Archives for the year of: 2013
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A Certified Teacher-Librarian Expresses Sympathy for Dr. John King

By dianeravitch
October 23, 2013 //
17

Melissa Heckler, a certified teacher and librarian, wrote the following letter to the New York State Board of Regents. She feels sorry for Dr. King. She wonders why the Regents selected as state commissioner someone with so little experience as a teacher or administrator. She doesn’t blame him for his present predicament. She blames the Regents, who selected someone so young and so inexperienced, so lacking in the wisdom that comes with maturity. After Dr. King made a hash of his first parent forum in Poughkeepsie, first lecturing parents for over an hour, then interrupting parents who tried to express their views, the meeting descended into chaos, and King canceled the other four events he had announced. The Regents determined that they had to back their Commissioner, no matter how inept and arrogant he is, so they have now announced that there will be 16 such parent meetings across the state, but Dr. King will be accompanied by one or more Regents at each meeting. Maybe they will bring a stopwatch to cut him off when he goes into lecture mode. Oddly enough, the Regents did not include New York City, where 1/3 of the state’s students are enrolled, in their list of parent meetings.

To: The Board of Regents

From: A N.Y. State certified School Librarian and N.Y. State certified K-6 state certified Teacher
Re: The Commissioner of Education
October 20, 2013
To my way of thinking you have done a terrible disservice to Dr. John King by putting him in a leadership position for which he is not yet qualified. I did not expect to feel compassion for this young man with whom so many, including me, disagree, knowing that his policies harm children and education. With his lack of experience, he is not even qualified to be a principal or superintendent in any New York public school. Yet, you appointed him to lead those of us who arehighly qualified for the positions we hold. John King might have had, and might yet have, a brilliant career in education, but he is not yet a veteran, highly qualified educator. How you could do this to such a capable young person is beyond imagining. He may speak eloquently, even brilliantly, in a lecture, but he clearly has not developed the communication skills to respond to teachers, administrators, or parents when they express deep concerns about his policies. What he lacks, in a word, is wisdom.
I struggle to understand how you appointed, and continue to support, as the Commissioner of Education a man who has so little teaching experience and none in the public schools. He, as far as I know, never achieved tenure in the public school sector as a teacher or administrator. How could Dr. King be remotely qualified to guide and lead educators without the required experience? He may be extremely bright, and put on a fast track to become an administrator, but that does not mean he has achieved the experience and wisdom to guide teachers and communicate effectively with those who challenge his policies. As a senior teacher, I am appalled by his recent behavior in Poughkeepsie. It is embarrassing to our profession to have someone at the helm of education react so defensively and dismissively to parents who were clearly anguished by what they witnessed happening to their formerly school loving children. I hold each of you responsible for appointing a man whose policies have harmed children, their families, and teachers. Why compassion for him? He clearly didn’t know how to handle this challenging situation because he was not adequately prepared and was put by each one in an untenable position.
The appointment of such a singularly unqualified individual as New York’s educational leader begs the question: How much do you understand of the long, hard path to becoming a highly qualified teacher or a wise administrator? In my forty years plus in education, as a teacher, librarian, and parent, I have witnessed all kinds of teachers. The singular qualities that define all great teachers: They are life long learners and passionate in discovering the unique methods for reaching and teaching every child. The best senior teachers often look back and reflect on what they did not know as young teachers. Although beginning teachers may be outstanding, it takes years to become a seasoned, veteran teacher— able to single out the exact learning/teaching approaches that will best inspire a love of learning and activate each student’s potential. No single curriculum fits every student’s needs; it takes constant professional development and education (not training) to hone these skills. As any beginning professional— doctors, lawyers, accountants and a host of others— needs years to develop wide ranging professional intelligence, so, too, does the teaching profession require years to develop an ability to reach and support all kinds of minds and communicate compassionately and knowledgeably with the families we serve.
Would you give your children medicine for which there is no research? That is what you are doing with the forced implementation of the Common Core State Standards. They were not developed with the expertise of educators or child development professionals. Are there good, even excellent, points in these standards? Yes. The way to develop a sound foundation for what is good in them, is to include teachers, administrators, and child development experts (pediatricians, psychologists, psychiatrists) in their development. What has been pointed out repeatedly, and pointedly ignored, is that the U.S. does not have an achievement gap, it has POVERTY gap. With one broad brush you have painted all schools as failing schools and implemented programs for which there is NO research. You have actually lowered education standard and achievement in many schools once filled with excellent creative teaching; worse, you are destroying schools in impoverished areas that could actually use some of the billions spent on the CCSS, to implement researched programs and hire qualified teachers.
I remain hopeful you will listen to the public outcry from teachers, administrators, parents, and students and rescind your policies and begin the long hard road to addressing the real problems facing education: poverty, class size, the financial crisis in New York education caused by the 2% tax cap and unfunded, unresearched mandates. If you believe in every student’s right to a high quality educational experience that will address unique learning needs, then your actions must prove it. It you want to preserve the career of this young man, Dr. John King, then remove him and let him get the experience and wisdom that you require of all New York State educators. You have done him a disservice, harmed children, and undermined the teaching profession by placing him in this position.
Sincerely,
Melissa A. Heckler, MS ECE, MLS
Cross River, New York
Categories Accountability, Administrators, superintendents, Common Core, New York

