Several readers asked for more information about the Broad Superintendents Academy. In a sense, information is scarce, since it has no printed curriculum, nor any published description of its course of study. However, there is plentiful information about its graduates, who are found in many of the nation’s urban districts and state education departments. It is important to recognize that this “academy” has no accreditation nor standing with any state or federal or private agency. It was invented by the Eli and Edythe Broad Foundation to train future superintendents about Eli Broad’s theories of management. The Broad Foundation, for example, has encouraged school closings, both to save money and to make way for charter schools.
The author of the following post, Sharon R. Higgins, is a parent activist in Oakland, California, who has followed the Broad Academy with great interest after the foundation essential took control of the Oakland public schools. Higgins has a blog called “The Broad Report.” Here is an update on some of the more controversial graduates of the Broad “Academy.”
By Sharon R. Higgins
The uncertified Broad Superintendents Academy (BSA) has been producing graduates since 2002. Through 2011 the Broad Center issued press releases biannually which announced the incoming participants and then graduates of each year’s cohort. Although the Broad Superintendents Academy invited individuals to apply to its program in 2012 and 2013, press releases are no longer issued and the names of recent participants are not known.
Another interesting shift to note is that the adjective “prestigious” is being used less and less by reporters when describing the Broad Superintendents Academy, and the adjective “controversial” is being used more and more.
A list of all known BSA graduates is here.
“FEATURED” GRADUATES OF THE BROAD SUPERINTENDENTS ACADEMY: PART ONE
Jean-Claude Brizard (BSA Class of 2007)
In February 2011, teachers of Rochester City School District (New York) overwhelmingly voted “no confidence” in Superintendent Jean-Claude Brizard. This was the first time in the history of the district that such a vote had been conducted. Rochester’s Community Coalition for Educational Change also declared “no confidence” in the superintendent. Brizard announced his resignation two months later.
In May 2011, Brizard was hired by Mayor Rahm Emanuel as CEO of Chicago Public Schools, but resigned just seventeen months later after the end of the city’s first teachers strike in a quarter century. Brizard currently works for The College Board.
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Randolph Bynum (BSA Class of 2007)
In July 2013, Superintendent Randolph Bynum resigned from the Sumter School District (South Carolina) after two tumultuous years. The day before his resignation, 700 people attended a district meeting to voice their opposition against him. The complaints related to the removal of teachers at Sumter High School, community relations, numerous employee issues, morale, and more.
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Arnold Woodrow “Woody” Carter (BSA Class of 2002)
In March 2009, the Capistrano Unified School District (California) school board unanimously voted to fire Superintendent Arnold Woodrow “Woody” Carter for “material breach of contract.” Carter then twice attempted to sue the district, but Orange County judges dismissed both cases.
Carter had been involved with other problems. In 2003, a parent sued over a secret meeting held by the Bourbon County Board of Education (Kentucky) where details of Carter’s move from superintendent to consultant were discussed. A judge stopped payment on the contract, but Carter challenged. The case eventually ended up in the Kentucky Supreme Court which ruled in 2012 that the district did not owe Carter because the financial deal had been made in an illegal closed-door meeting.
In 2006, when superintendent of the Fairfield-Suisun Unified School District (California), Carter also came under fire for displaying “… to 85 district administrators an image of a ‘ladies Swiss Army knife’ containing attachments including a tampon and a phallus-like vibrator.”
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John Covington (BSA Class of 2008)
In August 2011, and without explanation, Superintendent John Covington abruptly resigned as head of Kansas City Public Schools (Missouri). He had held the position for only two years. Shortly after his resignation, news emerged that Covington was the sole candidate for a higher-paying job as head of Michigan’s Education Achievement Authority.
One board member later claimed that Covington had manufactured a dispute with the board president so he could renege on his contract. Also, one month after Covington’s resignation, the district lost its state accreditation, in part because of unstable leadership.
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John Deasy (BSA Class of 2006)
In May 2006, the board of Prince George’s County Public Schools (Maryland) thought it was finally going to get a long-term superintendent when they hired John Deasy, but by September 2008 he was being investigated for having improperly received his doctorate. Deasy resigned three weeks later but was immediately hired by the Gates Foundation.
In June 2010 Deasy was hired by Los Angeles Unified School District as deputy superintendent, although questions lingered about his resume. Then in January 2011, Deasy was promoted to superintendent of LAUSD, “without so much as a job interview.”
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Maria Goodloe-Johnson (BSA Class of 2003)
In 2003, Maria Goodloe-Johnson was hired as superintendent of Charleston County School District (South Carolina) while undergoing her Broad Superintendents Academy training. In June 2007, she took the job as superintendent of Seattle Public Schools (Washington).
Deep dissatisfaction with proposed budget cuts, new tests for students, a new teacher-evaluation system, and findings in a state audit led Seattle’s public-school teachers and other district employees to vote “no-confidence” in Goodloe-Johnson in 2010. The. A few months later it was learned that Goodloe-Johnson’s director of research, Brad Bernatek (a participant in the Broad Center’s residency program) had intentionallyissued false statistics to underestimate students’ college-readiness.
In March 2011, a $1.8 million financial scandal rocked Seattle Public Schools and led to a unanimous vote by the Seattle school board to fire Goodloe-Johnson and her chief financial officer. Blog reports produced by two Seattle parents served as important source of information during Goodloe-Johnson’s controversial tenure.
