Archives for the year of: 2013

In this perceptive essay, California teacher David B. Cohen has some interesting observations about Mayor Villaraigosa and Superintendent John Deasey.

The mayor has no regrets about asking billionaires Michael Bloomberg and Rupert Murdoch to pour vast sums of money into the school board race. He says that “we” (himself and the billionaires) have to stop letting them (the people who teach in the public schools of Los Angeles) from having so much influence.

“We”–meaning the mayor and a handful of super-rich people who poured $4-5 million into a local school board race. “We” –meaning people who do not live in Los Angeles. “We”–meaning people who do not have children in the public schools of Los Angeles. “We”–meaning corporate elites that control vast amounts of wealth and know nothing about educating anyone else’s children.

“They”–meaning the people who work in the system, teach the children, dry their tears, teach them to tie their shoelaces, see them every single day.

And John Deasey says he is delighted that people like Bloomberg, Murdoch, and Klein are prepared to “invest” in the public schools of Los Angeles. Maybe I am dense, but I have trouble seeing a political contribution to three candidates in a school board race as an “investment” in the schools. If they really want to “invest” in the schools, why doesn’t Dr. Deasey invite them to buy school supplies, build health clinics, reduce class sizes, or do something that benefits children, real students?

Chicago’s Superintendent Barbara Byrd-Bennett knows better, but she is following orders. Just following orders.

The “independent panel” that she convened advised her to go full steam ahead.

Who will be hurt? African-American children, African-American families and communities.

Barbara, don’t do it.

Barbara, tell Rahm no.

Barbara, you know this is wrong.

Serve the children, not the corporations, hedge fund managers, and entrepreneurs.

Barbara. Listen to the children.

Barbara, you can be a national hero.

Use your voice and your talents for good.

Get on the right side of history.

It’s not too late.

In school, when we study history and civics, we learn about the principles of democracy. We learn about government “of the people, by the people, for the people.” We learn about how important it is for citizens to be informed and to participate in decision-making because the government is their servant, not their master, and we choose our leaders to represent us, not to rule us.

Except for school reform. Now the fashion is to say that the needs are so urgent, that we can’t wait for discussion and debate. Decisions must be made now, without consultation, and they must be imposed without delay, without evidence.

David Sirota of Denver asks why the school reform movement has decided its answers are beyond question. Are we teaching kids to disdain democracy? Are the reformers so wise that we must do as they say at once, without stopping to think about it? Why is the anti-democratic impulse so deeply embedded in the reform movement? Why do they never acknowledge error? What will be left of public education when they are done with their passion for privatization and move on to the next big thing?

Now here is an interesting debate topic: Who really controls the Florida legislature?

Jeb Bush or ALEC?

Or are they the same people with different organizational ties?

Read here to learn about ALEC’s role in Florida.

Recently, ALEC was about to pass a resolution condemning the Common Core standards, but Jeb intervened to stop it. He probably reminded them of the profits that corporations will make as the test scores plummet across the land in response to “tougher,” more “rigorous” standards.

Ken Bernstein is one of the nation’s best education bloggers. He blogs frequently at The Daily Kos. He is wise in the ways of federal policies and politics. He also is a gifted teacher and a great person. One of the great rewards of writing my last book was that I met this great and generous man.

Today, Ken wrote a great article about the new Network for Public Education. He explains more about the founding board members than we did ourselves.

He explains why this new organization is necessary:

“This effort is unlike other efforts. It is explicitly political, because politics is how educational policy is controlled. In that sense even though a number of us have connections with Save Our Schools (which is an ongoing organization) we do not see this as being at cross-purposes.

“I did say “we.” I am a contributing member and intend to help this group in any way I can.”

This is a great suggestion for the Network for Public Education: we need students and student organizations to join with us!

If you are a student, please join us. If you are part of a student group, please join us!

This is where you can sign up: http://www.networkforpubliceducation.org/network-membership/

We need you.

“I’m sure you have many pressing priorities as a new organization, but I would strongly recommend that you devote considerable attention to actively engaging US high school students in the process of reversing the privatization of public education and ending the obsession with standardized testing.

“Students have intimate knowledge of what really works in the classroom and doesn’t. They have borne the brunt of the testing regime and understand better than anyone the horrors of obsessive standardized testing.

“They should (and most want to) take ownership for the quality of their OWN education, and now have an opportunity to do so. As educators, we should recognize this as the “teachable moment” of a lifetime for young citizens and we ought to seize the day (Carpe Diem!) Please have a Network youth wing (by whatever name).

“I hope you will help educate and coordinate the actions of young activists nationally, provide them with first rate resources to organize peaceful, effective actions, and access to advice from wise, sympathetic adult educators. To do otherwise would ignore perhaps the most powerful constituency for authentic reform, as well as the main victims of our misguided policies of recent years.”

When I heard about Strongsville, I thought I was reading a children’s storybook about a wonderful, all-American city, a city where all the families are happy and have nice houses, and the children play in well-equipped playgrounds, and go to wonderful schools.

Think of it: Strongsville. It evokes Wheaties and Jack Armstrong, the all-American boy, the town where everything is just fine.

