Archives for category: Connecticut

The South Bronx blogger is a teacher in one of New York City’s poorest neighborhoods.

He is outraged that StudentsFirst issued a self-aggrandizing statement about the Connecticut massacre that ignored the heroism of the staff (whose tenure and benefits StudentsFirst tried to diminish in the last session of the legislature) and referred to 20 precious and beloved children as “assets.” SF assures the people of Connecticut that it stands ready to reform schools like Sandy Hook.

Need I say that this intrusion of self-interest is contemptible?

Thanks to SF, Connecticut will count student test scores as part of a teacher’s evaluation. The papers say that the killer had high test scores.

The evaluation will not take into account the remarkable courage and integrity, the strength and devotion, the depth of commitment, that caused so many of the teachers at the Sandy Hook school to lay down their lives for their children–not their “assets”–their children.

From a teacher in Wisconsin:

I can’t stop crying. In 1994 my associate principal was shot at my school here in Wisconsin. I have had counseling through the years but when something like this happens I am right back to 1994. I remain in teaching because I love working with my students but how can we live in a society where this continues to be possible? Is there something fundamentally corrupted within our collective soul that we fail to respond to safeguard all of our future? I attended my children’s elementary school holiday concert yesterday with tears. I woke up repeatedly last night and am now up at 5 AM trying to make some sense of life. I am still in tears.

From a retired principal:

I am a retired principal of an elementary school. I don’t have any answers either but, as most educators know, cuts in social workers, limited powers of educators who know there are kids who need mental health services but are constrained by “rules” that dictate which kids get help and which kids do not, and parents who cannot face the fact that their child has problems that need to be addressed. In my last year as a principal, the superintendent asked us to make a choice between cutting speech and language specialists or social workers. I expressed that this was not a choice I could make but was the only principal in the district who spoke to this issue. We educators need to speak up and tell legislators what is happening at schools.

From a teacher:

Confused,

As a teacher in Connecticut, near Sandy Hook, I saw the look on my fellow colleagues faces that we no longer could say that something like this could never happen here. I teach in an amazing suburban school district, like Newtown, and it was clear that our high school was in no way safer because of its location if something like this could happen a few towns away.

Yet I knew that many teachers in Connecticut were having similar thoughts. My husband teaches in the city of Bridgeport and he heard the news while he was watching his 5th graders during recess. He messages me that he could barely keep it together as he saw them playing innocently on the playground when just a few weeks ago the school was locked down for the third or fourth time this year due to gun violence in the neighborhood.

I received a call from my mom who teaches kindergarten also in Bpt. and was home ill yesterday. We both began crying as we shared that we knew it was a kindergarten that was targeted. I knew it could have been her school,which is my sons school. My son, who I know we both were thinking of at that exact moment, whose kindergarten classroom is directly across from hers.

This could have been my aunts school or any of the other 3 schools that I have had the honor of teaching in. This was the school of my fellow friends and high school classmates. Yesterday I learned of who was safe and today I have been told of how my circle of friends and colleagues has been impacted. We are not safe in our classrooms just because this and other tragedies have happened in different states, different towns, or other coasts. This is the elephant in the room that so many have ignored and said that today is not the day to address.

We as teachers have homework to do. We need to be the ones that have the conversation regarding the reality of gun violence in our country with our government elected officials. We need to be the group that regardless of our political affiliations stand together and say that enough is enough. We need to be the group that marches and says we will not leave until our children can go to school and be safe.

In the next 15 days I will give birth to our third child and I pray that this child will never have to hear what we heard on the news yesterday. I pray that my son will continue to be shielded from the events until I can explain it to him when he is older. I pray most of all that children will be allowed to keep their innocence and not have someone steal it away. Ironically, yesterday in English we finished reading The Catcher in The Rye. I find myself wishing I could follow Holden’s dream and keep the children of Sandy Hook from loosing their innocence.

From Jere Hochman, superintendent of schools in Bedford, New York:

Daily, your followers find wisdom, insight, and courage in your posts – an ally in taking on one educational cause or another. Today, we find comfort – and an ally in taking on causes of life and death proportion. And – to Lisa (above) – thank you for sharing. The loss of a son to gun violence is just tragic. May his memory be a blessing.

If only America had a memory – and Presidents and Governors and Legislators had some courage.

30 years ago (next month) my principal, my fellow assistant principal, and I with others literally wrote the book as we worked through a school shooting. Three students died and not a day goes by… And, so it began – “counselors will be available” – how to talk to children about death – gun accessibility – calls for metal detectors (which do not stop terrorists and those on an evil mission). 30 years later, nothing has changed.

And, after mourning these deaths, hearing the stories of teacher heroism, and responding to the questions about our schools locally – it will be business as usual.