After she was fired, Goodloe-Johnson was hired by John Covington (BSA Class of 2008), head of Michigan’s Education Achievement System, to be his top academic officer.
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Pete Gorman (BSA Class of 2004)
In June 2011, after five years as superintendent of Charlotte-Mecklenburg Schools (North Carolina), Pete Gorman resigned, having taken a job at Amplify, a newly created education division of News Corp, Rupert Murdoch’s media company.
During his time at CMS, Gorman was challenged by parents over a new costly and expanded testing program. He was also criticized by local civil rights activists, including the president of the local chapter of the NAACP when Gorman scheduled a snow makeup day on Martin Luther King, Jr. Day.
~~~~~
Edmond Heatley (BSA Class of 2008)
In August 2012, Edmond Heatley unexpectedly resigned as superintendent of Clayton County Public Schools (Georgia), explaining that he had accepted an unspecified job elsewhere. During a tumultuous three years, Heatley angered parents by pushing through an early release day without a public hearing. He also allowed his wife and two children to be on the district’s payroll. Some parents had even threatened to contact the state Professional Standards Commission with a list of ethical concerns.
It turned out that at the time of his resignation, Heatley was the sole finalist for superintendent of Berkeley Unified School District (California). Berkeley teachers and parents launched heated criticism of Heatley’s Broad Superintendents Academy training, his management style, and his role in the passage of a resolution in support of Proposition 8 when he was superintendent in San Bernardino County’s Chino Valley school district. Heatley withdrew his candidacy in September 2012.
In June 2013, sources reported that outgoing Superintendent Thelma Melendez de Santa Ana, who had unexpectedly announced her retirement from the Santa Ana Unified School District (California), was pushing her school board to hire the “controversial” Heatley as her replacement. He was not selected for the position.
~~~~~
LaVonne Sheffield (BSA Class of 2002)
In July 2009, LaVonne Sheffield became the superintendent of Rockford Public Schools (Illinois) after working for the Recovery School District in Baton Rouge, becoming the district’s seventh leader in 11 years. Paul Vallas, who had hired Sheffield as his chief accountability officer in Philadelphia and also worked with her in Louisiana, was involved with the school board’s superintendent search behind the scenes.
By December 2009, a group of students and parents were demanding Sheffield’s resignation and social media was being used as an organizing tool for the protests. Clashes with parents, students, employee unions and the Rockford School Board “reached a crescendo over major spending reductions, personnel changes and school closures” leading to Sheffield’s resignation in April 2011.
Sheffield has been working at Jobs for the Future, a Boston-based nonprofit, since May 2011.
~~~~~
Anthony “Tony” Tata (BSA Class of 2009)
Anthony “Tony” Tata was hired by DC Public Schools Chancellor Michelle Rhee to be her Chief Operating Officer as he was undergoing his Broad Superintendents Academy training in 2009. A retired Army brigadier general, Tata was also a conservative pundit who once said that former Alaska governor Sara Palin is “precisely the kind of leader America needs.” Tata unexpectedly resigned from DCPS in December 2010, two months after Rhee’s resignation.
Immediately, Tata was hired as superintendent of Wake County Public School System (WCPSS) in North Carolina. The previous summer, the district’s conservative Republican-controlled school board had eliminated educational and experience requirements for superintendents. Tata introduced a choice-based student assignment plan, ending the county’s nationally recognized socio-economic diversity policy, a move protested by parents and the local chapter of the NAACP.
By September 2012, the control of the WCPSS board had shifted to Democratic, and Tata was fired after less than 20 months on the job. Some of the board members called him “a polarizing figure.” In December 2012, the board voted to drop the choice-based student assignment plan. More details about Tata’s tenure in Wake County are here.
Tata was appointed Secretary of the North Carolina Department of Transportation in January 2013.
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Let’s not forget “the closer,” Barbara Byrd-Bennett who took over the Chicago Public Schools after Brizzard was pushed out. While I don’t think BBB went through the Broad program as a student, she did work there as a trainer. Her work in Cleveland, Detroit and Chicago make it pretty clear that dismantling public schools according to the Broad blueprint is her speciality. http://www.catalyst-chicago.org/notebook/2013/02/25/20840/in-news-byrd-bennett-broad-academy-payroll
Add to the list William Hite, Superintendent of Philadelphia Public Schools
http://www.broadcenter.org/academy/network/profile/william-hite
For more information about the Broad Foundation see:
“Who is Eli Broad and why is he trying to destroy public education?”
http://www.defendpubliceducation.net
Also see:
Who you gonna call? Union busters! | Attytood by Will Bunch – Philadelphia Daily News
”Just be honest, Dr. Hite. Isn’t this the moment the Broad Foundation trained you for, the moment that Gov. Corbett’s appointees on the School Reform Commission brought you to Philadelphia for…to break the teacher’s union. Mission almost accomplished. At least we now know that Corbett actually listens to somebody: His pollsters. ”
http://tinyurl.com/lnqh5nl
Two quick facts (without commenting on the value of the Broad Supt Program)
* The Broad program does not give degrees like for example, Harvard, Univ of Mn, Columbia or other degree granting institutes give. People have referred to it a number of times as “unaccredited.” It does not seek to be the kind of institution that gives degrees.
