Archives for the month of: May, 2013

Teachers College, Columbia University, will honor Merryl Tisch at its 2013 Convocation.

As Chancellor of the New York Board of Regents, Tisch has launched the state’s most demanding regime of high-stakes testing in history. Teachers College specifically congratulates Tisch’s leadership not only in tying test scores to teacher evaluations but in tying test scores to the school of education that prepared the teachers.

The press release notes these accomplishments:

“TC alumna Merryl Tisch, Chancellor of the New York State Board of Regents. Tisch will speak at the first master’s degree ceremony on May 21st, which starts at 9:30 a.m. As Chancellor, Tisch, a former first-grade teacher, has championed public education as “the greatest civic and civil liberties issue of our time.” She galvanized the state’s bid to receive federal Race to the Top funding, helping persuade teachers unions and other players to commit to increased charter school development and creation of a system that substantially based a teacher’s performance evaluation on students’ test scores. She has spearheaded creation of a statewide data system that ties student performance to specific teacher input – and to the school of education that prepared that teacher. On her watch, the state has provided annual $2 million grants to low-performing schools that have a demonstrated plan for turn-around. And she has expanded teacher preparation beyond the standard range of players and perspectives, leading the way in accrediting new preparation programs housed in museums and other non-traditional venues.”

The last sentence of he press release means that the Board of Regents is willing to let non-traditional providers–like museums and perhaps KIPP and TFA–award masters’ degrees instead of stodgy traditional places like Teachers College and other university-based programs.

Some TC students and faculty are dismayed ad have suggested that they might organize a protest.

The president of Teachers College, Susan Fuhrman, is a member of the board of directors of Pearson, the testing behemoth. Personally, I think this is a conflict of interest, but that’s just me.

To see a different side of Teachers College, once proud bearer of the progressive education banner, read this article by the distinguished psychologist Edmund Gordon, who says that the current misuse of standardized testing is “immoral.”

Dr. Fuhrman, Chancellor Tisch, pease read what Professor Gordon wrote. Then look in the mirror.

PS: I received a 2011 alumnae achievement award from TC. When I learned that Cathie Black–the recently named Chancellor of the NYC public schools–had been invited to deliver the keynote at the event, I declined to attend. Her resume proved that neither education nor experience was necessary. she was a refutation of all i thought TC stood for. She was fired before the event.

A proposal to turn the public schools of York, Pennsylvania, into an all charter district was overwhelmingly rejected.

Do you think someone told them that the Néw Orleans Recovery School District is the lowest rated district in Louisiana?

Louisiana is expanding the number of students attending voucher schools to 8,000, despite a court ruling that it is unconstitutional to take money from the dedicated public school fund for non-public schools.

Bobby Jindal thinks either that the law doesn’t mean him or that he knows more than the courts and can ignore their rulings. (L ‘etat c’est moi.)

Which schools get vouchers?

New Living Word got the most. It won an additional 117 vouchers, bringing its total to 214.

A Reuters article described the top voucher school as follows:

“The school willing to accept the most voucher students — 314 — is New Living Word in Ruston, which has a top-ranked basketball team but no library. Students spend most of the day watching TVs in bare-bones classrooms. Each lesson consists of an instructional DVD that intersperses Biblical verses with subjects such chemistry or composition.” It did not receive 314 vouchers last year.

Plus:

“Family Christian Academy will increase from 43 to 104 while Claiborne Christian Academy will increase from 23 to 32. Northeast Louisiana Baptist School will increase from 19 to 20, Old Bethel Christian Academy from 20 to 25, Our Lady of Fatima from 40 to 59, Prevailing Faith Christian Academy from fewer than 10 to 17, Quest School from fewer than 10 to 12 and St. Frederick High School from 11 to 14.”

EduShyster here tells the heartwarming story of how DFER tried to elect one of their own in Boston (white, privileged, no experience or knowledge of public schools necessary) and lost.

If you recall, the California Democratic Party called out DFER as a front for Republican and corporate interests.