* Not one gun will be removed from the streets or deemed illegal and the NRA will spin their usual “guns don’t kill people, people kill people.”

* Federal, state, and local funding for mental health services and social services will continue to be cut drastically from budgets.

* Local CPS (child protection services) and “hot lines” will continue to be understaffed and overloaded with cases that never get addressed.

The only glimmer of hope is that Mr. Obama does not have to worry about re-election and maybe, just maybe, there are a few other legislators out there who care more about lives and principles than getting re-elected.

I couldn’t bear watching the news anymore. I went to see “Lincoln” at the neighborhood multiplex. Sat through about six previews of coming attractions. Every one of them featured guns and violence. One was about 1930s gangs. Lots of shooting and killing.

I kept wondering why Hollywood glamorizes violence. Why are guns such a symbol of power and excitement, a sexualized object?

And we wonder why so many people turn to guns to express their inner turmoil, why so many deranged people think they can be as “glamorous” as the killers onscreen.

When will Hollywood and the rest of the media recognize their responsibility for the cult of violence?

When do we ban guns? Why not?

Researchers usually find that students flourish where there is stability in the school, with an experienced staff, clear expectations, small classes, and a rich curriculum.

In Kentucky, first state to implement and test the Common Core, student scores fell and achievement gaps widened.

This teacher in Connecticut foresees rough weather ahead as the state and federal government launch a massive experiment:

I wonder about the impact specifically in Connecticut where we are rolling out a new comprehensive teacher evaluation system at the same time [as Common Core]….so we have teachers learning new standards, possibly new curriculum, new evaluation processes, new observational rubrics for lessons, teaching and then setting learning goals based on results of one type of test in 2014, and then another online, common core test in 2015…how many schools will fail? How many teachers will not make gains with their students? How many will be fired? How many schools will be taken over? How will the students handle all the stress and change in the schools? It sounds to me like a lot of people will benefit – private companies waiting to take over schools, publishers, trainers, RESCS, but the hands-down, biggest loser will be the students. It is going to be a rough ride in Connecticut for a few years as this experiment unfolds.

The Gates Foundation awarded $5 million to Hartford, Connecticut, schools, most of which will go to two charter school companies. One has never enrolled an English language learner. The other has small numbers of ELLs and students with disabilities; it was co-founded by the state’s Commissioner of Education. The governor, mayor and state commissioner appeared at a news conference to celebrate the grant, which will be administered by a private group.

Joanne Barkan has written an excellent summary of how public education fared in the recent elections.

Barkan knows how to follow the money. Her article “Got Dough?” showed the influence of the billionaires on education policy.

She begins her analysis of the 2012 elections with this overview of Barack Obama’s embrace of GOP education dogma:

“Barack Obama’s K-12 “reform” policies have brought misery to public schools across the country: more standardized testing, faulty evaluations for teachers based on student test scores, more public schools shut down rather than improved, more privately managed and for-profit charter schools soaking up tax dollars but providing little improvement, more money wasted on unproven computer-based instruction, and more opportunities for private foundations to steer public policy. Obama’s agenda has also fortified a crazy-quilt political coalition on education that stretches from centrist ed-reform functionaries to conservatives aiming to undermine unions and privatize public schools to right-wingers seeking tax dollars for religious charters. Mitt Romney’s education program was worse in only one significant way: Romney also supported vouchers that allow parents to take their per-child public-education funding to private schools, including religious schools.”

Barkan’s analysis shows significant wins for supporters of public education–the upset of uber-reformer Tony Bennett in Indiana, the repeal of the Luna laws in Idaho, and the passage of a tax increase in California–and some significant losses–the passage of charter initiatives in Georgia and Washington State.

The interesting common thread in many of the key elections was the deluge of big money to advance the anti-public education agenda.

Even more interesting is how few people put up the big money. If Barkan were to collate a list of those who contributed $10,000 or more to these campaigns, the number of people on the list would be very small, maybe a few hundred. If the list were restricted to $20,000 or more, it would very likely be fewer than 50 people, maybe less.

This tiny number of moguls is buying education policy in state after state. How many have their own children in the schools they seek to control? Probably none.

The good news is that they don’t win every time. The bad news is that their money is sometimes sufficient to overwhelm democratic control of public education.

The recent election in Bridgeport, Connecticut, was a major setback for corporate-style “reform” in that city.

The mayor launched a well-funded campaign to persuade voters to give up their democratic right to elect their school board and to give him control of the public schools.

Miraculously, despite his huge advantage in money and power, the mayor lost. The voters said no. Democracy won.

As Stamford attorney and civil rights advocate Wendy Lecker explains here, the state government has disregarded the message. Governor Dannell Malloy continues with his regime of high-stakes testing, school closings, nullification of local democracy, and privatization, carried out by State Commissioner of Education (and charter advocate) Stefan Pryor.