Jeff Bryant on “The Empty Harvest” of School Reform

By dianeravitch
October 23, 2013 //
7

Jeff Bryant of the Education Opportunity Network surveys the wreckage of “test-and-punish” methods of reform. Such methods lead not to “reform,” but to bullied teachers, who are demoralized by their situation. Some leave, some hang on, but the results have been unimpressive.

Bryant sees a slow-motion collapse of the coercive “reform” movement, as its bold promises turn out to be empty. The reformers’ day on the hill is coming to an end.

As Bryant writes:

With the advent of No Child Left Behind, the accountability had its mechanism for targeting individual schools, but with the Obama administration’s Race to the Top program, the accountability arsenal aimed at individual classroom teachers too.

With Michelle Rhee as its celebrity cheerleader, the school accountability movement became the perfect PR campaign promising a way forward to ever increasing education “effectiveness.”

But all those years of promises for this: Studies can prove that teachers are capable of being manipulated by coercive management systems, but the wealth of improvement stemming from expensive new assessment systems has yet to fill the account left barren by the nation’s reluctance to invest in our children’s education.

Michelle Rhee-like accountability systems that have been in place a substantial amount of time have done no better than the one in D.C. A long-standing system in Tennessee, for instance, has done nothing to improve academic achievement and has revealed “almost nothing about teacher effectiveness.”

The most ardent reform enthusiasts now admit to “overselling, and underthinking [sic]” their cause, even as they try to dispel whatever is being proposed as a positive alternative.

Parents and public officials in places as diverse as rural Virginia and uptown New York Cityare more boisterously questioning the whole premise of ramping up more tests on students to determine the value of their teachers.

As the education reform movement’s empty harvest leads us into a winter of discontent, what’s needed are more proposals from multiple sources for a more positive way forward.

Far beyond the media spotlights focused on reform celebrities like Rhee, other credible voices are calling for a different course for accountability and an agenda based on opportunity and support for learning. No wonder more people are listening.

Categories Corporate Reformers, NCLB (No Child Left Behind), Privatization, Race to the Top, Teacher Evaluations, Teachers and Teaching, Testing

NC Leaders Abandon Any Pretense of Common Sense

By dianeravitch
October 23, 2013 //
42

Legislators in the far-right legislature of the once forward-looking state of North Carolina waste no opportunity to demoralize teachers with their wacky punitive policies. They just don’t like teachers. They seem certain that only 25% of the state’s teachers are worthy, even though 96% were rated effective by the state evaluation system.

So the teacher-bashers in the legislature will make sure to play whack-a-mole with the lives of teachers.

The new plan is to strip tenure from all teachers and let teachers compete for four/year contracts and $5,000 bonuses.

North Carolina is one of the lowest paying states in the nation for teachers. One reason to accept low wages is a promise of reasonable job security. That will be eliminated. As Lindsey Wagner reported in NC Policy Watch, some NC teachers are leaving the state, realizing that the legislature wants to destroy their profession and reduce them to public mendicants.

Leaders of the state’s two largest districts see this as bad policy:

“The General Assembly voted this year to eliminate teacher tenure in 2018. In the meantime, school districts across the state are being required to identify which educators will be offered a $5,000 pay raise as part of a four-year contract if they give up their tenure. Roughly one-quarter will be offered the four-year deal.

