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David Berliner: The Dangerous, Treasonous Attack on Certified Teachers

By dianeravitch
August 17, 2022 //
44

David Berliner is one of the most accomplished education scholars in the nation. A list of his accomplishments would fill a couple of pages so I will say only that the Regius Professor Emeritus at Arizona State University.

Berliner shared his thoughts about the current efforts in red states to destroy the teaching profession:

My Incredibly Short Career as a Brain Surgeon and Some Thoughts About Teaching

When I was an undergraduate psychology major at UCLA I studied physiological psychology, particularly neuroanatomy. During my Masters’program at California State College at Los Angeles I landed a job as a research assistant at the UCLAbrain research center. There I did some fascinatingstudies of brain functioning. Well, more accurately, my job was to get some rats drunk and then test them. I gave the rats a little alcohol, then I had a little alcohol, then they got a bit more, and then I…. well, I am sure you get the picture. I continued to read my physiological psychology textbooks, and in addition have found the works of Oliver Sachs and A. S. Luria to be wonderful reading. In fact, it was Sachs’ engaging “The man who mistook his wife for a hat”that inspired me to write essays such as this.

I note also that I frequently buy and avidly read whatever popular science magazines come out featuring stories about the brain. I am up on CAT scans and fMRIs and the latest techniques for stroke victims, and much, much more. Just as important as all the technical knowledge I posses is the fact that I also have a flair for carving, a skill attested to by anyone who has had thanksgiving dinner with my family.

Naturally, with such interest, such knowledge, and such skills, I have always thought that I would make a great brain surgeon. My secret fantasy was to become the greatest brain cartographer in modern times, locator of Berliners’ spot, or the Berliner bundle. I secretly dreamed I could eventually locate and describe how memory works–a goal of every psychologist.

Then, out of the blue, the most wonderful opportunity arose. I discovered that there was a chance that I could get to be a brain surgeon after all. I might actually be able to practice my real vocational love. This wonderful and exciting change in my life, one that I had dreamed about for so long, was suddenly within my grasp because that day, my newspaper ran a feature story on the scarcity of surgeons at the hospitals serving the most needy members of our society. One of our largest State supported big-city hospitals complained that it was short neurosurgeons all week. Furthermore, on weekends, in the emergency rooms, they never had a specialist on whom to call.

My local newspaper, for many years, took a conservative, free market approach to the economy.So, over the years, it has often been in favor of deregulating just about everything, particularly teaching. On the day I was reading about the shortage in the emergency room my newspaper ran an editorial on socialism in the United States of America using the “inefficient public school system” as their model. They cited someone who believed that “government schools” were founded on Marxist-Leninist principles. America’s schools, the paper continued, were failures when measured against the rest of the world or against the results of private schooling. The newspapers’ solution was more free enterprise, including vouchers for children, having schools compete with each other, and the closing of the useless schools of education. They, and one of our many Arizona governors who ended up in prison, eventually argued that anyone with a bachelor’s degree could teach because teaching wasn’t all that complicated.

Our newspaper was then owned by the Pulliam family. That is the family that gave America the well-known intellectual Vice-president Dan Quayle. It was he who said, among other things, that his goal was to have as few government regulations as possible. Quayle’s views, the news from the hospital, and the editorial seemed to provide the perfect set of conditions for propelling me into the career I always wanted. I actually shivered with hope and excitement.

It was time for people with my kinds of skill to step in and serve where clear social needs had been identified. I thought, “let a thousand points of light shine!” I thought it was time to get government out of trying to do everything. What we needed was a resurgence of volunteerism to renew the spirit of America. I thought of John Kennedy and I asked not what my country could do for me but what I could do for my country. And so I went to the hospital that had reported the shortages and volunteered to take the neurosurgery rounds on weekends.

I told them I hold a doctors’ degree (well, actually, I really do have three doctorates, but I thought they would rebel if I asked them to call me Dr. Dr. Dr.). I informed them that I have a high level of knowledge about brain functioning and understood perfectly the technologies that existed to examine brains, and, with false modesty, I also told them that I really could carve quite well. While the hospital administrator was weighing my offer, I thought: “By golly, this is it, my big chance. I may be able to change careers over night and make my dear mother posthumously ecstatic, by becoming a “real” doctor.”

I sat there waiting, thinking that if computer programmers can become high school teachers of mathematics overnight; if oil company geologists can become earth science teachers overnight; if mothers of two with bachelor degrees in either home or international economics, choose to enter the classroom when their youngest goes off to school and can get a job immediately, without any training beyond their life skills; and if military personnel of all kinds can get jobs in schools, and even jobs to run schools,immediately after they serve our nation; then I, with my skills and interest in neuroanatomy, should prove to be a great catch for the field of medicine. I knew I had what it takes and now here I was getting ready to demonstrate my talents. It was so exciting!

