Archives for the year of: 2014

Peter Greene reports that the National Association of Secondary School Principals is reviewing and likely to endorse a statement rejecting VAM. The NASSP recognizes a growing body of research that shows the inaccuracy of VAM.

They cite the research, then offer recommendations:

“NASSP recommends that teacher eval include multiple measure, and that Peer Assistance and Review programs are the way to go. Teacher-constructed portfolios of student learning are also cool.

“VAMs should be used to fine tune programs and instructional methods as well as professional development on a building level, but they should not be “used to make key personnel decisions about individual teachers.” Principals should be trained in how to properly interpret and use VAMmy data.”

This is an important step forward, toward professional responsibilty and common sense.

A blogger who calls him/herself “LiberalTeacher” explains how the requirements of the Common Core transformed a novel he loved: The 39 Steps by John Buchan. When he was a student, the book held him spellbound.

 

He wrote:

 

I tutor many students and two weeks ago one of my students needed help in analyzing an excerpt from The 39 Steps. Of course it was just an excerpt because as we all know Mr. Coleman feels it is a waste of time for students to possibly read and enjoy a whole novel. But what was even more amazing was the fact that this excerpt was in a 6th grade common core workbook. Obviously, I read it in high school and remembered that many concepts had to be explained to us at that time. I recall being fascinated learning about the cultural differences between us Americans and the British in the waning days of its Empire. The book is obviously beyond the scope of an average sixth grader. But I had to confirm this for myself. I decided to use common core’s favorite readability formula on this excerpt—Lexile. Lo and behold, but not surprisingly, the Lexile score was 960. To put it in terms that we old teachers understand, the book is on the 10th-11th grade level. After all, to Arne, David and Bill, rigor is the “code word” of the day.

 

The excerpt my student read was the first couple of pages from the book. The excerpt starts with the protagonist’s experience in visiting London from South Africa where he is mining engineer. Richard Hannay is described in this excerpt as being somewhat uncomfortable on this trip to his native land. He feels out of place and bored. All of a sudden, upon returning to his apartment, one of his neighbors barges in to his “flat” and after suspiciously checking all of the rooms say this sentence: ‘Pardon,’ he said, ‘I’m a bit rattled tonight. You see, I happen at this moment to be dead.’

 

What did this common core workbook want the student to do with the text? First, he had to read it twice. Of course, a close reading had to be done. His task was to circle key phrases that showed the “tone” of the passage. This was difficult for him because of two reasons. First, he had no understanding what was meant by tone and I had to explain and give him concrete examples of this common core concept. Next, the passage itself floored him because he had no background information to hook into. He had no conception that the main character was a colonial from a British African colony and that he felt out of place now in his mother country. Why should he know any of this when this curriculum forbids students from using any background information—especially in the area of social studies—when pieces of text are analyzed?

 

The teacher then explained how his student reacted to the excerpt and how little he understood of the novel, which he had–of course–not read.

 

But why did the book matter? The teacher still remembers how it affected the way he felt and thought. Analyzing the decontextualized text as a “close reading” missed whatever was important to him when he had read it years ago.

 

He writes:

 

When I read The 39 Steps, I recall so many lively discussions. It was the time of the Vietnam War. One discussion I distinctly remember centered on the theme of risking your life for your country when your nation in itself was deeply flawed. We also discussed some of the political issues brought out in the novel, such as powerful industrialists profiting from wars and conflicts between nations and that it was in the interest of such people to forment war. The discussions that we had over this book represent real higher level thinking skills. It is the type of critical thinking skills that create a citizenry that questions its government. It is the type of learning that creates a true educated citizenry that is able to participate in relevant political discourse. Forcing students to read and describe the structure of a passage five years above grade level is not education, but frustration that will lead to a hatred of learning because it is purposeless. Whereas this novel gave me a life-long love of spy novels and got me thinking about wider issues, the excerpt my student read led to confusion, misunderstanding and a feeling of inadequacy.

 

 

 

 

Which education policy or policymaker would you vote for as “turkey of the year”?

 

Julian Vasquez Heilig is running a poll on his much-celebrated blog Cloaking Inequity.

 

Here is your chance to cast your vote!

There will be Black Friday protests at many Walmarts in support of their workers.

Walmart’s stores have been a bonanza for members of the Walton family. Several are billionaires. The Walton Foundation spends $160 million each year to encourage school privatization and non-union schools, charters, vouchers, and TFA.