Here are the key paragraphs of the resolution:

“Whereas, the political action committee, entitled Democrats for Education Reform is funded by corporations, Republican operatives and wealthy individuals dedicated to privatization and anti-educator initiatives, and not grassroots democrats or classroom educators; and

“Whereas, the billionaires funding Students First and Democrats for Education Reform are supporting candidates and local programs that would dismantle a free public education for every student in California and replace it with company run charter schools, non-credentialed teachers and unproven untested so-called “reforms”;

“THEREFORE BE IT RESOLVED, that the California Democratic Party reaffirms its commitment to free accessible public schools for all which offer a fair, substantive opportunity to learn with educators who have the right to be represented by their union, bargain collectively and have a voice in the policies which affect their schools, classrooms and their students…”

Officials in California have been meeting with Michael Fullan of Ontario to learn about the impressive improvements there.

Fullan wants to turn the state of California away from the carrots-and-sticks of No Child Left Behind and Race to the Top.

The story linked her says:

“I want California to become an alternative model to No Child Left Behind; that would be a great thing to aspire to,” Fullan said last month during an interview in Sacramento. Instead of improvement through the “negative drivers” of standardized testing and quick school turnarounds, he would shift the focus to improving instruction through “motivational collaboration” between teachers and administrators.

Fullan believes that data should be used to improve, not to punish. What a novel idea! What would our Broad trained superintendents do if they were told to help teachers and schools, not to punish them?

Good grief! Fullan’s philosophy could cause the whole miserable, mean-spirited farce of federal policy to collapse.

Want to know more about Fullan? Read this.

His ideas might be powerful enough to beat the Billionaire Boys Club. They have this one important advantage: They work.

A reader sends this comment:

While Business fails in Education, Education is certainly good for Business:

1) Quick Turnaround Teachers are funded by Walton, Dell, Gates….http://www.teachforamerica.org/support-us/donors

2) Corporate-funded CCSS http://www.reuters.com/article/2012/02/01/idUS157777+01-Feb-2012+BW20120201

3) Backed by corporate-advertising http://www.youtube.com/watch?v=FM_G4Y7SX3g

4) Opening new corporate marketing channels http://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/56868-scholastic-new-technology-programs-aimed-at-the-common-core.html

3) in corporate-funded charter schools http://www.waltonfamilyfoundation.org/mediacenter/top-five-grantees

4) advocated by corporate-funded “front men” http://www.ctunet.com/blog/memphis-district-to-lose-212-million-to-charter-schools-by-2016

5) so corporations can steal children’s data without parental consent http://educationnewyork.com/files/FERPA-ccsss.pdf

6) So they can create more “personalized products” http://www.classsizematters.org/new-york-state-inbloom-inc-fact-sheet/

7) And them move on to PERPETUATE “corporate-takeover-of-education” policies http://blogs.edweek.org/edweek/state_edwatch/2012/01/john_white_appointed_chief_of_louisiana_schools.html?cmp=SOC-SHR-FB

All we need now is for TV shows and Movies to start incorporating the benefits of Common Core into their character’s personalities. Actually, the whole takeover of education is almost like a movie script itself!!

A comment on the post about “Zombie Education Policies”:

Having spent years in business, I cringe at blindly applying business models to education. 360 evaluation is a business fad that will join MBOs and matrix management. I tried student evaluations. Students are usually upset over not getting a certain grade on the most recent test, angry over a detention, or at the other extreme, like the teacher and don’t want to say anything negative. I eavesdropped on two of my high school students evaluating their teachers and a “good” teacher had more to do with being lenient, funny, and good looking. It took me years to later appreciate my good teachers – not at the time the most popular. Most parents mean well, but often have only glimpses of the classroom from their child’s perspective. Often the truth is difficult and not always well received. Peers are OK, but not all peers are objective or can separate politics. Administrators may not have spent enough years in a math or language arts classroom – perhaps moving up through phys ed – to understand content and delivery. Third party evaluations are too disconnected and have conflicts of interest.