Alas. My hopes were quickly dashed. The administrator of the hospital informed me that they had no openings at that moment, but that one of their other physicians, a psychiatrist, would like to see me. I left quickly. I could tell he did not believe that I had enough knowledge and skill for the job, and I think that I sensed correctly that I could never convince him otherwise. I was crushed.

********************************************************

I don’t know why, but for some strange reason people think that medicine is hard and teaching is easy. But let’s look a little closer at that. A physician usually works with one patient at a time, while a teacher serves 25, 30 or in places like Los Angeles and other large cities, they may be serving 35 or more youngsters simultaneously. Many of these students don’t speak English well. Typically, anywhere from 5-15% will show emotional and/or cognitive disabilities. Most are poor, and many reside in single parent families. There is also another important difference in the motives of patients and students. Most patients seek out their physicians, choosing to be in their office. On the other hand, many students seek to be out-of-class, preferring the streets to classrooms thatcannot engage them, and in which they often are made to feel inadequate.

I always wonder how physicians would fare if 30 or so kids with the kinds of sociological characteristics I just described showed up for medical treatment all at once, and then left 50 minutes later, healed or not!And suppose that chaotic scene was immediately followed by thirty or more different kids, but with similar sociological backgrounds, also in need of personal attention. And they too stayed about 50 minutes, and then they also had to leave. Imagine waves of these patients hitting a physicians’ office five or six times a day!

In addition, teachers are usually away from other adults for long segments of the day, with no one helping them, which makes possession of a strong bladder one of the least recognized attributes of an effective teacher. Physicians, on the other hand, often have a nurse and secretary to do some of the work necessary to allow them to concentrate on the central elements of their one-on-one practice. Andthey actually have time to relieve their bladdersbetween patients, which helps improve their decision making skills!

That so many teachers and schools do so well under the circumstances I just described shows how undervalued the craft of teaching is, and how little respect there is for pedagogical knowledge. In fact, much of the knowledge needed for teaching and for successful medical treatment is clinical knowledge, or tacit knowledge, not easily described, and hard to teach to someone else. That’s why physicians have grand rounds and a lengthy apprenticeship. Their prolonged apprenticeship is what gets them started learning what it means to be a practicing physician—not a competent student of biology, chemistry, and pharmacology. Every clinician (psychologists, physicians, social workers, and teachers alike) knows that book learning can only teach a little slice of what it means to be a success in practice. The recognition of this fact is the quite sensible reason behind the requirement that teachers need to take teaching methods courses such as how to teach mathematics, how to teach phonics and comprehension skills, how science is learned, and so forth. Course work in mathematics, English literature, and science have no more to say about the teaching of mathematics, literature, and physics than books on organic chemistry prepare a physician for their medical practice. Lengthy residencies are needed in medicine to learn to be a physician and extensive student teaching is needed to become a competent teacher. Fields of complexity, with a strong element of art infusing their practice, and with much of their knowledge base tacit, require prolonged time for learning the minimum, and much longer for learning to be competent on a regular basis.

They won’t let me be a brain surgeon because I have none of the tacit knowledge needed to go along with my book knowledge, interest, desire to serve the public, and of course, my superb carving skills. I can accept that. But why the hell would anyone think it’s different in education?

Please—let’s keep untrained but good-hearted people out of classrooms until and unless they get some training in how to do that complex job well. Classroom teaching is hard work, noble work, and in some way, the life and death of our nation in a global economy depends on having competent people doing such work. The physician is literally, rather than figuratively dealing with life and death. This gets them higher status, respect, and remuneration then our teachers get, but it is no more complex work, no more arduous, no more important to our nation, and certainly no more noble!

Let’s be clear: Those who come into teaching from other fields have much to contribute. But not if we count their other experience as equivalent to studying about teaching methods, and not if their other experiences excuse them from anapprenticeship such as student teaching, which most regularly certified teachers have experienced. Regularly certified teachers usually take 12-16 weeks of supervised student teaching. Those coming in to teaching from non- traditional routes, say those whoenter teaching through the program called Teach for America (TFA), experience much less practice. The bright, young, highly motivated, recent college graduates who join TFA, ordinarily have 5 weeks of teaching experience with students who are not likely to be similar to those they actually end up teaching. Listen to Matt Brown one of those bright, committed TFA recruits:

“when I walked in that door to my trailer, I didn’t have a freakin’ clue. I had been a 1st grader teacher for five weeks [the training period] and …I had never taught more than two hours in a day. I didn’t know how to set up a classroom, manage racial tensions, work with co-workers who weren’t thrilled I was there, deal with parents, unit plan…really ANYTHING. I was eaten alive right from the start, and never really found my footing.