But then I got this letter from a teacher:

My name is Christina Potter and I have taught in the Strongsville City Schools in Strongsville, Ohio for the last eight years.

When I was hired in Strongsville, a great community with excellent schools, many other teachers said I was lucky, and they were jealous of my new job, and during the first two years, they were right; things were great with all sides working together,and we earned Ohio’s highest ranking, Excellent with Distinction.

As time went on a division started to occur between the administration and the teachers. During our 2010 contract negotiations the school stated that times were difficult and they needed the teachers to make concessions. In good faith, and promise of a levy, we agreed to an additional two year pay freeze on top of the three years we had already taken. We also increased our medical expenses, took on an additional duty period, and agreed to work two days unpaid. Times were tough, but everyone was striving to make Strongsville great.

Then, everything went haywire. With the ink still drying on our contract, the Board tried to take the levy off the ballot but failed, so instead, they informed the community to vote the levy down. Then we learned that while the district cried broke in 2010, it spent $500,000 to hire an attorney who publicizes himself as a union breaker. Every school district in this area that has hired him has either gone on strike or threatened to. Needless to say, the teachers, who negotiated in good faith, were outraged.

When our contract ended in June 2012, the district asked for extra time before negotiating to get its finances in order, so on July 19th, the first negotiation session took place. Upon walking in, their attorney put a contract down on the table and told us it was a take it or leave it offer and refused to negotiate one item at a time. After months of failing to negotiate a contract, our Education Association declared an impasse, and a Federal Mediator came in to oversee negotiations. Here is the timeline of recent events:

1. On February 15th, 2013 the teachers of the Strongsville Education Association (SEA) overwhelmingly passed a strike authorization.

2. On February 22nd, SEA submitted a 10-day notice of our intent to strike.

3. On March 1st, I had to hand in my I.D. badge and keys and have all of my personal belongings out of the building by 3:15 p.m. After 3:15, the doors would be locked, and anyone still on school property would be arrested even though we had not taken a final strike vote; we also had another negotiation session scheduled for Saturday morning. For all intense purposes we were not on strike yet but we were being locked out of the buildings, our email accounts and our grade books.

4. On March 2nd, both negotiating teams and the School Board members met with the federal negotiator. At that time the school gave its final offer which was only slightly different than their original.

And that takes us to where we are today, on strike. Many of my fellow teachers are also Strongsville residents, who have children in the system. They fear we are destroying our great public schools by trashing the teaching profession within them, instead of working toward a settlement. They feel the Board has chosen to waste tax payer money and painted teachers as greedy; meanwhile, it has forked over another $500,000, for a total of $1 million, to an attorney instead of using the money for books and technology.

Why are we striking in the cold, wind, and snow from 5:30 a.m. to 4 p.m. We, the Strongsville teachers, feel we are not just standing for the SEA, but for all of our fellow public school teachers in the Ohio and across the nation during this statewide/national epidemic of privatizing our public schools. If this contract goes through other school districts may soon go after their teachers, and we cannot in good conscience allow that to happen. As a teacher and a parent of two, I believe in public education and its hard working teachers, who too often are the brunt of undeserved bashing.

The teachers of Strongsville will hold a rally this afternoon at 4 pm in the center of Strongsville, at the gazebo, at the corners of Pearl Rd. and Rt 82.

They say that if you have a hammer, everything looks like a nail.

When you have made billions of dollars by selling technology, you start thinking that you hold the answer to all the world’s problems.

Bill Gates thinks he has the answer to education: standardized testing, data, and measurement, with lots of technology.

Does he know that every child is different?

Does he know that standardized tests are subject to random error, human error, measurement error, and other errors?

Do his own children take standardized tests?

Please, Bill, teach in an urban school for one week. Just one week. Let us know how it goes.

Take the standardized tests that you value so much. Not the fourth grade tests, but the twelfth grade tests. Publish your scores. Please.

In his inimitable style, combining wit and solid analysis, Bruce Baker dissects the latest “data-free drivel” from ConnCAN.

Baker responds to a report claiming that the state was helping low-performing, high-needs districts. Not true, says Baker.

And he has the evidence to back up his response.

The question: Why do the news media report “studies” by advocacy groups with an agenda without recognizing that they are not disinterested research? They are kind of like the research and studies on nicotine and smoking by tobacco companies.

Caveat emptor.

Randi Weingarten and other protestors were arrested and hauled off in handcuffs while demonstrating against school closings in Philadelphia. Neither the Mayor nor the School Reform Commission was willing to meet with Weingarten.

After her release from custody, said the article in the Huffington Post,

“Weingarten said she sees the school closure plan as siphoning money away from public schools, since the plan doesn’t touch charter schools. “This was really a plan to eliminate public education,” Weingarten said. “This is not about how to fix public schools, but to close them — not how to stabilize but to destabilize public schooling.”

“Weingarten called the closings immoral. “When the powers that be ignore you and dismiss you, then you don’t have any choice but try to resort to civil disobedience to try to confront an immoral act,” she said.

“So she joined parents and union activists to form a group of 19 people who blocked the entrance to the meeting. She said she intentionally told Philly teachers not to join, lest they lose their teaching certification, and discouraged parents who are undocumented immigrants from participating.”