Archives for category: Principals

Marge Borchert was a member of the Blog’s honor roll. She recently died, only months after her retirement as principal of Allendale Elementary School in upstate New York. This is the post where I named her to the honor roll. I did so because of a letter she wrote to the children in her school. Also, because she got a zero growth score after many of her students opted out. She wore her rating as a badge of honor. She loved the children in her school. She was kind. She was a good principal.

 

This is the letter:

 

Dear Boys & Girls,

 

I wanted to write you a letter telling you how very much I enjoyed and continue to enjoy all of the painted rocks that you made. They are a great addition to our beautiful garden. I loved looking at each and every one of them this summer. I stopped to admire them when I checked on the flowers that were planted by your parents. Quite honestly, they brought a smile to my face even on rainy days. The rocks are as unique and colorful as each one of you. Each rock is painted with your own unique story.

 

The butterfly bush that is growing outside of my office window is blooming, and it is the most beautiful shade of purple that I have ever seen. A ruby throated hummingbird has been visiting that bush every day since it bloomed. I am looking forward to seeing a butterfly visit. The baby sparrows in the birdhouse have learned to fly, and have moved away. The crow that was tormenting the baby rabbits seems to have learned not to poke its beak in their home. Several of us watched in astonishment as the mother rabbit chased after that crow, jumped in the air and batted at that crow with its front paw. This was the first time that I have ever seen such a sport! That mother rabbit had strong protective instincts– just like your moms. We can learn so much by observing nature. Who knew that there was so much to !earn by just taking some time to stop, look, and listen.

 

So…..by now all of you are wondering why I was inspired to write you such a long letter. It is simply for this reason. I want each and every one of you to know that you inspire me on a daily basis. Each and every one of you is unique and colorful in your own special way. Each of you has a special talent, and you are loved. I intend to hold on to these thoughts when I look at the New York State scores, and I encourage your parents to do the same. The scores are not a true picture of who you are in this world. You can and will bloom when you are ready. You will fly when you are ready. It is entirely up to you to decide what you will grow up to be in life. It all depends on you. Remember the mother rabbit who used her own unique talents and skills to “fear that nasty crow nevermore. ”

 

In my heart — you truly rock!!! I can’t wait to see you in September!!

 

Love Always,

 

Mrs. Borchert

 

P.S. These are the books that I read this summer:

The Diary of Anne Frank

Hunger Games by Suzanne Collins

Black Beauty by Anna Sewell

Recidicide by Kelly Gallagher

The Story Killers by Terrence 0. Moore

David & Goliath by Macolm Gledwell

Outliers by Malcolm Gladwell

Children of the Core by Kris L. Nielsen

The Bible

 

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Troy LaRaviere took the job as principal of Blaine Elementary School, which was already a respected and successful school, and promised to make it the #1 rated neighborhood school in the city within six years. He did it. He also courted trouble by publicly criticizing Mayor Rahm Emanuel for his harmful education policy that favored charters over public schools. And he courted more trouble by endorsing Bernie Sanders and becoming a Sanders delegate at the Democratic National Convention. But his greatest transgressions were his repeated critiques of the high-level mismanagement of the school system under mayoral control.

In this post, he announces his resignation, explains the methods he used at Blaine to achieve success, and once again blasts Rahm.

Troy, I know you have a great future ahead of you. I hope another big district is wise enough to hire you.

If Rahm Emanuel were wise, he would ask you to become Superintendent of Schools and help every elementary school in the city.

Fred Klonsky reports on emails sent from Governor Bruce Rauner, when he was a private citizen, to Mayor Rahm Emanuel. Emanuel fought in court to keep the emails under lock and key, but was eventually forced to release them by court order.

Citizen Rauner expressed his unedited views of educators in Chicago:

Gov. Bruce Rauner once told some of Chicago’s wealthiest and most influential civic leaders that half of the Chicago Public Schools teachers “are virtually illiterate” and half of the city’s principals are “incompetent,” according to emails Mayor Rahm Emanuel’s administration released Thursday under a court order.

Rauner made the assertion five years ago when he was a wealthy private equity executive and an active participant in Chicago school reform. His emails were part of a discussion with affluent education reform activists connected to the Chicago Public Education Fund, including Penny Pritzker, now U.S. commerce secretary; billionaire hedge fund manager Ken Griffin; Chicago investment executive Mellody Hobson; and Helen Zell, the wife of billionaire real estate magnate Sam Zell.

“Teacher evaluation is critically important, but in a massive bureaucracy with a hostile union, where 50% of principals are managerially incompetent and half of teachers are virtually illiterate, a complete multi-dimensional evaluation system with huge subjectivity in it will be attacked, manipulated and marginalized – the status quo will prevail,” Rauner wrote in a December 2011 email arguing for a strong system of teacher and principal evaluations in the district. “It’s much more critical that we develop a consistent, rigorous, objective, understandable measure and reporting system for student growth upon which all further evaluation of performance will depend.”