Some of the most vocal complaints are coming from the Wake County and Charlotte-Mecklenburg school systems. Like their counterparts across the state, the large systems are searching for a way to carry out the new state requirements.

“I’m hoping the General Assembly will talk with educators and look at the long-term consequences – both intended and unintended – of this legislation before it does irreparable harm that will take years and years and years to fix,” Wake County school board member Kevin Hill said Tuesday at a school board meeting.

Charlotte-Mecklenburg Superintendent Heath Morrison said the four-year contract and bonus plan has raised a host of questions, and threatens already-rocky teacher morale.

But backers of the change say it provides meaningful education reform by basing job security and pay on performance. They say the old system of giving tenure and then basing pay on seniority rewarded ineffective teachers.”

Contracts and bonuses will be tied to test scores.

A defender of the legislation used the occasion to ridicule teachers:

“Only in the warped world of education bureaucrats and union leaders could a permanent $5,000 pay raise for top-performing teachers be branded as a bad thing,” Amy Auth, a spokeswoman for state Senate leader Phil Berger, a Rockingham County Republican, said in a written statement.

Historically, North Carolina public school teachers who have passed a four-year probationary period have earned tenure, called career status.”

And there is more to this sad story:
Critics of the system, such as Berger, have pointed to the firing of 17 tenured teachers in the 2011-12 school year to argue that too many bad teachers are still being employed. But supporters of tenure argue that it protects good teachers from being fired unfairly, and that many bad teachers are encouraged to resign.

Starting July 1, 2018, North Carolina public school teachers will receive contracts of between one and four years. Teachers will work under contracts that are renewed based on performance – like nearly every other profession, according to Auth.

Some changes go into effect now, such as offering four-year contracts to some educators.

A big question concerns how to determine which teachers will be offered the four-year contracts. Superintendents will present a list of names to their school boards, which can modify the list.

Administrators from 10 of the state’s biggest school districts, including Wake, Charlotte-Mecklenburg, Durham, Johnston and Gaston, held a video conference Tuesday to talk about the changes.

“You actually have some school districts that are suggesting that they’ll do a lottery because of concerns about legal issues and concerns about morale,” Morrison said.

Auth stressed that the “top 25 percent of teachers” will get the new contract and raises, saying they’re “highly effective teachers.” Teachers must be rated “proficient” under the state evaluation system to be eligible.

But Ann McColl, general counsel for the N.C. Association of Educators, pointed to state statistics showing that 96 percent of classroom teachers were rated as proficient.”

Categories North Carolina, Teacher Evaluations, Teacher Tenure, Teachers and Teaching

Teacher: Why I am Leaving Teaching

By dianeravitch
October 23, 2013 //
15

I recall many discussions in the rightwing think tanks to which I once belonged about how the schools and the teaching profession would be elevated if we could only judge teachers by the performance of their students and fire the lowest performing teachers every year. I recall asking, “where will the new teachers come from?” My colleagues said there would never be a shortage because there are so many people who prepared to be teachers but never entered the classroom. They would rush to fill the newly available jobs. What they never considered was the possibility that their brilliant theory was wrong. That judging teachers by the test scores of their students was unreliable and invalid; that doing so would drive out many find teachers and make teaching an undesirable profession; would indeed wipe out professionalism itself.

From a comment on the blog:

 

50% of evaluation based on end of course testing is so demotivating and humiliating that I am definitely getting out of teaching asap. Two years of bad test scores means suspension and potential loss of license. Seventy hour work weeks, failing technology, rotating cast of half my class load with various medical conditions that impede cognitive function. Adaptable, hard working, using differentiated learning and hands on learning/multimodal approaches does not mean jack now. Teachers are not able to control the tests, cannot develop multiple means for students to demonstrate mastery. So half my well meaning students will christmas tree their end of course test and my own family will suffer the consequences when I lose my job. Bleaker future than the past five with consistent pay cuts and benefits cut. Furloughs are a yearly experience now. I am very well educated and a top graduate in my field and hold multiple degrees so the stereotype of the poorly educated teacher without options or abilities does not fit. It doesn’t fit for the majority of teachers I know.


But if I stay in teaching now, I will be an idiot.