….The stresses of the constant failure of my work began to change me in ways I’m not so proud to admit. I started to find myself snapping at my students, punishing them to prove a point, or yelling more and more (in real life, I never yell…and seldom actually get angry). I used to get extremely stressed during certain parts of the day (say, when a troublemaking student would be in my room for an hour), but I gradually began to feel that way during the whole day…and then on my ride to school, and then even when I woke up on a weekday. Some days, I got to school two hours early, only to sit in the parking lot with the music on full blast, and my sunglasses on…so nobody would know I was crying. Other days, I threw up before going to school. Often, a particularly bad event at school could keep me upset for two days straight.1

My former student and colleague, Dr. BarbaraVeltri, provides much more documentation from other first year underprepared teachers, all backing up Matt’s story about the failure of so many TFA recruits in their initial year. That’s why Veltri titled her oft citedbook “Learning on other peoples’ kids.”2 These are the poor, of course, the throw away kids: the kind of kids one learns to teach with. These are the ones on whom lots of mistakes are made, before moving out of the profession or on to schools with easier to teach children. By the way, it’s really no different in medicine. Had I gotten my job as a brain surgeon I am sure that I would have been working on the poorest people, where my “mistakes” would not have mattered as much! Our society does identify “lesser” humans, mostly the poor, and therefore frequentlyracial minorities, where inexperienced physicians andteachers are allowed to develop their skills. Higher rates of mistakes are permitted to be made with poor people, so that lower rates of mistakes will occur when dealing with “people of more substance!”

Perhaps the recognition of their incompetence, and their impotence in dealing with the overwhelming problems of poverty, are what drive many, like Matt (above) to leave the profession before their two-year commitment is up. It is certainly likely that Matt didn’tknow, and his coaches didn’t either because they lacked experience and were not scholars in education, that teachers have been found to make about .7 decisions per minute during interactive teaching!X Another researcher estimated that teachers’ decisions numbered about 1,500 per day.XDecision fatigue, is among the many reasons teachers are tired after what some critics call a short work day, forgetting or ignoring the enormous amount of time needed for preparation, for grading papersand homework, and for filling out bureaucratic formsand attending school meetings.

In fact, it takes about 10 years for teachers to hit their maximum ability to produce the most learningfrom their students.X But about the time the TFA dilatant teachers start to get competent in their job, around their fourth year,

64% of the TFA recruits have left the profession, a much higher rate than among regularly certified teachers.

To be fair, however, the 36% of TFA recruits who stay longer in the field then they originally committed to, are most welcome additions to the profession. But as they gained in competency, they may have hurt a lot of poor children during their apprenticeship by fire!

Lets face it: People who want to practice medicine or education without sufficient training are ignorant, arrogant, or both. And those that would let them do so will only allow them to work with throw-away humans—the flotsam and jetsam found in many urban hospital emergency rooms, and the powerless poor in the impoverished schools of rural America, or in the the same urban neighborhoods as many of our “teaching” hospitals.

In education, we might think of legislators and accrediting bodies that allow untrained personnel to enter classrooms as traitors. Yes, a harshpronouncement, I know, but the term fits. Persons who betray their country, are correctly called traitors. The legislators, accrediting bodies, and chambers-of-commerce that endorse putting untrained or minimally trained teachers before poor children are hurting America, betraying the principles that Jefferson explicated 200 years ago. Jefferson, a slave-holder and not nearly as democratic as we might have wanted one of our founding fathers to be, did help to persuade his fellow founders of the nation that the poor have talent in equal degree as do the rich. Thus,the poor deserved the same education as the rich, in order to cultivate those talents, so they can be used in service of the nation. He believed that the best way to preserve an ever-fragile democracy was a system of free public schooling. Those who would allow unqualified teachers to enter the classrooms of the poor are traitors to Jeffersonian principles.

So for me, advocates of an “open market” in teacher certification are deliberately hurting America, and that, to me, is a traitorous act, especially since the research shows that teaching credentials do matter, and do actually lead to higher student achievement3. On top of that, most advocates for a free market in credentialing would never allow their own children to have an untrained novice, or an inadequately trained teacher, nor would they allow their children to attend schools that rely heavily on such teachers. The hypocrisy and traitorous actions of legislators, business leaders, and policy analysts whoadvocate allowing anyone to teach in a school that would have them as teachers, ensures that social class social membership will remain as it is—difficult to modify. Moreover, the children most likely to be assigned teachers who have little, or no training, are children of color. So, on top of all my other charges, we might want to raise the issue of racism with the advocates of little or no credentialing for teachers. Traitors? Preservationists of the class structure? Racists? Wow! This is tough language for describing some of America’s most noted politicians, business people, and columnists. But until they put their own children in classes whose teachers are inadequately trained, I think it is fair to charge them with deliberately harming our nation. I’ll apologize to these anti-teacher-credentialing group when they let me operate on their family either as a teacher to their children, or as a surgeon on their brain!