* The St. Paul District supt, Dr. Valeria Silva also attended the Broad Supt program. Her mentor was the former Boston Supt, Tom Payzant. Neither Silva nor Payzant have pushed for vouchers. The St. Paul Public Schools does not authorize charters.
Payzant had a program offering public school options more than 30 years ago when he was in Eugene Oregon. He did similar things in Boston. Silva has helped increase the number of public school options in the St Paul district, helping create a Spanish Language Immersion school, a French immersion school, and soon, a Montessori middle school.
There are under-performers everywhere. I’m sure Eli is disappointed.
In looking into the Broad Superintendents, I’ve noticed that the Broad Center only features certain graduates on its website. I’ve wondered why some are favored and some are not. For instance, Silva, who has been St. Paul’s superintendent since 2009 is not featured.
http://www.broadcenter.org/academy/network/profiles/category/alumni
Silva appears to be a stable leader who has not created any major upheavals, so one would think that the Broad Center would be proud to feature her, but it does not. I have wondered if graduates who show reluctance to push Broad’s agenda — as aggressively as he would like — are frowned upon, and that’s why they don’t get included as one of the “Featured Profiles.”
In 2010 Silva proposed that St. Paul should stop authorizing charter schools, so is she being shunned?
http://www.kare11.com/news/news_article.aspx?storyid=852551
Maria Goodloe-Johnson was once among the “featured” and her image was even used on the website’s banner. After she was fired by the Seattle school board, all traces of her on the Broad Center’s website vanished within two weeks.
Saint Paul has many charter schools. Sylva is hated by teachers and staff and by most parents in the city, who she alienated with her domineering ways and “I’m the CEO of this school district and I can’t care about each individual child” talk. She was disciplined for the talk, but she’s still Chris Christy when it comes to staff raising concerns–watch out, or she’ll close down off-ramps to get back at her opponents.
If by “stable leader” you mean divisive, dictator, disrespectful and deliberately obtuse, then you are talking about the same Valeria Silva. Otherwise you might be confused. Silva has created an atmosphere of tension and confusion. Saint Paul had lost teachers, staff, administrators and ultimately students and families with her irresponsible administrative practices and changes. And to make matters worse we are currently facing a possible teachers strike because of her unwillingness to negotiate with the teachers union!
Silva is out of touch and has her priorities wrong. In the give years that she had been at the helm I have seen our schools changes lot, and not for the better. I’m saddened that our classrooms are overcrowded, the teachers and support staff are completely overwhelmed, middle level management is booming and our kids are not receiving the services they deserve. They are spending more and more time in crowded buses and classes and less time learning.
Strong Schools/Strong Communities had been an utter failure. The first roll out was full of confusion and problems. I have little hope for the second. And I think the best way to sum up her attitude is that our kids really are just a “market share” to her. A great example of that was last winter; our area had been hit with a large winter snow storm. Roads were impassable. Most districts closed, we stayed open. After waiting for more that an hour for his bus my son came inside and I called to complain about the situation. When I asked why schools were still open I was told that the policy wad to not call of school because businesses would be upset. Our children were not the first priority, businesses were. Great message to send. And this was a year before she referred to our children add her precious “market share”.
I can only hope that she does as little damage as possible before her tenure is done and that the mistakes of her reign can be fixed.
This list is just the tip of the pathological iceberg and hopefully will be circulated widely. These people are scum. Convert authorized “charters” into “self-governed” schools and what have you got? Old wine in a new bottle with a different label?
So many examples of “throw the hand grenade and run!”
It is interesting that these failed deformers have a golden parachute and a safe place to land in David Coleman’s new digs. Hmmm.
Agreed, concerned. And one also has to wonder what “work” they actually do–for example, Brizard as “Senior Adviser” on the College Board. Methinks they kinda sit around & just pass go to collect a nice, hefty paycheck…for doing little to nothing.
(And–not to mention–their perks–health benefits, retirement funds/pensions–oh my!)
Need to add Melinda Boone of the Worcester Public Schools system in Massachusetts to this Broadie list. She received a vote of “No Confidence” from teachers in the EAW union in 2011, but she’s still there.
Her favorite motto is “Believe or Leave.” Way to inspire a school system.
Not sure why Boone was hired for WPS in the first place. She left a scandal in Norfolk Public Schools in Virginia. Read the comments in this article: http://hamptonroads.com/2010/04/superintendent-vows-personnel-action-testing-scandal
Isn’t Mass. sec. Of Ed., Matt Malone a Broadie?
Yes http://tinyurl.com/kpop46x
” no printed curriculum, nor any published description of its course of study, no accreditation nor standing with any state or federal or private agency”
Why bother educating children, just to have them go out into a world where the more money you have, the more you can bend, break, control and rewrite the laws.
What a country!
Floyd Mike Miles is a Broadie now in Dallas. He’s been in Dallas 1 school year. Here’s a fun recap of his accomplishments:
-hired a “cabinet” and paid them $150,000 or more of children’s school dollars
-most quit on the kids within the year; one is on the way to prison
-made life so miserable for teachers that an unprecedented number have quit (~3K)
-instituted “reforms” that include no closed doors, no crayons, 8 spot observations per teacher to check wording of learning objective on board, no lights off if showing a powerpoint, teachers must memorize and recite from memory his list of core beliefs
-states with a straight face that behavior isn’t a problem in the drug/sex/gang riddled DISD schools.