This evaluation system is the last straw. I cajoled PTA parents to put pressure on our district to stop this eval system. There are several well respected anchor teachers who are now making tracks to change fields. What a waste. New administration is in love with drill and kill, parents are blinded by smoke and mirrors of test scores as a metric of anything.
Thank you for letting me vent. I am planning on how nice it will be to have sundays off, no longer haul 25lbs of paperwork home, have money in the bank in a different career. No profession gets treated collectively so poorly these days.
I will miss the students but I will not miss being treated like an ignorant fool by thisevaluation nightmare.

Categories Teachers and Teaching

Minnesota Teacher of the Year: We Are Democracy’s Defense Against Tyranny of the 1%!

By dianeravitch
October 23, 2013 //
7

Conservative bloggers and pundits are raging against Minnesota’s Teacher of the Year.

Science teacher Megan Hall made an audacious statement. As we all surely know by now, only conservative bloggers and pundits are allowed to make audacious statements.

Hall told the annual gathering of Minnesota teachers:

“There is one other thing that I think about when I think about generosity. I think about all of the teachers in St. Paul public schools who gave up our cost of living raise in 2010 in an effort to limit class sizes in our district.

“Teachers are persistent and responsible and generous because we believe that every child in America, regardless of circumstances of birth, deserves a decent chance at a good life. [Applause] From where I stand, teachers create equality of opportunity. From where I stand, teaching is a profession that takes a gritty patriotism. And from where I stand, teachers are American democracy’s last line of defense against the tyranny of the 1 percent. [More applause]”

Shocking, isn’t it? How dare she! How self-centered! Why doesn’t she realize that she is putting teachers first, those greedy people who demand to be paid, to get health care, to collect pensions for a lifetime of easy labor in the classroom?

Why does she not show proper deference to the billionaires? Without them, where would she be? Doesn’t this teacher know that only billionaires put StudentsFirst? Billionaires work every day to make sure that zip code is no child’s destiny? The secret is to have so many homes that no one really knows what your zip code is, but that’s a story for another day.

Categories Corporate Reformers, Minnesota, Teachers and Teaching

New York Regent Kathleen Cashin Releases Statement About Testing Fiasco

By dianeravitch
October 23, 2013 //
38

I received a copy of this statement by Regent Cashin, which was released to the media this morning. Unlike most members of New York’s Board of Regents, Dr. Cashin is an experienced educator, who was a teacher, principal, and supervisor over a long career:

Dr. Cashin wrote:

“Statement by Regent Cashin
Monday, October 21, 2013

“I did not want this moment to pass us by without referring to what has been going on throughout the state. The Common Core has not had a successful implementation. The teachers have been telling us for years that parts of the Common Core are not developmentally appropriate. We did not listen to them. The Common Core is not a papal encyclical nor is it infallible. The best curriculum and the best standards are always pliable, more like a living document, rather than something that is static and fixed. We need to listen to our teachers and develop a committee of practitioners who can make appropriate changes in these standards.

“The second issue of grave concern to me is setting the cut scores for the upcoming Regents exams. We do not want to repeat what we did on the 3-8 exams that demoralized our students, teachers and parents by setting the cut scores too high. I suggest we take an average of the last three years of the Regents exams and set the cut score near that average. We have not listened to parents, teachers and our children. We need to start listening to them and acting on their input. Only then will we win them back.”

Categories Common Core, New York, Testing

Cost of L.A. iPads Continues to Rise

By dianeravitch
October 23, 2013 //
20

School officials in Los Angeles are still trying to figure out the actual cost of the iPads for all students. The price goes higher unless the district buys 600,000 devices. The cost of keyboards was not favored in.

Another problem arose in hearings on discovery that the Pearson content loaded into the iPads is licensed for only three years. Will it disappear or will upgrades cost more?

District staff promises answers at next meeting.

Categories Los Angeles, Technology, Computers

Why Are Students and Parents Driven Mad by Data?

By dianeravitch
October 23, 2013 //
10

New York principal Carol Burris here explains that Commissioner John King is obsessed by test scores and that he has no clue about the meaning or purpose of education. Districts across the state are expected to purchase a book that will indoctrinate them into King’s particular obsession. He truly can’t understand why parents and educators do not share his love of test scores. Of course, he draws the line where his own children are concerned. They attend a Montessori school that is not driven by data.

Data are for Other People’s Children.