-End-

1. Retrieved July 22, 2010, from: ​http://relentlesspoa.wordpress.com/2010/05/18/why-i-quit-teach-for-america/

2. Veltri, B. (2010). Learning on other peoples kids. Charlotte, NC: Infromation Age Publishing.

3. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2010).Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects. Journal of Human Resources 45 (3), 655-681. 

4. D-H.

5. *Researchers Hilda Borko and Richard Shavelson summarized studies that reported decisions perminute during interactive teaching.

6. *Researcher Philip Jackson (p. 149) said that elementary teachers have 200 to 300 exchanges with students every hour (between 1200-1500 a day), most of which are unplanned and unpredictable calling for teacher decisions, if not judgments.

 

Categories Accountability, Education Reform, Teach for America, Teacher Education, Teacher Shortage, Teachers, Teachers and Teaching

Tennessee: Local School Board Rejects Hillsdale Charter Endorsed by Governor

By dianeravitch
July 20, 2022 //
34

The Rutherford County School Board in Murfreesboro, Tennessee, rejected the American Classical Academy by a vote of 6-1. The charter school is Art of a chain affiliated with Hillsdale College. Board members were steaming about the derisive comments about teachers and teacher-training colleges recently made by Hillsdale President Larry Arnn. Arnn said in the presence of Governor Bill Lee: “The teachers are trained in the dumbest parts of the dumbest colleges in the country.” Lee did not come to the defense of Tennessee’s 80,000 teachers or its teacher education programs. He praised Arnn’s “vision.”

Educators across the state paid attention. So did school boards. And that is why a charter school affiliated with Arnn’s college did not get a charter in Rutherford County.

That group is affiliated with Hillsdale College, whose president was recently caught on hidden camera badmouthing teachers and the colleges that train them.

Board chair Tiffany Johnson said the people who would have run the school had privately tried to distance themselves from Hillsdale and those remarks, but they decided not to show up to defend themselves.

“The comments that were made by the president of Hillsdale were deeply egregious,” Johnson told NewsChannel 5 Investigates.

“We have wonderful teachers, remarkable educators. We have a fantastic system. What I saw, I didn’t like — and I gave them an opportunity to address them and lay out for us that they were not a part of those comments. So I had a commitment until shortly before the meeting that they were going to be here to address the board.”

American Classical Academy could now appeal to the Tennessee Public Charter Commission, which has the authority to override local school boards.

A review committee had recommended rejection of the application based on a number of factors, including lack of appropriate detail about how the school would serve special-education students and English language learners.

The group amended its application to distinguish itself from Hillsdale College, but reviewers concluded “the separation appears to be superficial.”

“The ties to Hillsdale have become increasingly problematic and heightened our review committee’s concerns of applicant intent due to comments recently made by Hillsdale’s president, Larry Arnn,.” reviewers wrote.

Categories Accountability, Charter Schools, Education Industry, Teacher Education, Teachers and Teaching, Tennessee

Advice from a Teacher: How to Avoid Burnout

By dianeravitch
May 6, 2022 //
27

Mamie Krupczak Allegretti is a regular reader and commenter to the blog. She wrote the following comment, which is good advice from a veteran to new and experienced teachers.

Anytime a person is burned out, demoralized and ready to quit his/her job, something is wrong. It’s not just that something is wrong with the way the institution is run (which there are many), but there can also be something wrong with the way the person is approaching the job.

Many teachers have what I call “Mamma bird syndrome.” They spend they time driving themselves into the ground giving and giving until they are exhausted. People commend them for outstanding work but inside they are tired and resentful.

If you want to be a teacher, it doesn’t seem that the craziness of the institution is going to change anytime soon. So if you really want to teach, you have to find ways to protect yourself, conserve and pace your energy, and lead a balanced life.

There are 3 rules to live by:

1. let go,

2. learn to say “no,” and

3. prioritize what you value.

What I am really getting at here is learning to create boundaries for yourself. Let go of things and situations over which you have no control and are not in your job description. Sure, there are days when you may be able to do more, but monitor yourself and your energy. Learn the boundaries of your energy and then decide what you are willing to give.

Learn to say no to extra duties and requests. Prioritize what you value. If you value excellent lesson plans, put your energy into that. But know that if you try to do it all, something will give and it will most likely be your health – mental and/or physical.

Your school day ends at a certain time. Keep to that time. If you have to work at home, set a boundary of say 45 minutes. You need to remember that this is a job and you need to have a life outside of school.

It sounds hard-nosed to say that, but it is the truth. If they had their way, the school district would want you to work 24/7. So it’s up to you, the teacher, to set boundaries. Teacher duties have increased over time because teachers have accepted them.

But think about it. Would you ask your doctor or lawyer to do things that were outside his or her job? We now want teachers to be parents, friends, therapists, mentors, counselors, mental health experts, financial helpers, etc. to students.