-announced 2 weeks ago that wife and son moving back to Colorado without him
The city hates him but the mayor (son graduated from a private all boys school) keeps popping up to voice support for him.
Some say city leaders just want to keep Miles until Dallas gets past the 50 anniversary of the JFK assassination in November.
He’s a disaster. Thanks, Eli.
And how could I forget: the taxpayers are now paying a former US atty to investigate allegations that Miles rigged a bid for a vendor and then interfered with an internal investigation of his actions.
The report is due next week.
Just a minor correction to your very good description: 16 spot observations (8 per semester).
Super Mike was a no-show at our NJ workshop today. Don’t know what happened. His name was on my participant evaluation sheet, so it must have been a last minute thing. No one seemed troubled by his absence. (The replacement speaker, a dynamic and caring inner-city NJ principal was just what we needed.)
What did the NJ principal say?
@Mr. Chuckster,
Sadly, you and NJ brethren missed Miles’ powerpoint which is basically 1 movie clip after another. When he finds the music inspirational, he hits the volume button up, up, UP. Sort of lame.
And then he dances.
It’s bizarre, but you were spared. Reports that he was scheduled to appear in NJ made the blogs here and people were not happy about that. He’s supposed to be working here, filling the hundreds of vacancies we have here and getting the buildings ready here–not in NJ.
Lol–good to see that the blogs shut him down.
Miles was replaced by a young principal who is invested in his school and its community. He deserved his “Standing O.” He seemed like a guy you’d want working with your own kids,
http://goodblacknews.org/2013/05/17/30-year-old-principal-gemar-mills-makes-strides-at-newark-high-school/
(I have little info on Miles, but I am troubled by reports in the Dallas Education Blog.)
Thanks for posting the information about the urban district principal who spoke. Here’s some of what was the article for which you provided a link:
“Mills began turning things around by implementing a no-nonsense disciplinary plan. A dress code went in to effect, banning items such as leggings and cargo shorts; students were greeted by a metal detector; and a 20-minute convocation welcomed students back for the new year, addressing issues such as poor test scores and shootings.
And the results have been immediate: By the 2011-12 year, Shabazz’s overall language arts proficiency rose from 48 percent to 61 percent and math proficiency rose from 19 percent to 27 percent.
“Mills is great,” Duane Grant, a parent whose daughter attends Shabazz, told the NJ Star Ledger. “He’s definitely turned it around. He deserves all the accolades. I feel safe now sending her here.”
So…he instituted a “no-nonsense discipline policy, instituted a dress code, and welcomed students back with a convocation.” Sounds like strategies that some people here criticized when they were done by urban charter leaders. Having worked in urban public schools, and learned from some great leaders (both district & charter), these seem like some of the strategies that can be helpful.
This is why people lose interest in your posts Joe. You search for the one tiny detail to dismantle respect for a public school or public school leader so you can point out how charters have or do that too and why don’t we acknowledge this or that. It’s never the other way with you. What can charter chains learn from public schools?
Many people on this site have worked in urban schools with horrible, good and great leaders. It always seems to be about you and your experiences. You can’t simply give credit to a traditional public school without beating your privatization, charterized, test prep, militarized, sweat shop, quasi “innovative” profit making drum.
Even when I praise a district leader, it does not seem to satisfy you, Linda. But it’s not really about what you or I think – it’s about what can help youngsters. I’m pointing out that this guy seems to be using strategies that have worked in some other urban areas.
For some people who post here those strategies seem to be fine if used by district educators but horrible if used by charter educators.
Strategically far more important than a Superintendent, let’s not forget that Broad has also “invested” (his term, not mine) in AFT President Randi Weingarten, who has given him an excellent return on his investment.
Yep. That’s a major reason why she needs to step down from AFT.
This is so valuable Sharon; thanks for taking the time. I think it’s fascinating that the Broad Foundation no longer reveals who it is training to further its hostile takeover of our public schools. You might also mention how the Foundation has tried to bribe districts to hire its trainees — by offering to pay part of their salaries. Does this still occur? Has anyone tried to FOIL their district to find out how much? Also, along with the names mentioned in the comments above, you might consider doing a second column about the many other Broad-trained top administrators — like John White of along with many others who are currently wreaking damage on our public schools.
No one is allowed to know if the Broad Foundation still pays districts to employ its henchmen or not.
For those of you who are unaware of how the bribe works, the BF “donates” money to cash-strapped districts IF the people it has trained (superintendents, superintendent-types, and Broad Residents) are placed in the central office.
For instance, the Broad Foundation covered the salary and signing bonus for John Covington ($400K) when he was hired by Gov. Rick Snyder to become Chancellor of Michigan’s new Education Achievement Authority (EAA). The money was first sent to the Michigan Education Excellence Foundation, an organization that had been set up to collect collect private monies for the operation of EAA.
Broad also paid $56K towards the $425K salary of its BSA graduate Robert Bobb, the first Detroit public Schools emergency financial manager. A total of $145K from private foundations went to that cause.
During the years of Broad-rule in Oakland Unified, the Broad Foundation covered 75% of the salaries for several Broad Residents.
Great list , very informative, but please don’t forget Deborah Gist, Rhode Island’s Commissioner of Education. She’s a Broadie as well as a founding member of Jeb Bush’s Chiefs for Change. Since she arrived, she has vehemently supported high-stakes testing, school closings, and wholesale dismissals of teachers. When her contract came up for renewal this year, teachers and parents came out in force but were pretty much ignored. Her contract as one of the ten highest paid commissioners of education in the country was renewed for two more years. She may or may not have earned her doctorate in education this year; her dissertation appears to be missing.