We know that Governor Rauner loves charter schools, especially those that do not have unions, where the teachers are young college graduates with little or no experience.

Now we have a clue about why he has been unwilling to fund Chicago public schools.

The Chicago Sun-Times reports that Chicago is experiencing an exodus of experienced principals.

Forty-two Chicago Public Schools principals resigned this year, the most since Mayor Rahm Emanuel took office.

And 23 principals, out of about 515 total, decided to retire, a number somewhat higher than the last several years. The 65 school leaders departing this past school year saw more budget cuts, including unprecedented cuts midyear. Since 2011, the next highest number was 37 resignations in 2014. In 2012, only 13 departed, but 96 retired that year.

Mayor Emanuel has made his contempt for public schools clear, as well as his preference for privately managed, non-union charter schools.

CPS’ chief education officer Janice Jackson acknowledged the financial pressures, saying, “Our principals and teachers are leaving for jobs where their district doesn’t have to take hundreds of millions of dollars out of the classroom to fund their pensions.”

Ousted CPS principal Troy LaRaviere, who recently took office as head of the Chicago Principals and Administrators Association, said the pressure has been building for years.

“It’s the cumulative effects of being consistently under the weight of a district that finds one way after another to undermine the efforts [principals] put forth on behalf of their students,” he said. “Our ability to do our job depends on resources, and they take more of them away every year impairing our ability to do our job more and more.”

Until Thursday, when a temporary state budget was finally approved, principals were bracing themselves for cuts to their school budget of 26 percent on average. That was on top of cuts earlier in the school year to special education and warnings to stockpile cash so CPS could afford $676 million toward teacher pensions. They still don’t have budgets for September — and won’t for at least another week.

In recent years, the district privatized school cleaning, taking away principals’ power to manage janitors in their buildings. CPS shuttered a record 50 neighborhood schools. Budgets were cut sharply the same summer that former CEO Barbara Byrd-Bennett pushed a $20 million no-bid contract for principal training that participants immediately denounced as shoddy.

Mayor Emanuel is effectively driving the public schools and their personnel into the ground. He is a poor steward of public education. What public responsibility is greater than the education of the city’s children?

Interesting times in Chicago. Frightening too. Can the nation’s third largest school district survive?

 

Mike Klonsky reports that Mayor Rahm, who does not like public schools, has proposed a 40% budget cut.

 

It is tough to teach amidst so much instability, austerity, and hostility.

 

Meanwhile, Blaine Elementary School’s dissident and suspended principal, Troy LaRaviere, was elected as president of the Chicago Principal and Adobistrators Association. Troy was suspended and may soon be fired, despite winning many awards. He has been an outspoken critic of Mayor Rahm.

 

A few weeks ago, Troy LaRaviere was removed as principal of Blaine Elementary School by officials at the Chicago Public Schools headquarters. He had previously been warned about his boldness in criticizing the school system and Mayor Rahm Emanuel. LaRaviere openly campaigned for Emanuel’s opponent, Chuy Garcia, and for Bernie Sanders.

 

In this post, LaRaviere explains how and why he was removed from his school.

 

It reads like the latest issue of “True Detective.”

 

It exemplifies the thuggery that is often called “the Chicago Way.”

The outspoken elementary school principal Troy LaRaviere was summarily removed from his position, without explanation. He endorsed Chuy Garcia against Rahm Emanuel in the last election. He encouraged his students to opt out. He is principled and fearless. He is an outstanding educator but that was not good enough in a city with mayoral control.

 

Fred Klonsky comments here on LaRaviere’s abrupt ouster.

 

 

Paul Thomas spent many years as a high school teacher in rural South Carolina before becoming a professor at Furman University. As those of you who have followed his writings know, Thomas is a powerful social critic.

 

He has recently written a series of articles criticizing the mainstream media for swallowing the corporate reform line about “the crisis in our schools.” He points out that the media have been complaining about our “terrible” schools for over a hundred years and predicting that the schools will ruin our economy (which has never happened).

 

In his first post on this topic, he cites the article by Motoko Rich in the New York Times about a high school in South Carolina that has rising graduation rates but less-than-stellar test scores. The point of the article is that graduation rates are rising because standards are falling. The article was followed up by an editorial lamenting the crisis in our schools and calling for more testing and more of the reforms that have failed for the past 15 years.

 

 

Thomas writes:

 

 

Here, then, let me offer a few keys to moving beyond the reductive crisis-meme-as-education-journalism:

 

Public education has never been and is not now in crisis. “Crisis” is the wrong metaphor for entrenched patterns that have existed over a century. A jet plane crash landing into the Hudson River is a crisis; public education suffers under forces far more complicated than a crisis.