So, I’m not saying that teachers should never go above and beyond at times but when fatigue, resentment and a desire to flee show up, something in yourself needs to change. I think these are the biggest lessons young teachers (and even old) have to learn.

Categories Teacher Shortage, Teachers and Teaching

Tom Ultican: D.C. Educators Fired for Opposing Relay “Graduate School” Ideology

By dianeravitch
April 7, 2022 //
7

Tom Ultican, chronicler of the Destroy Public Education movement and retired teacher of physics and advanced mathematics, investigated a strange occurrence in the District of Columbia: Two respected, experienced black educators were fired for refusing to adopt the practices of the so-called Relay “Graduate School” of Education. Relay is not a real graduate school. It has no campus, no research, no graduate programs. It was created by charter schools and recognized by their allies so that charter teachers could teach the tricks of raising test scores to other charter teachers and enable them to get a “master’s degree” from people who had never earned doctorate degrees. Relay’s textbook is Doug Lemov’s “Teach Like a Champion.” Relay does not offer the wide range of courses offered in real graduate schools.

He begins:

School leaders and teachers in Washington DC’s wards 7 and 8 are being forced into training given by Relay Graduate School of Education (RSGE). West of the Anacostia River in the wealthier whiter communities public school leader are not forced. When ward 7 and 8 administrators spoke out against the policy, they were fired. Two of them Dr. Carolyn Jackson-King and Marlon Ray, formerly of Boone Elementary School are suing DC Public Schools (DCPS) for violating the Whistleblower Protection Act and the DC Human Rights Act.

Jackson-King and Ray are emblematic of the talented black educators with deep experience that are being driven out of the Washington DC public school system. They are respected leaders in the schools and the community. When it was learned Jackson-King was let go the community protested loudly and created a web site publishing her accomplishments.

In 2014, Jackson-King arrived at the Lawrence E. Boone Elementary school when it was still named Orr Elementary. The school had been plagued by violence and gone through two principals the previous year. Teacher Diane Johnson recalled carrying a bleeding student who had been punched to the nurse’s office. She remembered fighting being a daily occurrence before Jackson-King took over.

In 2018, Orr Elementary went through a $46 million dollar renovation. The community and school board agreed that the name should be changed before the building reopened. Orr was originally named in honor of Benjamin Grayson Orr, a D.C. mayor in the 19th century and slave owner. The new name honors Lawrence Boone a Black educator who was Orr Elementary’s principal from 1973 to 1996.

Jackson-King successfully navigated the campus violence and new construction. By 2019, Boon Elementary was demonstrating solid education progress as monitored by the district’s star ratings. Boone Elementary is in a poor minority neighborhood. It went from a 1-star out of 5 rating when Jackson-King arrived to a 3-star rating her last year there….

Marlon Ray was Boone’s director of strategy and logistics. He worked there for 13-years including the last six under Principal Jackson-King. Despite his long history in the district, Ray was apparently targeted after filing a whistleblower complaint over Relay Graduate School. Ray questioned RGSE’s relationship with DCPS, the Executive Office of the Mayor and the Office of the State Superintendent of Education. He implicated Mary Ann Stinson, the DCPS Cluster II instructional superintendent who wrote Jackson-King’s district Impact review that paved the way for her termination. In the lawsuit, Ray alleges that DCPS leadership responded by requiring him to work in person five days a week in the early months of the pandemic while most of his colleagues, including Jackson-King’s replacement Kimberly Douglas, worked remotely. This continued well into the spring of 2021.

In October of 2020, Ray joined with about 30 Washington Teacher’s Union members, parents and students to rally against opening school before it was safe. Ray reported that he received a tongue lashing from a DCPS administrator for being there and then 2-hours later receive a telephoned death threat. He reports the caller saying, “This is Marcus from DCPS; you’re done, you’re through, you’re finished, you’re dead.”

Ray’s position was eliminated in June, 2021…

In Washington DC, the mayor has almost dictatorial power over public education. Therefore, when the mayor becomes convinced of the illusion that public schools are failing, there are few safeguards available to stop the policy led destruction.

In the chart above, notice that all of the key employees she chose to lead DC K-12 education have a strong connection to organizations practicing what Cornell Professor Noliwe Rooks labeled “segrenomics.” In her book Cutting School (Page 2), she describes it as the businesses of taking advantage of separate, segregated, and unequal forms of education to make a profit selling school. Bowser’s first Deputy Mayor for Education, Jennifer Niles, was a charter school founder. Her second Deputy Mayor, Paul Kihn, attended the infamous school privatization centric Broad Academy. She inherited Kaya Henderson as DCPS Chancellor and kept her for five years. Kaya Henderson, a Teach For America alum, was the infamous Michelle Rhee’s heir apparent. The other two Chancellors that Bowser chose, Antwan Wilson and Lewis Ferebee, also attended the Broad Academy and both are members of Jeb Bush’s Chiefs for Change….