My, yes, Carole, Gist is a HUGE one. Rhode Island Public Schools have most certainly thrived under HER leadership!
Missing dissertation? No problem! Easy,Deasy and done!
How ’bout Michael Rounds,Broad class of 2010. He was listed as a “Featured Alumni” in 2010, but got in trouble for allegedly rigging a bid process when he was COO of Kansas City.
“Rounds came under scrutiny in February when a report by KSHB-TV examined a $32 million energy project in which a former consultant for the district won the contract.”
Read more here: http://www.kansascity.com/2012/03/12/3485870/kc-district-loses-another-top.html#storylink=cpy
Uh huh. Then he came to Louisiana to work for his friend John White who was in he same Broad Class.
http://louisianavoice.com/2012/11/06/nothing-but-the-best-for-doe-john-white-hires-170000-deputy-central-to-kansas-city-32-million-bid-controversy/
In PA, Mr. Hite, Superintendent of Philadelphia SD, and the Reading SD superintendent, Dr. Carlenda Purcell are both Broad Superintendent Academy graduates.
Mr. Hite was probably hired by Gov. Corbett, (who supports the ALEC/ Koch Brothers agenda/ bills for privatizing public education) to continue to push for charters and vouchers and to eliminate the public schools.
The Reading School District has been struggling for years, with staff layoffs and underfunding, and with Dr. Purcell as Superintendent, I am sure she is going to push to privatize the public schools..
Also, PA Gov. Corbett has nominated a Broad Superintendent Academy graduate as the acting Secretary of the PA Dept. of Education, Mr. Harner.
He graduated in the class of 2005 ( with Mr. Hite).
Gov. Corbett is going to try to speed up his implementation of his privatization agenda in Philadelphia, and in other urban cities throughout the state.
——-
Broad Foundations plan to expand influence in school reform:
http://choosingdemocracy.blogspot.com/2012/09/broad-foundation-wants-to-step-on-gas.html
(NJ has Broad graduate Chris Cerf, as head of DOE, and there are many other Broad graduates placed in many urban districts throughout the state.)
——-
This article lists how to tell if your district is infected by the Broad virus:
(Which we all know is spreading rapidly throughout the US.)
http://seattleducation2010.wordpress.com/2011/04/19/how-to-tell-if-your-school-district-is-infected-by-the-broad-virus/
—
The Rise of Venture Philanthropy and the On-going Neoliberal Assault on Public Education: The Case of the Eli & Edythe Broad Foundation:
http://www.substancenews.net/articles.php?page=2219
Chicago’s and Philadelphia’s Broad trained Superintendents are talking the same script to close schools. And this same pattern is occurring in many states.
http://www.substancenews.net/articles.php?page=3854
——————-
Crap rises. Buffalo Public Schools hired a company to do a superintendent’s search who had a preselected candidate – Dr Williams. He brought his friend on board – Dr Oladela, who had previously worked for a publishing company. Surprise, that publisher’s textbooks were used for the district’s ELA program to bring up the scores. When the scores did not improve, the teacher’s were told that they weren’t using the program properly, so the ELA program was scripted. Every teacher was expected to teach by the script and there were surprise “walk throughs” by the administrators from downtown to make sure you were on the right page on the right day saying the right words. Unfortunately, this didn’t work either and eventually she was bought out. Dr Williams also damaged the district by firing attendance teachers, closing school libraries, setting a minimum grade of 55, and getting rid of minimum attendance requirements, plus eliminating final exams (except for the Regents). The middle/high school students were smart enough to count to 260. Once they had a cumulative score for the first three marking periods of 205, they were done for the year. No final plus another 55 points led to a 65 or passing average. Who said Buffalo students aren’t good in math? He also was eventually bought out. However, the environment has been set and attendance is a major problem, even with Kindergarteners.
And now Buffalo faces a NYSED takeover led by Commissioner John King and Board of Regents. Out of the frying pan….
Our Broad graduate, superintendent Runcie seems to be doing a good job in Broward, Florida – thoughts?
Imagine a school of the future where all children are treated with the same dignity and respect that special-needs ESE children typically are treated with – all kids. Imagine safer world ones ESE child can grow up into where he or she will be treated with dignity by all people – http://dignityinschools.org/
There is a core seed in every school now of trained education professionals and lay parents that know that consequences and justice and positive discipline are all weasel-words for “punishment.” This core of parents and professionals would not think of punishing their own nor anyone elses ESE child and so the concept of replacing an abhorrent and disgraceful policy of Zero Tolerance with one of Zero Punishment makes inherent sense – this core of professionals is well aware that acting-out is a cry for help, in the only way children know how, and not an excuse for us to reach for a gun, they know that all students are children, 24 hours a day, and deserve to be treated that way – Special needs ESE educators are that core.
Imagine a school that is more museum-like than prison-like – a school full of children and adults that treat each other with dignity and respect, where kids love learning because it is simply what kids do – like a Golden-retriever loves balls, because it is what retrievers do.