Categories Common Core, New York, Testing

The Testing Madness in Rhode Island

By dianeravitch
October 23, 2013 //
3

Carole Marshall is a retired teacher in Rhode Island who explains how State Commissioner Deborah Gist’s insistence on standardized testing has discouraged educators and students across the state. The most pernicious effect of this policy, Marshall shows, has hurt poor and minority youngsters the most.

In an article in the Providence Journal, Marshall writes:

The Oct. 15 Commentary piece (“R.I.’s diploma system brings out the best”) by Deborah Gist, Rhode Island’s commissioner of elementary and secondary education, is yet another demonstration of her ability to say what she wants to be true, as if the saying of it makes it true.

Among the many half-truths and untruths in her screed is the insinuation that students who score badly on the New England Common Assessment Program tests, i.e. urban students, have been subject to “years of poor, inadequate education,” while students who do well have teachers who, by contrast, “provide great instruction that engages students on many levels and teaches key academic skills.”

This malicious slur on urban teachers is the ultimate in hubris from a young woman who spent a handful of years teaching in an elementary school and since then has glided up the professional ladder on the shoulders of right-wing politicians and millionaires like Jeb Bush and Eli Broad. If there are any urban teachers who didn’t know what the commissioner thought of them before, they know now.

I left urban teaching before I had planned to for one reason only: I could not be a participant in what top-down, standardized testing does to destroy education in urban schools and, by extension, the lives of students who are already hanging on by a slender thread to the dream of a successful middle-class life.

Before the systematic destruction began, I would have held my school, Hope, up against any other school in the state in terms of who was providing great instruction. Hope’s faculty included a significant number of advanced degrees, Ivy League graduates, and national-board-certified teachers. With the support of then-Commissioner Peter McWalters, we taught literacy across the curriculum, shared rubrics for scoring work, and created a system for student portfolios. We were doing the slow, careful job of building a climate characterized by rigorous, accountable learning.

Then high-stakes testing arrived on the scene and to nobody’s surprise, urban schools’ scores were worse than the scores of suburban schools; the same pattern repeats itself year after year in every corner of this country.

Why? There are a host of extremely well-documented reasons for this. To name just a few: Urban schools have a hugely disproportionate number of students who are new to the language; a hugely disproportionate number of students with learning disabilities; and large numbers of students with serious behavioral problems, including those sent from their suburban districts to group homes in the cities.

That is in addition to the reality that students from impoverished environments are often handicapped by circumstances beyond their control, such as vocabulary deficits, health problems, unstable homes, hunger, and the list goes on. We can all wish these conditions didn’t exist, but we can’t, as Commissioner Gist likes to do, simply ignore them away. Throwing tests at urban students does nothing to solve their problems. The disparities will only grow wider as mandatory test preparation steals more and more time from real education in urban schools.

On the subject of test prep and teaching to the test, Commissioner Gist is correct about one thing: “schools with students who perform well on state assessments do not focus on test preparation.” Pretty tautologically obvious in my opinion; the schools with students who perform well have no reason to focus on test preparation.

On the other hand, in the schools that are being threatened with closure solely on the basis of test scores, you can be sure administrators are not just sitting around, waiting to lose their jobs. The specter of low scores powerfully encourages test preparation and teaching to the test.

This year, the turn-around company hired for $5 million to raise scores in Providence schools hired tutors who spent every school day during the month of September prepping 11th graders for the NECAP assessments.

The students were missing their regular classes every day, even in subjects like physics and foreign languages, so that the schools could show improvement. Suburban parents would never have allowed this; urban parents were not informed.

Students are disingenuously told that this is all happening for their own good. Any reader of this newspaper who truly believes that the testing juggernaut is about benefiting the students is sorely uninformed.

The textbook publishers who sell the test and test-prep materials will make their billions, the so-called turn-around companies will make their millions, and carpetbaggers like Ms. Gist will continue blithely along their career paths, leaving behind wrecked schools and crushed dreams in the cities.

Carole Marshall taught at Hope High School for 18 years, retiring in 2012. Before that she was a business correspondent for the Observer of London and taught journalism at Fairleigh Dickinson University and the University of Rhode Island.