The State Superintendent of Education who awarded $7.5 million in public education dollars to five private companies was Hanseul Kang. Before Bowser appointed her to the position Kang was a member of the Broad Residency class of 2012-2014. At that time, she was serving as Chief of Staff for the Tennessee Department of Education while her fellow Broadie, Chris Barbic, was setting up the doomed to fail Tennessee Achievement School District. In 2021, Bowser had to replace Kang because she became the inaugural Executive Director of the new Broad Center at Yale. Bowser chose Christina Grant yet another Broad trained education privatization enthusiast to replace Kang.

For background information on the Broad Academy see Broad’s Academy and Residencies Fuel the Destroy Public Education Agenda.)

Bowser and her team are in many ways impressive, high achieving and admirable people. However, their deluded view of public education and its value is dangerous; dangerous for K-12 education and dangerous for democracy.

“Teach like it is 1885”

The root of the push back against Relay training by ward 7 and 8 educators is found in the authoritarian approach being propagated. NPR listed feedback from dismayed teachers bothered by instructions such as:

  • “Students must pick up their pens within three seconds of starting a writing assignment.
  • “Students must walk silently, in a straight line, hands behind their backs, when they are outside the classroom.
  • “Teachers must stand still, speak in a ‘formal register’ and square their shoulders toward students when they give directions.”

Dr. Jackson-King noted, “Kids have to sit a certain way, they have to look a certain way. They cannot be who they are. Those are all the ways they teach you in prison — you have to walk in a straight line, hands behind your back, eyes forward.”

RSGE does not focus on education philosophy or guidance from the world’s foremost educators. Rather its fundamental text is Teach Like a Champion which is a guidebook for no excuses charter schools.

In her book Scripting the Moves Professor Joanne Golann wrote:

No excuses charter school founders established RGSE. In the post “Teach Like its 1885.” published by Jenifer Berkshire, Layla Treuhaft-Ali wrote, “Placed in their proper racial context, the Teach Like A Champion techniques can read like a modern-day version of the *Hampton Idea,* where children of color are taught not to challenge authority under the supervision of a wealthy, white elite….”

‘“Ultimately no-excuses charters schools are a failed solution to a much larger social problem,’ education scholar Maury Nation has argued. ‘How does a society address systemic marginalization and related economic inequalities? How do schools mitigate the effects of a system of White supremacy within which schools themselves are embedded?’ Without attending to these problems, we will not solve the problems of educational inequality. ‘As with so many school reforms,’ Nation argues, ‘no-excuses discipline is an attempt to address the complexities of these problems, with a cheap, simplistic, mass-producible, ‘market-based’ solution.’” (Page 174)

Legitimate education professionals routinely heap scorn on RSGE. Relay practices the pedagogy of poverty and as Martin Haberman says,

“In reality, the pedagogy of poverty is not a professional methodology at all. It is not supported by research, by theory, or by the best practice of superior urban teachers. It is actually certain ritualistic acts that, much like the ceremonies performed by religious functionaries, have come to be conducted for their intrinsic value rather than to foster learning.”

So these two courageous black professionals were fired for refusing to accept the harsh “no excuses” pedagogy designed for black children, designed to make them servile and obedient.

Their jobs should be promptly restored. Mayor Bowser has been captured by the forces of privatization and conformity. She should wake up. Some of the “no excuses” charter schools have recognized the harm they do to black children by treating them as clay to be molded, instead of human beings with vitality and interests who need to discover their talents and the joy of learning.

Categories Charter Schools, Corporate Reform, District of Columbia, Education Reform, Fake, Racism, Teachers and Teaching

Debunking the Myth That Teachers Stop Improving After Three-Five Years

By dianeravitch
April 4, 2022 //
82

The following post was written by Jill Barshay and reposted by Larry Cuban on his blog. It is a response to the claim by various economists that teachers don’t improve after three to five years. This claim has been used to promote Teach for America, despite their inexperience and lack of substantive teacher education. It has also been used, as the previous post about North Carolina shows, to claim that teachers should not be paid based on their experience. It’s a pernicious idea, and I thank Larry Cuban for featuring this debunking of the conventional but wrong “wisdom.”

Jill Barshay writes:

The idea that teachers stop getting better after their first few years on the job has become widely accepted by both policymakers and the public. Philanthropist and former Microsoft CEO Bill Gates popularized the notion in a 2009 TED Talk when he said “once somebody has taught for three years, their teaching quality does not change thereafter.” He argued that teacher effectiveness should be measured and good teachers rewarded.