We must change how we “see” children – Here is a good place to begin the process of change; Most schools in the U.S. employ “Zero Tolerance” policies to one degree or another – even if they do not call it that – and they do this under the PBIS, Positive Behavior Intervention and Support, aegis; many of these same schools are also rated on a scoring system as ranking highly as PBIS participants and adherents. Most superintendents and principals see only a loose, indirect connection between PBIS and punishment; PBIS to most is about positive rewards that are used to prevent the need of punishment, and the harsher the punishment, the more effective the “lesson.” Punishments become consequences which become lessons that teach – but teach what, really? In regard punishment, the PBIS program is seen as useful to guide where the setting of “zero tolerance” lines should be drawn in regard a child’s behavior on school property, using the PBIS reward/consequence chart. PBIS tried the low-key approach and has succeeded in convincing everyone to replace the word punishment with the word consequences. Unfortunately, the Orwellian alteration of word meanings has not served the purposes of good, but of bad, and has resulted in very little alteration of behavior – and as one might expect from an Orwellian tale, both safety and education outcomes have declined and things are worse by far now, nationally, in many respects (not worse in all respects, of course, thankfully).
Nationally, without any supporting science behind it to motivate the experiment with our children, we nonetheless chose to double-down on toughness with zero tolerance polices in our schools, and it has failed, miserably – We must now face this fact and replace Zero Tolerance with Zero Punishment. Period.
Error is an opportunity to learn, not an opportunity to be punished.
Schools must be Safe Sanctuaries for children from an overly penal, overly fearful, crazy outside world. PBIS is on the crazy side and does not even know it… could someone please let them know, please?
If I can train my Golden Retriever without use of consequences or punishment or whatever other Orwellian silliness one wishes to call it – if the child wouldn’t want it for his birthday or wish to do it on a weekend, it is a punishment, pure and simple. Isn’t “positive discipline” just a consequence and aren’t both a passive aggressive or implicit, however minimal, punishment – whatever weasel-word one wishes to use for it? As it is described, the purpose is to educate, not punish, then why not simply say so? Please check out the sites listed at the end, these can help us flip from zero tolerance to zero punishment in our schools.
Positive education – Not Positive Discipline – If a child has done something wrong, then harm has already been done themselves, and likely others – why do more harm upon anyone – education of the child as to the harm that has resulted from his action is what is called for, not discipline. Zero Tolerance must be replaced with Zero Punishment and Zero Suspensions. We must put an end to negative education and embrace the truth that Error is Opportunity to Learn, not Opportunity to Discipline – Why call “education,” “discipline?”
It is Orwellian madness – woe for us and our children!
Children do not communicate as well as adults, this is why they must be taught. When a child must communicate something important and emotional that is beyond their ability to communicate, they act out. Regardless of whether a child commits a crime or bullies and hurts another, sells drugs, or simply acts out in class – or brings a GUN or knife – , IT IS A CRY FOR HELP! The more severe the infraction, the more loud and furtive the scream. Within the safe sanctuary of a school environment we must reach for our hearts to employ empathy, not for our own guns to employ punishment and violence, when dealing with such extreme pleas for help.
An Experiment for the Imagination, or Reality? Imagine training fifty adults to not do anything “parental” in regard children under their direction – they are not to concern themselves, nor become emotionally involved, with said children’s well-being in any “parental” way. Now find a large building with few exits or windows – then take 1,000 children and toss in these 50 trained adults. Let this mixture of kids and adults stew for six to eight hours, five days a week. What will you get do you think? You will get exactly what we have now in our schools.
Which of us would dare positively discipline, apply a consequence, or even use an educational-tone when dealing with a wife’s (or significant others) having done something to ones dislike, made an error, or done something wrong – Rather, when speaking, the goal is educational and the tone is communicative. Try otherwise and you will not like the outcome – Ha! It is time we treat children with dignity, just as we are adapting to treating women and peoples of different races, ethnicities, and cultures with dignity and respect. To help teach this, we need pets and animals in our schools and classrooms – every single class needs a pet, period. If a child harms a class pet, then this is a segway to discover why the child did this for the educator, realizing that the children and pets are often treated similarly in the home, and not an opportunity to scold and punish the child in a fashion that one would never do the pet – an opportunity to learn, not an opportunity to punish – this something that pets can be critical in helping to communicate to both students and teachers in our children’s classrooms.
If a consequence is not a punishment, and we do not punish in our schools as some would claim, then what is so wrong in saying that we are replacing ZERO TOLERANCE with ZERO PUNISHMENT?
Check out Opportunity to Learn Campaign, Dignity in Schools, and Pets in the Classroom here:
An educational network of school museums with thousands of young eyes and minds scouring the land for exciting new discoveries in their backyards and beyond, this is where the future is heading – all aboard! Kids will bring in their “treasures” and have them scanned at school… soon, very soon…
http://on.aol.com/Video/517919352
Empathy Educates
http://empathyeducates.org/
empathyeducates.org
Pets in Classrooms Education Grants
http://www.petsintheclassroom.org/
http://www.petsintheclassroom.org
Pets in the Classroom is an educational grant program to support public school teachers to have aquarium fish or small pets in the classroom
Dignity In Schools
http://dignityinschools.org/
dignityinschools.org
National Opportunity to Learn Campaign | Education Reform for Equity and Opportunity
http://www.otlcampaign.org/
http://www.otlcampaign.org
To combat fears of “justice-based” restorative practices being applied to children, consider the following model, but for kids;
http://www.takepart.com/feature/2014/03/12/can-native-american-style-conflict-resolution-practice-help-solve-americas?cmpid=organic-share-facebook
FYI: History, science, math, art, engineering… these are all collectible categories, so once a system is in place and everything is properly set up, one can expect schools to be stuffed with all categories and types of educational items in the near future.