With all their billions, they pay low wages to their employees. Some Walnarts are accepting food donations for their employees. The Walmart workers are seeking $15 an hour. Too much for the billionaires of the Walton family

This is a heart-warming story about the public library in Ferguson. It stayed open when the schools closed. It was a haven for children. Teachers volunteered to teach. The staff kept the library as a safe place for learning, contemplation, and knowledge. With all the disorder in the town, the library stayed open. It has been overwhelmed with donations, receiving half its annual budget in just a few days.

 

The library has seen a wave of support online in the wake of its decision to stay open following Monday’s decision that state criminal charges would not be brought against police officer Darren Wilson for killing unarmed black 18-year-old Michael Brown on 9 August. “Many other orgs closing. But we will stay open to serve people of #Ferguson as long as safe for patrons & staff, up to 8p. Love each other,” its staff wrote on Twitter on Monday night. “Normal hours tomorrow. We will have teachers and volunteers here to help kids from 9-3 since FFSD [Ferguson-Florissant school district] is closed!”

 

Then on Tuesday: “WE ARE OPEN! Teachers and volunteers are here 9am-3pm to help kids who can’t go to school today. Library open 9-4, presuming it stays safe … Wifi, water, rest, knowledge. We are here for you. If neighbors have kids, let them know teachers are here today, too.”

 

The branch describes itself on its website as “your hometown library”, which “encourages lifelong learning and serves as a community information and technology gateway, dedicated to making the City of Ferguson a rewarding, attractive, and pleasant place in which to live, visit, and work”….

 

On Wednesday, staff at the library tweeted that they had been “overwhelmed” by “generosity from around the country”, with donations from more than 7,000 people. “Amazing and humbling,” they wrote.

 

Never doubt the value of the public library, whose uses are many, whose doors are open to all, a place to read, write, think, learn, and find respite.

It now turns out that the lead applicant for the new Rochester, NewYork, charter school has no degrees, or none that can be verified. He did not graduate from Rochester’s School Without Walls. He did not obtain a bachelor’s degree from online Western Governors University. He did not obtain a master’s or a doctorate from Concordia University.

But the charter school will open anyway. The head of the Board of Regents disclaims any responsibility. The review is conducted by the State Education Department, she says. Who runs the SED? Dr. Tisch selected the State Education Commissioner, Dr. John King, her classmate at Teachers College. Maybe he is responsible? But who is accountable? Anyone?

Dr. King is fast to hold teachers and principals accountable. Will anyone be held accountable for granting a charter and a guaranteed stream of public money to a young man with no experience or education credentials.

The Greater Works Charter School will open in September. As Dr. Tisch says, board members come and go. So do charter schools. No problem. The demolition of public education continues.

Arthur Goldstein, highly effective high school teacher in Queens, New York, posted the following on his blog NYC Educator. Since he says he found it on the Internet and its authorship is unattributed, I am shamelessly borrowing from his blog. If you open Arthur’s link, you will also get an illustration of a turkey teaching in the classroom to turtles.

 

Full disclosure–found on the internet, unattributed.

 

 

Ineffective: You don’t know how to cook a turkey. You serve a chicken instead. Half your family doesn’t show because they are unmotivated by your invitation, which was issued at the last minute via facebook. The other half turn on the football game and fall asleep. Your aunt tells your uncle where to stick the drumstick and a brawl erupts. Food is served on paper plates in front of the TV. You watch the game, and root for the Redskins.

 

Developing: You set the alarm, but don’t get up and the turkey is undercooked. 3 children are laughing while you say grace. 4 of your nephews refuse to watch the game with the rest of the family because you have failed to offer differentiated game choices. Conversation during dinner is marked by family members mumbling under their breath at your Aunt Rose, who confuses the Mayflower with the Titanic after her third Martini. Only the drunk guests thank you on the way out. Your team loses the game.

 

Effective: The turkey is heated to the right temperature. All the guests, whom you have invited by formal written correspondence, arrive on time with their assigned dish to pass. Your nephew sneaks near the desert dish, but quickly walks away when you mention that it is being saved until after dinner. You share a meal in which all family members speak respectfully in turn as they share their thoughts on the meaning of Thanksgiving. All foods served at the table can be traced historically to the time of the Pilgrims. You watch the game as a family, cheer in unison for your team. They win.

 

Highly Effective: The turkey, which has been growing free range in your back yard, comes in your house and jumps in the oven. The guests, who wrote to ask you please be invited to your house, show early with foods to fit all dietary and cultural needs. You watch the game on tape, but only as an video prompt for your family discussion of man’s inhumanity to man. Your family plays six degrees of Sir Francis Bacon and is thus able to resolve, once and for all, the issue of whether Oswald acted alone.