That teachers stop improving after three years was, perhaps, an overly simplistic exaggeration but it was based on sound research at the time. In a 2004 paper, economist Jonah Rockoff, now at Columbia Business School, tracked how teachers improved over their careers and noticed that teachers were getting better at their jobs by leaps and bounds at first, as measured by their ability to raise their students’ achievement test scores. But then, their effectiveness or productivity plateaued after three to 10 years on the job. For example, student achievement in their classrooms might increase by the same 50 points every year. The annual jump in their students’ test scores didn’t grow larger. Other researchers, including Stanford University’s Eric Hanushek, found the same.

But now, a new nonprofit organization that seeks to improve teaching, the Research Partnership for Professional Learning, says the conventional wisdom that veteran teachers stop getting better is one of several myths about teaching. The organization says that several groups of researchers have since found that teachers continue to improve, albeit at a slower rate, well into their mid careers.

“It’s not true that teachers stop improving,” said John Papay, an associate professor of education and economics at Brown University. “The science has evolved.”

Papay cited his own 2015 study with Matt Kraft, along with a 2017 study of middle school teachers in North Carolina and a 2011 study of elementary and middle school teachers. These analyses all found that teachers continue to improve beyond their first five years. Papay and Kraft calculated that teachers increased student performance by about half as much between their 5th and 15th year on the job as they did during the first five years of their career. The data are unclear after year 15.

Using test scores to measure teacher quality can be controversial. Papay also looked atother measures of how well teachers teach, such as ratings of their ability to ask probing questions, generate vibrant classroom discussions and handle students’ mistakes and confusion. Again, Papay found that more seasoned teachers were continuing to improve at their profession beyond the first five years of their career. Old dogs do appear to learn new tricks.

The debate over whether teachers get better with experience has had big implications. It has prompted the public to question union pay schedules. Why pay teachers more who’ve been on the job longer if they’re no better than a third-year teacher? It has encouraged school systems to fire “bad” teachers because ineffective teachers were thought to be unlikely to improve. It has also been a way of justifying high turnover in the field. If there’s no added value to veteran teachers, why bother to hang on to them, or invest more in them? Maybe it’s okay if thousands of teachers leave the profession every year if we can replace them with loads of new ones who learn the job fast.

So, how is it that highly regarded quantitative researchers could be coming to such different conclusions when they add up the numbers?

It turns out that it’s really complicated to calculate how much teachers improve every year. It’s simple enough to look up their students’ test scores and see how much they’ve gone up. But it’s unclear how much of the test score gain we can attribute to a teacher. Imagine a teacher who had a classroom of struggling students one year followed by a classroom of high achievers the next year. The bright, motivated students might learn more no matter who their teacher was; it would be misleading to say this teacher had improved.

Categories Economics, Education Reform, Standardized Testing, Teacher Evaluations, Teachers and Teaching

This Is What a Teacher Does

By dianeravitch
April 3, 2022 //
61

A friend sent this video, which appears on TikTok. The person in the video is Katie Peters, and she teaches in Toledo. Several readers gave me her name, her Twitter handle, and her website address (http://www.katiepeters.org/). I wrote a message to her on Twitter to thank her, and she replied, “I am so lucky to get to do this job everyday.”

Categories Teachers and Teaching

Texas Requires K-3 Teachers to Take a 60-120 Hour Reading Course at Their Own Expense or Leave

By dianeravitch
April 2, 2022 //
38

Texas has a teacher shortage, but that doesn’t stop the state from piling new requirements on teachers.

Brian Lopez of The Texas Tribune reports:

It was one thing to ask Texas teachers — during an ongoing teacher’s shortage — to make extra room in their busy home routines for online classroom teaching for months, then to monitor the latest in vaccine and mask mandates while waiting and adjusting yet again for a return to the classroom.

But now, as teachers attempt to restore all the learning lost by their students during the pandemic, the Texas Legislature has insisted those who teach grades K-3 need to jump another hurdle: they need to complete a 60-to-120 hour course on reading, known as Reading Academies, if they want to keep their jobs in 2023.

And they must do it on their own time, unpaid.

For many like 38-year-old Christina Guerra, a special education teacher in the Rio Grande Valley, the course requirement is the final straw and it is sending teachers like her and others out the door.

“I don’t want to do it,” she said. “I refuse to, and if they fire me, they fire me.”

Course adds to teacher workload

In 2019, the Legislature wanted to improve student reading scores and came up with a requirement that teachers complete this reading skills course. Every teacher working in early elementary grades — kindergarten through third — along with principals, had until the end of the 2022-23 school year to complete it.

Governor Greg Abbott is not satisfied with the performance of Texas students on NAEP. But Texas has a growing crisis of teacher shortages.

But the pressures of the pandemic have forced many teachers to reconsider whether to remain in the profession. From 2010 to 2019, the number of teachers certified in Texas fell by about 20%, according to a University of Houston report.