https://www.facebook.com/l.php?u=https%3A%2F%2Fci4.googleusercontent.com%2Fproxy%2FMaNDgdFxvz47Vs5FFxb4TFxiHSApHn_MA7rNu9yjPByo1krhJq_hDDxQJwJXr2w7CiUgerOUeC3jEYuzDiPLmUwnwCXlpWCr0V1Td-e2ePCAYoGiYPGlh47j3Vdsqqg7KyDLZtOCevdND1MV2cCoo0NjLmP4A-4%3Ds0-d-e1-ft%23https%3A%2F%2Fscontent-a-mia.xx.fbcdn.net%2Fhphotos-prn2%2Ft1.0-9%2F1426380_10202615475451351_494927887_n.jpg&h=XAQFntoe9
My facebook pages focus on zero punishment in schools, please FRIEND ME:
https://www.facebook.com/michael.sirbola
and
https://www.facebook.com/zerotoleranceforzerotolerance?ref=hl
Thank you
Here in Broward County, Florida our Broad Academy superintendent, Mr. Runcie, has abandoned zero tolerance but is unclear so far as to what to do otherwise – anyone have an opinion?
Imagine a school of the future where all children are treated with the same dignity and respect that special-needs ESE children typically are treated with – all kids. Imagine safer world ones ESE child can grow up into where he or she will be treated with dignity by all people – http://dignityinschools.org/
There is a core seed in every school now of trained education professionals and lay parents that know that consequences and justice and positive discipline are all weasel-words for “punishment.” This core of parents and professionals would not think of punishing their own nor anyone elses ESE child and so the concept of replacing an abhorrent and disgraceful policy of Zero Tolerance with one of Zero Punishment makes inherent sense – this core of professionals is well aware that acting-out is a cry for help, in the only way children know how, and not an excuse for us to reach for a gun, they know that all students are children, 24 hours a day, and deserve to be treated that way – Special needs ESE educators are that core.
Imagine a school that is more museum-like than prison-like – a school full of children and adults that treat each other with dignity and respect, where kids love learning because it is simply what kids do – like a Golden-retriever loves balls, because it is what retrievers do.
We must change how we “see” children – Here is a good place to begin the process of change; Most schools in the U.S. employ “Zero Tolerance” policies to one degree or another – even if they do not call it that – and they do this under the PBIS, Positive Behavior Intervention and Support, aegis; many of these same schools are also rated on a scoring system as ranking highly as PBIS participants and adherents. Most superintendents and principals see only a loose, indirect connection between PBIS and punishment; PBIS to most is about positive rewards that are used to prevent the need of punishment, and the harsher the punishment, the more effective the “lesson.” Punishments become consequences which become lessons that teach – but teach what, really? In regard punishment, the PBIS program is seen as useful to guide where the setting of “zero tolerance” lines should be drawn in regard a child’s behavior on school property, using the PBIS reward/consequence chart. PBIS tried the low-key approach and has succeeded in convincing everyone to replace the word punishment with the word consequences. Unfortunately, the Orwellian alteration of word meanings has not served the purposes of good, but of bad, and has resulted in very little alteration of behavior – and as one might expect from an Orwellian tale, both safety and education outcomes have declined and things are worse by far now, nationally, in many respects (not worse in all respects, of course, thankfully).
Nationally, without any supporting science behind it to motivate the experiment with our children, we nonetheless chose to double-down on toughness with zero tolerance polices in our schools, and it has failed, miserably – We must now face this fact and replace Zero Tolerance with Zero Punishment. Period.
Error is an opportunity to learn, not an opportunity to be punished.
Schools must be Safe Sanctuaries for children from an overly penal, overly fearful, crazy outside world. PBIS is on the crazy side and does not even know it… could someone please let them know, please?
If I can train my Golden Retriever without use of consequences or punishment or whatever other Orwellian silliness one wishes to call it – if the child wouldn’t want it for his birthday or wish to do it on a weekend, it is a punishment, pure and simple. Isn’t “positive discipline” just a consequence and aren’t both a passive aggressive or implicit, however minimal, punishment – whatever weasel-word one wishes to use for it? As it is described, the purpose is to educate, not punish, then why not simply say so? Please check out the sites listed at the end, these can help us flip from zero tolerance to zero punishment in our schools.
Positive education – Not Positive Discipline – If a child has done something wrong, then harm has already been done themselves, and likely others – why do more harm upon anyone – education of the child as to the harm that has resulted from his action is what is called for, not discipline. Zero Tolerance must be replaced with Zero Punishment and Zero Suspensions. We must put an end to negative education and embrace the truth that Error is Opportunity to Learn, not Opportunity to Discipline – Why call “education,” “discipline?”
It is Orwellian madness – woe for us and our children!
Children do not communicate as well as adults, this is why they must be taught. When a child must communicate something important and emotional that is beyond their ability to communicate, they act out. Regardless of whether a child commits a crime or bullies and hurts another, sells drugs, or simply acts out in class – or brings a GUN or knife – , IT IS A CRY FOR HELP! The more severe the infraction, the more loud and furtive the scream. Within the safe sanctuary of a school environment we must reach for our hearts to employ empathy, not for our own guns to employ punishment and violence, when dealing with such extreme pleas for help.