Categories Administrators, superintendents, Broad Foundation, Bush, Jeb, Chiefs for Change, Poverty, Testing

An Answer to the U.S. Chamber of Commerce, Part 2

By dianeravitch
October 23, 2013 //
6

The reader who calls himself or herself “democracy” has written a two-part response to the U.S. Chamber of Commerce, which continues to market the tired cliche–how 30 years old–that our schools are failing and our nation is at risk.

 

The critics like to cherry-pick international test data to buttress their call for “reform.” I suppose if –– like the Roundtable and the Chamber – you’re willing game the economy for profit at the expense of the nation, while calling for more top-end tax cuts and the axing of social safety net and public programs, then you’re also quite willing to lie about a set of numbers. And if you’re willing to blame teachers, and a lack of “accountability” and“ rigorous” standards, for declining American economic competitiveness – as the “talented and oh-so-privileged Amanda Ripley does –– just to sell books, all the while posturing as an “expert” and posing as an “investigative journalist,” well grandma better watch out, because she might be the next one thrown off the train.

That’s the common refrain among the current crop of “reformers.” Their prescription for“reform” is necessary to “make America more competitive” in the global economy. Bill Gates says it. Jeb Bush says it. The U.S. Chamber says, “Common core academic standards among the states are essential” to U.S. competitiveness. The Business Roundtable rekindles the scary myth from A Nation at Risk that a “rising tide of mediocrity” threaten national security, saying that “Since the release of A Nation at Risk in 1983, it has been increasingly clear that…academic expectations for American students have not been high enough.” Not surprisingly, nimrods like Condaleezza “Mushroom Cloud” Rice and Joel “News Corporation” Klein have added their shrill hysterics to the mix. But there’s no there there!

The World Economic Forum ranks nations each year on competitiveness. It uses “a highly comprehensive index” of the “many factors” that enable “national economies to achieve sustained economic growth and long-term prosperity.”

The U.S. is usually in the top five (if not 1 or 2). When it drops, the WEF doesn’t cite education, but stupid economic decisions and policies.

For example, when the U.S. dropped from 2nd to 4th in 2010-11, four factors were cited by the WEF for the decline: (1) weak corporate auditing and reporting standards, (2) suspect corporate ethics, (3) big deficits (brought on by Wall Street’s financial implosion) and (4) unsustainable levels of debt.


Last year (2011-12), major factors cited by the WEF are a “business community” and business leaders who are “critical toward public and private institutions,” a lack of trust in politicians and the political process with a lack of transparency in policy-making, and “a lack of macroeconomic stability” caused by decades of fiscal deficits especially deficits and debt accrued over the last decade that “are likely to weigh heavily on the country’s future growth.”

And this year (2012-13) the WEF dropped the U.S. to 7th place, citing problems like “increasing inequality and youth unemployment” and, environmentally, “the United States is among the countries that have ratified the fewest environmental treaties.“ The WEF noted that in the U.S.,”the business community continues to be critical toward public and private institutions” and “trust in politicians is not strong.” Political dysfunction has led to “a lack of macroeconomic stability” that “continues to be the country’s greatest area of weakness.”


[Note: data on 2009, from the 2010-1011 competitiveness report can be found here:http://www3.weforum.org/docs/WEF_GlobalCompetitivenessReport_2010-11.pdf

The problem in American public education is largely one of poverty. The data show it. Indeed, PISA scores (the scores usually cited by public education critics) are quite sensitive to income level. If one disaggregates U.S. scores the problem becomes clearer: the more poverty a school has, the lower its scores. The presumed do-gooders seem to think that more “competition” and ambitiousness will cause the schools to fix the effects of poverty. Those effects are pernicious. It takes commitment and resources to counteract them. Not testing. Not “rigor.”

Alleviating poverty and its pernicious effects, providing children with high quality environments before they get to school, and following up with health and academic and social policy programs while they are in school, result not only in high-quality education but also in a high-quality citizenry. Both are critical to genuine national security. They constitute the real-world manifestation of equity and promoting the general welfare. This is surely not what corporate “reformers” want. It will require and end to their manipulation and gaming of the “markets” and the tax system. Far easier to blame somebody else, and hold THEM “accountable.”

The public education system in a democratic republic is supposed to develop and nurture democratic character and citizenship. Surely, that’s the kind of reform we need.

And it’s exactly the kind of reform the corporate “reformers” and their allies have little (if any) interest in.

 

Categories Education Reform
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