 
Metrics such as high-stakes test scores and graduation rates have always and currently tell us more about the conditions of children’s lives than to what degree public schools are effective.

 
Short-hand terms such as “college and career ready” and “grade-level reading” are little more than hokum; they are the inadequate verbal versions of the metrics noted above.

 
The nebulous relationship between the quality of education in the U.S. and the fragility of the U.S. economy simply has never existed. Throughout the past century, no one has ever found any direct or clear positive correlation between measures of educational quality in the U.S. and the strength of the U.S. economy.

 
Yes, racial and class segregation is on the rise in the U.S., and so-called majority-minority schools as well as high-poverty schools are quickly becoming the norm of public education. While demographics of race and class remain strongly correlated with the metrics we use to label schools as failing, the problem lies in the data (high-stakes tests remain race, class, and gender biased), not necessarily the students, teachers, or administrators.

 
However, historically and currently, public education’s great failures are two-fold: (1) public schools reflect the staggering social inequities of the U.S. culture, and (2) public schools too often perpetuate those same inequities (for example, tracking and disciplinary policies).

 
The mainstream media’s meat grinder of crisis-only reporting on public education achieves some extremely powerful and corrosive consequences.

 

First, the public remains grossly misinformed about public schools as a foundational institution in a democracy.

 

Next, that misleading and inaccurate crisis narrative fuels the political myopia behind remaining within the same education policy paradigm that has never addressed the real problems and never achieved the promises attached to each new policy (see from NCLB to ESSA).

 

And finally, this fact remains: Political and public will in the U.S. has failed public education; it has not failed us.

 

 

Paul Thomas received a few complaints on Twitter about his post and he returned with a second post, in which he notes that journalists who write about education seldom seek comments from teachers, principals, and informed education scholars. Instead, they quote think-tank spokesmen, economists, political scientists, statisticians, business leaders, and others who have little or no understanding of the reality of schooling. By bypassing those who actually have experience in education, journalists recycle the “crisis” narrative while ignoring the genuine problems in education and society (e.g., resegregation, inequitable resources, the pernicious effects of high-stakes testing) that should be changed.

 

Thomas writes:

 

My argument is that since most political leaders and political appointees governing education as well as most journalists covering education are without educational experience or expertise, these compelling but false narratives are simply recycled endlessly, digging the hole deeper and deeper….

 

And on the rare occasion that I am interviewed by a journalist, I can predict what will happen: the journalist is always stunned by what I offer, typically challenging evidence-based claims because they go against the compelling but false narratives.

 

No, there is no positive correlation between educational quality and any country’s economy.

 

No, teacher quality is actually dwarfed by out-of-school factors in terms of student achievement.

 

No, charter and private schools are not superior to public schools.

 

No, school choice has not worked, except to re-segregate schools.

 

No, merit pay does not work, and is something teachers do not want. Teachers are far more concerned about their autonomy and working conditions.

 

No, standards do not work—never have—and high-stakes testing is mostly a reflection of children’s lives, not their teachers or their schools.

 

This list could go on, but I think I have made my point.

 

When one of the journalists tweeted that she knows how to be a journalist, “It is my profession,” Thomas felt compelled to write yet a third post on the failures of education journalists in writing about education. Basically, he replies that if journalists expect to be respected as professionals, why don’t they treat teachers as professionals?

 

He writes:

 

To be perfectly honest, education journalism has significantly failed to extend respect to educators—for decades.

The entire accountability era is built on the premise that schools are not effective because teachers simply do not try hard enough, that education lacks the proper incentives (usually negative) to demand the hard work needed for schools to excel.

The “bad teacher” mantra that has risen during the Obama presidency, and the increase of calls for and uses of value-added methods (VAM) to evaluate teachers both further de-professionalize and demonize teachers—and the great majority of education journalism has embraced, not refuted, these.

 

And as I have already noted, the favorite meme of education journalism remains (for over 150 years) that education is in crisis.

 

How would journalists feel if “journalism is in crisis” was the primary and initial given about their field, for a century and a half? Does that honor your professionalism? Especially if you have little or no power over your field, especially if your voice is nearly muted from the discussion?….

 

What does it say to teachers when mainstream education journalists are quoting one think tank leader with no experience in education (and a degree in a field that is not education) more than all the quoting of classroom teachers combined?

 

Anthony Cody read Paul Thomas’s posts about the media and suggested that his ideas should open up a wider debate about whose voices get heard in the public debates about education.

 

Cody was especially disturbed that the Education Writers Association, which had awarded prizes to his work in the past, would no longer give full membership to bloggers like Anthony Cody, Paul Thomas, and Mercedes Schneider (or me, for that matter). None of them will ever be eligible for prizes for their writing and investigative work. Cody received an explanation from EWA staff saying that the work of bloggers did not meet their high standards for independent journalism. “Among many factors, we look for is the media outlet’s independence from what is covered, institutional verifications, and editorial processes.”

