ready, but they forget that schools and colleges don’t create jobs.

I don’t have the answers to all these problems, but I have an uneasy feeling that our elites are getting fatter as the middle-class grows more insecure about the future. As I watch the war against unions, I wonder why so few people remember why unions were created.

And I worry about the disappearance of good middle-class jobs, as they are exported and turned into low-wage work and as they are replaced by technology that requires no workers at all. A friend who is now retired used to supervise a candy plant for a big corporation. It employed nearly 1,000 workers, each of whom supported a family. The same plant now is run by two or three people. Everyone else became superfluous.

Leo Casey at the Shanker Institute drew some parallels between the disaster in Bangladesh and the factory explosion in West, Texas.

I worry for our nation. Some inequality is inevitable. Dramatic inequality is toxic to the spirit.

Mark NAISON is a professor of African-American Studies and history at Fordham University. He writes:

Thoughts on the Destruction of the Teaching Profession and Other Losses

As I watch the teaching profession be destroyed before my eyes, through bi-partisan initiatives that are difficult to fight, and through the march of technology that some view as irreversible, I am filled with anger. This after all is my life they are rendering obsolete, something that has been a source of pride and excitement for me for nearly 50 years since I first started teaching tennis at Camp Kitatinny in Dingmans Falls NJ in the summer of 1963 at age 17. The kind of freedom I experienced in teaching high school students in Upward Bound programs in the late 60’s and early 70’s and in teaching college students and graduate students at Fordham since 1970, is gradually simultaneously being crushed by “outcomes assessment” and scripted learning, and the replacement of tenured positions like mine with low paid adjuncts who have no job security. And what I am experiencing in universities is magnified tenfold in the nation’s public schools where surveillance, supervision and assessment have truly reached Orwellian proportions, and where teachers are browbeaten into squeezing all joy out of innocent children as they force march them into passing high stakes tests.

I hate what is going on, and will fight it with every ounce of my energy, but as a historian, I am hardly surprised to see something of value be destroyed both by the impersonal evolution of the economy and by conscious choices of policy makers. After all, I watched the Bronx burn before my eyes in the early 70’s as I took the 3rd Avenue El to Fordham in the early 70’s, and watched it burn some more when the El came down at I started taking the number 4 train up Jerome Avenue. These fires weren’t abstract to me. They destroyed neighborhoods where I fell in love, played ball, celebrated Thanksgiving and Christmas, and hung out and heard music in bars and clubs. Watching this, I felt like something precious in my memory was being desecrated, or better yet, like a limb was being violently torn from my body yet I was helpless to stop it. I joined with organizations which kept the fires from spreading to the Northern parts of the borough and began rebuilding slowly rebuilding devastated areas, but when the smoke cleared, buildings which once held 300,000 people had turned to ashes

Then, ten years later, I watched cities in America’s great industrial heartland be crushed by factory closings that not only destroyed millions of jobs that paid enough to support a family, but crushed the dreams of people whose labor had helped make the US the most prosperous, and one of the most equal nations in the advanced world, leaving huge sections of once vibrant cities looking as though they had suffered aerial bombardment. As I walked through devastated sections of Detroit, Buffalo, Youngstown, Baltimore and Bridgeport, and saw factories which once employed tens of thousands of people be knocked down, I thought of the what those communities had once been during WWII and the 50’s, and felt tears come into my eyes for what had been lost. once again I could do nothing.

Given these experiences, it would not surprise me for the Education Reformers to have their way and make creative teaching impossible in most American public schools. I will fight them, but I am not sure my efforts will make that much of a difference

But I will say this. I cannot and will not forgive those who profit from the destruction of other people’s livelihoods, institutions and dreams. I reserve the right to resist, along with the right of memory and of moral judgment . And I will never give those up, if only out of respect for those who lives have been crushed by “impersonal” forces which they experienced in the most personal terms.

May 11, 2013

Almost everything you need to know about “reform” in New York State is explained in this fable by Arthur Goldstein, who blogs at NYC Educator.

As usual, Arthur is very funny trying to decipher the mysteries of reform and the personalities of reformers.

In this article, the author predicts that technology will make the university obsolete.

He asks, why should anyone pay for a degree from Nowhere State University when they can go online and get a degree from an elite university for free? Or go online and learn whatever they want for free?

The underlying idea, at least for me, is the commodification of the higher learning.

If all we want from a university is a credential, we can buy it without going to the trouble of actually learning anything.

Inspired by this article, I logged on to Yale Online and picked out a course that interested me, offered by a very distinguished professor whose works I have read and admired. After 15 minutes, I found my attention waning, then wandering. I got so bored, I turned it off.

There are many good reasons to use technology to learn things that we can’t get out of a book or a lecture.

But technology is no substitute for human contact.

Merit pay is the idea that never works and never dies. It has been tried in the schools for nearly a century and has never made a difference, other than to demoralize teachers and destroy collaboration.

This reader uses an analogy to show why merit pay always fails:

Can you imagine offering a surgeon a bonus if he does his absolute best on your surgery?

How about offering your airline pilot a bonus for landing safely?