After recent reports of more teacher departures, Gov. Greg Abbott formed a task force to address teacher shortages.

But teachers and public education advocates alike believe the state should hold itself accountable for the teacher departures, especially when adding requirements that add to teacher workload.

“I just feel like a lemon just squeezing, squeezing, squeezing,” said Guerra, a special education teacher in La Joya Independent School District. “But there’s no more, there’s nothing that you squeeze out anymore. There’s no more juice.”

Guerra plans to leave the profession at the end of the school year.

One way to increase the teacher shortage is to crack down on teachers, demanding more while paying less.

Categories Education Industry, Literacy, Teachers and Teaching, Texas

Peter Greene Is Happy about the Declining Number of TFA Recruits

By dianeravitch
March 14, 2022 //
12

Peter Greene was pleased to learn that the number of applications to Teach for America has steadily declined since 2013. In a way, it’s not surprising because “the entire teaching professional pipeline has been drying up.” TFA blames the pandemic but it’s decline started long before the pandemic.

TFA used to boast that it’s ill-trained recruits were superior to those with professional training, even to experienced teachers (who allegedly did not have “high expectations” like TFA). But you don’t hear much of that boasting any more.

Greene writes:

TFA has long been mocked for putting their people in classrooms with little training or support, but the damage done by unqualified rookies in the classroom has been dwarfed by the damage done by their products after they leave the classroom. TFA has unleashed a small army of “former teachers” and “education experts” who spent two whole years in the classroom (knowing full well that they weren’t going to stay, and therefor had no real reason to try to learn and develop professional understanding) but now feel qualified to tell actual teachers what to do. It has become predictably cliche–scratch almost every clueless edupreneur and amateur hour policy leader who claims to have started out as a teacher, and you find a TFA product.

Worse, for the past few years they’ve been leaning into that part of their mission, that “spend a couple of years in a classroom as a way to launch your career as a policy leader and education thought leader who can spread the gospel of reformsterism.” This has turned out to be the most damaging legacy of TFA, and the fewer people they recruit to carry it on, the better of the world of US education will be.

Categories Charter Schools, Education Industry, Teach for America, Teachers and Teaching

Chalkbeat: TFA Continues Decline in Numbers

By dianeravitch
March 10, 2022 //
24

Chalkbeat reports that Teach for America will field the smallest number of recruits in 15 years.


The organization expects to place just under 2,000 teachers in schools across the country this coming fall. That’s just two-thirds of the number of first-year teachers TFA placed in schools in fall 2019, and just one-third of the number it sent into the field at its height in 2013.

The latest drops are a continuation of a years-long trend. Still, it’s a striking decline for an organization that’s played a prominent role in American debates about how to improve education and how to staff schools that often struggle to attract and retain teachers….

Alongside declines in enrollment at traditional teacher prep programs and other nontraditional programs, it’s also more evidence that interest in becoming an educator in the U.S. has fallen.

TFA has received hundreds of millions of dollars from the federal government and big philanthropies. Its founder Wendy Kopp used to say that better teachers would end poverty. It wasn’t true then and its not true now, nor is it accurate to say that TFA supplied “better” teachers than career educators.

Categories Education Industry, Teach for America, Teachers and Teaching

The Real Crisis in Education

By dianeravitch
January 29, 2022 //
31

The Network for Public Education posted this article by Mark Perna, which originally appeared in Forbes.

Mark C. Perna: Why Education Is About To Reach A Crisis Of Epic Proportions

If you missed this widely shared article the first time it was burning around the internet, here’s a chance to catch up. This piece by Mark C. Perna for Forbes lays out just how bad the current crisis is.

In order to reach and teach students effectively, teachers must forge a human connection with them. Today’s younger generations simply will not move forward in their education and career journey without that connection. This is a non-negotiable; it’s just who they are.

The vast majority of teachers truly want to forge that meaningful connection with students. In fact, for many it was the driving force behind their decision to enter the profession. But, understaffed and overworked as they are, many simply have no time to show students that they see, hear, and care about them. Survival mode—where many teachers have lived for the past two years—doesn’t allow much room for relationship building.

This creates a vicious cycle. Students aren’t performing, so more burdens are placed on teachers to help students hit the mark, thus decreasing teachers’ time and bandwidth to forge a human connection with students that is the basis for all learning. Teachers’ legs are cut out from under them, yet they’re still expected to carry their students across the finish line. It’s a gridlock.

What’s the fallout of all this burnout and lack of connection? We’ll see significant drops in three vital areas:

A drop in young people entering the profession, a drop in education quality, and a drop in graduation rates are three problems Perna predicts. Follow this link to read the whole piece.

You can view the post at this link : https://networkforpubliceducation.org/blog-content/mark-c-perna-why-education-is-about-to-reach-a-crisis-of-epic-proportions/

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Categories Students, Teachers and Teaching
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