So a better solution? First, and this principle is also overlooked in business, IF IT AIN’T BROKE, DON’T FIX IT. Not all schools are failing, and then, not all for the same reason. Blanket, scorched earth solutions never work and just replace one set of problems with another. Improving upon what exists takes skill and savvy. Second, if you want to know what makes a good teacher, ask a good teacher. We all know who they are. Mentoring is by far the best system with centuries of success. Make it work. Third, start listening to teachers, not politicians, billionaires, and opportunists. The latter have other interests. Teachers, in contrast to the constant demonizing, are in the classroom everyday and want their students to learn.

The best approach to education is there is no single approach to education. Students are individuals and human. Not data points in a multi-level statistical model. Teachers know this. Will anybody else listen?

You won’t find the answer to that question in this exchange but you will see some sharply worded responses to David Greene, who has mentored many TFA recruits.

Greene has the somewhat antiquated (but true) belief that we need teachers who see teaching as a career. As he writes, “Teaching must be a lifelong career worthy of those we want to teach.”

It is odd that there are so many (including Arne Duncan and the far-right Walton Foundation) who see TFA as a systemic answer to the question. Duncan gave TFA $50 million. Walton gave them $49.5 million.

And yet in its 20+ year history, TFA has produced less than 30,000 alumi. Most of them are no longer in classrooms. Its most prominent graduates are demanding privatization of public education: Michelle Rhee, John White in Louisiana, Kevin Huffman in Tennessee.

The New York Times reports today about construction of new apartments in Philadelphia, meant specifically for teachers. The development is made possible by state and federal tax credits.

But not for any teacher. Not for the teachers who live in the community. Not for veteran teachers who have put their hearts into the community schools for 10-20 years. They already have a place to live.

No, these are below-market apartments built for Teach for America recruits, those great kids with five weeks of training who plan to leave after two years.

The project will set aside office space for TFA along with a gym and coffee shop. That way, the kids may not burn out so fast.

There is a similar project for TFA in Baltimore and Newark.

This was written by a teacher in Chicago:

An open letter to Secretary of Education, Arne Duncan

Dear Secretary Duncan:

Children gleefully line blocks end to end on a rug measuring its area, two girls huddle over a water table experimenting with liquid capacity, and several students use clay making sculptures as well as refining their small motor skills – this is the picture of a preschool where any of us would want to send our children.

As an early childhood educator, I was thrilled to hear President Obama’s strong focus on preschool education in the State of the Union address. We have a preponderance of research evidence that tells us quality early childhood education makes a difference in the learning lives of children, and providing expanded opportunities for parents and children is a step in the right direction.

Yet, there are many concerns as this policy unfolds.

It is understandable that when the government spends money on a program that there should be accountability to the public. It is a grave concern, however, that most of the policy you create uses standardized testing as the measure of success in education. A regimen of intensive testing is counterproductive and against developmentally appropriate early childhood practice. Children do not need to experience their first feelings of defeat at the hands of a test when they are three.

On the other hand, we have plenty of well-researched claims that can judge the quality of early childhood programs. The National Association of the Education of Young Children developed guidelines for accreditation that could easily be transformed into assessment of quality. I urge you, Secretary Duncan, to evaluate programs – not children.

Another concern is that the Department of Education promotes the use of testing data to drive instruction. Early childhood educators do not use standardized tests to guide our teaching. We use a wealth of well-founded knowledge of child development that we have accumulated over the years through highly respected psychologists and educators such as Montessori, Piaget, Erikson, and Dewey. We do not need tests to drive instruction – our instruction is driven by knowledge of childhood.

We also need to realize that high-quality early childhood education does not “just happen.” It takes skilled educators who fully understand child development and the needs of the whole child (social and emotional as well as academic). Please make sure that any government funded program insists on certified early childhood educators. Preschool should not be like elementary school for a reason, and it needs to be implemented by educators with specialized knowledge of young children.

I am sure you remember visiting your children’s preschool. Did it feel like the opening scenario of this letter? Were children joyfully playing and creating under the guidance and care of knowledgeable educators? This is the preschool we want for our nation’s children.

Signed,
Michelle Strater Gunderson
Early Childhood Committee Chairperson
Chicago Teachers Union