 

This is almost comical: Are education journalists subsidized and/or employed by Eli Broad, Rupert Murdoch, Bill Gates, the Walton family, and Michael Bloomberg more independent than bloggers who are paid by no one at all? Should all the education journalists at the Los Angeles Times be excluded from EWA since Eli Broad and a few other billionaires are underwriting education reporting there? What assurance does the public have that they are allowed to criticize Broad, who wants to control the city’s public schools? As between bloggers like Anthony Cody or Paul Thomas and reporters who work for a publisher who loves corporate reform ideas, who do you think would be more independent?

 

Cody suggests that EWA would do well to revise its bylaws and open its full membership to bloggers, because many are current or former classroom teachers and could add different perspectives, different experiences, and expertise to the other members of EWA.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Troy LaRaviere won the Mayor’s merit award for principals in Chicago, for the third year in a row. This is funny, because LaRaviere has been Rahm Emanuel’s most outspoken critic. Troy spoke out against the privatization of janitorial services; he compiled the data to show that public schools outperform charter schools; he endorsed Chuy Garcia, Rahm’s opponent. He urged the parents at his school, Blaine Elementary, to opt out of the state tests. He is fearless and outspoken. But he is also the best principal in the city.

 

Ben Joravsky writes:

 

Despite LaRaviere’s record of opposition to the mayor’s school policies, this principal has won three $10,000 merit pay awards (totaling $30,000) for school years 2011-12, 2012-13 and 2013-14. He may have won one for last year—CPS hasn’t announced them yet.

 

That’s means he’s received more money in merit pay than any other principal in the city—including those from the mayor’s much-adored charter schools.

 

When I saw Rahm had given Troy so much love, I thought I owed the mayor an apology.

 

I’d always viewed him as one of those vengeful, cutthroat types. And here it turns out he’s a turn-the-other-cheek kind of guy. Next think you know he’s going to give me the keys to the city.

 

Then I called LaRaviere. And it turns out Mayor Emanuel had nothing to do with giving out that merit pay.

 

Well, OK, yes, it’s true that the idea of giving merit pay to principals is something that Mayor Emanuel came up with back in 2011.

 

And yes it was Mayor Emanuel who raised the $5 million for the awards by passing the hat among some of his closest political allies, including Penny Pritzker, who donated $1 million, and Bruce Rauner, who donated $2 million.

 

 

Joravsky concludes that other principals who have kept quiet should step up and speak their minds. If Troy LaRaviere could win a merit award of $10,000, three years in a row, there is no excuse for anyone to bite their tongue.

In today’s New York Times, Nicholas Kristof offers a list of “gifts with meaning” for Christmas giving.

 

He can’t avoid making a gratuitous slap at public education.

 

He writes:

 

We’re seeing painful upheavals about race on university campuses these days, but the civil rights issue in America today is our pre-K through 12th grade education system, which routinely sends the neediest kids to the worst schools. To address these roots of inequality, a group called Communities in Schools (communitiesinschools.org) supports disadvantaged kids, mostly black and Latino, in elementary, middle and high schools around the country.

 

I’m all for sending money to Communities in Schools, but it is an outright lie to say that our K-12 education system “routinely sends the neediest kids to the worst schools.” Some of our nation’s most dedicated teachers and principals are working in schools in the nation’s poorest communities. The children they serve include disproportionate numbers who have disabilities and who don’t speak English. Many live in unsafe neighborhoods, seldom get routine medical care, do not have food security or even a home. Almost all so-called “failing schools” are located in neighborhoods that are racially segregated and impoverished. Why would Kristof smear the professionals who work there in a spirit of service?

 

I got an email from the celebrated children’s book author Jean Marzollo, who wrote that she was outraged by Kristof’s derogatory comments about the schools:

 

My anger came from what I thought was a sweeping insult to the people who work in his so-called “worst schools.” When visiting schools over the years as a children’s book author, I have met many wonderful teachers, principals, and other staff members in his so-called “worst schools” that serve our “disadvantaged kids, mostly black and Latino.” The word “routinely” is a bit insulting, too, because it implies that people in charge of schools don’t care.

 

I wish Mr. Kristof had said that “…the civil rights issue in America today is our pre-K through 12th grade education system, which for various legal and financial reasons sends our neediest kids to schools with the highest populations of poor kids. The fundamental problem of our neediest kids and our neediest schools is poverty.”

 

The civil rights issue of our time is to reduce poverty and eliminate segregated neighborhoods, so that all children have the opportunity to have a good life and the opportunity to go to a good school.

 

Of all the people writing for the New York Times today, Nicholas Kristof should understand the link between poverty and low academic outcomes.