An Experiment for the Imagination, or Reality? Imagine training fifty adults to not do anything “parental” in regard children under their direction – they are not to concern themselves, nor become emotionally involved, with said children’s well-being in any “parental” way. Now find a large building with few exits or windows – then take 1,000 children and toss in these 50 trained adults. Let this mixture of kids and adults stew for six to eight hours, five days a week. What will you get do you think? You will get exactly what we have now in our schools.
Which of us would dare positively discipline, apply a consequence, or even use an educational-tone when dealing with a wife’s (or significant others) having done something to ones dislike, made an error, or done something wrong – Rather, when speaking, the goal is educational and the tone is communicative. Try otherwise and you will not like the outcome – Ha! It is time we treat children with dignity, just as we are adapting to treating women and peoples of different races, ethnicities, and cultures with dignity and respect. To help teach this, we need pets and animals in our schools and classrooms – every single class needs a pet, period. If a child harms a class pet, then this is a segway to discover why the child did this for the educator, realizing that the children and pets are often treated similarly in the home, and not an opportunity to scold and punish the child in a fashion that one would never do the pet – an opportunity to learn, not an opportunity to punish – this something that pets can be critical in helping to communicate to both students and teachers in our children’s classrooms.
If a consequence is not a punishment, and we do not punish in our schools as some would claim, then what is so wrong in saying that we are replacing ZERO TOLERANCE with ZERO PUNISHMENT?
Check out Opportunity to Learn Campaign, Dignity in Schools, and Pets in the Classroom here:
An educational network of school museums with thousands of young eyes and minds scouring the land for exciting new discoveries in their backyards and beyond, this is where the future is heading – all aboard! Kids will bring in their “treasures” and have them scanned at school… soon, very soon…
http://on.aol.com/Video/517919352
Empathy Educates
http://empathyeducates.org/
empathyeducates.org
Pets in Classrooms Education Grants
http://www.petsintheclassroom.org/
http://www.petsintheclassroom.org
Pets in the Classroom is an educational grant program to support public school teachers to have aquarium fish or small pets in the classroom
Dignity In Schools
http://dignityinschools.org/
dignityinschools.org
National Opportunity to Learn Campaign | Education Reform for Equity and Opportunity
http://www.otlcampaign.org/
http://www.otlcampaign.org
To combat fears of “justice-based” restorative practices being applied to children, consider the following model, but for kids;
http://www.takepart.com/feature/2014/03/12/can-native-american-style-conflict-resolution-practice-help-solve-americas?cmpid=organic-share-facebook
FYI: History, science, math, art, engineering… these are all collectible categories, so once a system is in place and everything is properly set up, one can expect schools to be stuffed with all categories and types of educational items in the near future.
https://www.facebook.com/l.php?u=https%3A%2F%2Fci4.googleusercontent.com%2Fproxy%2FMaNDgdFxvz47Vs5FFxb4TFxiHSApHn_MA7rNu9yjPByo1krhJq_hDDxQJwJXr2w7CiUgerOUeC3jEYuzDiPLmUwnwCXlpWCr0V1Td-e2ePCAYoGiYPGlh47j3Vdsqqg7KyDLZtOCevdND1MV2cCoo0NjLmP4A-4%3Ds0-d-e1-ft%23https%3A%2F%2Fscontent-a-mia.xx.fbcdn.net%2Fhphotos-prn2%2Ft1.0-9%2F1426380_10202615475451351_494927887_n.jpg&h=XAQFntoe9
My facebook pages focus on zero punishment in schools, please FRIEND ME:
https://www.facebook.com/michael.sirbola
and
https://www.facebook.com/zerotoleranceforzerotolerance?ref=hl
Thank you
Ms. Ravitch, please revise your Broad Academy posts in light of the catastrophe in St. Paul, Mn, which the national press is calling liberalism run amok, but which follows Broad’s playbook to a T.
For the last five years, we have been working with other members of our community to broadcast (pun intended) the fact that Valeria Silva has ordered her admin and staff to suppress African-American special ed and Suspension rates by simply refusing to identity children of color with special needs (or to suspend children who act out). Five years of a child’s life when they could have been receiving supports for their disabilities. it’s not only African-American children, but they have gotten it the worst. Just last week, a parent told me she was illegally told her child did not qualify, and that “too many black parents are asking for Special Ed I.D.’s because they just want the money.” This for a bright third-grader not yet reading.
By stating she is lowering the Special Ed rate, Silva could claim a liberal agenda while destroying educational possibilities for children of our city. We could speak further if you would like more details.
two identical posts from Broward County FL. Those were right after he was hired. Just Google Robert Runcie and Broward these days and see what a mess he’s made. No teacher raises, more testing, botched $800 million bond, budget deficit, SIU (school police $4M shortfall), the guy has no clue what he is doing. I blame the board that hired him. It’s only a matter of time before ANOTHER grand jury report finds them completely incompetent.
https://www.bing.com/search?q=robert%20runcie%20broward%20problems&qs=n&form=QBRE&pq=robert%20runcie%20broward%20problem&sc=0-29&sp=-1&sk=&cvid=E70327F96BE44C9E8A382D7BE7D42294