Originally posted November 28, 2013

 

 

Containing his discussion of the Founders’ rationale for separating church and state, Frank Brealin writes:

“There was a second reason why the Founders feared that bringing religion into politics would have a divisive effect on our young nation — the rise of political and religious opportunists, who would inflame political issues to further themselves. Religion would become both a theatrical performance and a political tool as charlatans hypocritically showboated their piety to manipulate the crowd for political gain.

“Religious hypocrites would disguise their lack of convictions by putting their finger in their mouth, holding it high in the air to determine which way the political wind was blowing, and telling their audience what it wanted to hear. These individuals well understood the art of inciting “enthusiasm” or hysteria toward some plan of action and labeling it “the Will of God.”

“The Founders would have blanched at a government official returning to constituents and pandering to their religious prejudices to gain a following or court popularity. Not that an official couldn’t take part in a religious service, but only as a private citizen and not as a member of government, lest people think that he were lending the power and prestige of his office to their church or religion….

“As experienced men of the world, the Founding Fathers also knew how some politicians or government agencies might use religion on an impressionable audience to seek power, votes, or advancement. Some of the Founders were also highly educated, even erudite, men, especially Thomas Jefferson, whose library contained a Who’s Who of great authors, one of whom was the French playwright Moliere, and one of whose plays was Tartuffe, the incarnation of religious hypocrisy.

“It is both an uproarious romp into the icy regions of a terrible inner emptiness devoid of conviction, as well as a manual for observing the bobbings and weavings of unctuous sanctimony raised to high art.

“In that great patrician school of Parisian sophistication, it was thought that the only way to effect moral reform was not by sermons, but by being laughed at, since few can survive the acid of ridicule. Many don’t mind being thought a scoundrel, but no one a fool! Castigat ridendo mores (“Comedy corrects manners”) was the essence of Moliere’s art that skewered human folly in its many guises.”

Frank Breslin, retired teacher of history and languages, explains here why the Founders of our nation insisted on separation of church and state.

He begins:

“We have a long tradition in America of the Separation of Church and State that prohibits government’s promotion of religion, on the one hand, and interference with its free exercise, on the other. In their refusal to establish a state church or to favor one religion over another, the Founding Fathers did not think that religion was bad, but that there was something amiss in human nature, a certain tendency, a will to power, a lust for domination, that always bore watching.

“It was a virus that lay dormant until its host came to power, whereupon that person or group of persons became suddenly rabid with a mania that sought to punish or persecute everyone not of their fold or persuasion. Paradoxically, the guise under which this malady manifested itself, as the history of Europe made only too plain, was that of religion.

“The Founders thought that religion, something good in itself, could be used for good or bad ends, and, unless preventive measures were taken, it could induce in the susceptible a form of madness so malignant and destructive as to destroy the very essence of religion itself. By persecuting whoever refused to accept their religion or whose lives were deemed as insufficiently righteous, those now in power imposed a religious tyranny so suffocating in its totalitarian grip, scope, and detail that one immediately thinks of barbed wire and concentration camps.

“”Nothing was ever made straight with the crooked timber of humanity,” was Immanuel Kant’s take on such would-be utopians in their spiritual Gulags. Even something as pure and noble as religious feeling, given the weak human vessels in which it was housed, could become tragically twisted, bringing into the world unspeakable horrors.”

The third and final installment in the National Council of Thanksgiving Quality (NCTQ) advisories offers helpful advice about how to continue rating your own Thanksgiving dinner (and that of your neighbors).

 

And don’t forget the Pledge:

 

Our Pledge (Talking Turkey):

At NCTQ, we will continue to publish reports that represent the terrible quality of your family’s Thanksgiving Dinner. We will continue to support and publish research on standards and best practices for Thanksgiving Dinner, and we will work to impose those standards on your family. We will use whatever research we can find or create to forward these goals. We will lobby politicians and corporate sponsors to achieve our ends. We seek to standardize all Thanksgiving Dinners, so all US families can be sure they are presenting the best Thanksgiving Dinner for their children. We will also create and support private corporations that will derive enormous profits from delivering a high-quality Thanksgiving Dinner to your family. We will not rest until every child has the high-quality Thanksgiving Dinner he or she deserves.

When you hear about NCTQ, think TURKEY!!