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Outstanding Teacher in North Carolina Reluctantly Quits

By dianeravitch
November 20, 2013 //
12

Chris Gable is a beloved teacher of language arts and social studies in Asheville, North Carolina. People consider him not just a good teacher, but a great one. And he is leaving North Carolina.

Teachers’ salaries have sunk so low that Gable can’t afford to stay in North Carolina.

Yet Gable, whose low salary qualifies his family for Medicaid and food assistance, finds himself on a path toward financial ruin, in spite of his education and hard work.

“I feel guilty,” said Gable, who is quitting his job on November 26 and leaving his beloved Asheville for a more promising financial future teaching in Columbus, Ohio. There, he figures he’ll make close to $30,000 more than his current salary, which is $38,000 for ten years’ experience and a master’s degree.

“I’ve gotten a lot of feedback from parents and peers about the fact that I am leaving. I want to continue to serve this community, but the state legislature has made it impossible,” Gable said.”

North Carolina doesn’t want great teachers. The legislature would be happy to have constant turnover, which keeps down costs.

“From the start of his teaching career, Gable says he was totally overwhelmed with the amount of work he was asked to do. For the first couple of years he regularly put in 12- to 14-hour days, leaving him emotionally and even physically burnt out. One night he landed in the emergency room with a bronchial infection that wouldn’t go away.

Gable’s teaching friends in Pennsylvania and Ohio are shocked to learn the things he and his colleagues are asked to do. Each week, Gable serves as a bookkeeper, counselor, gym teacher, lunchroom supervisor, and in other roles in addition to his primary duties that involve teaching and grading papers.

“We’re asked to do a lot of things wouldn’t have to do, I think, if we had union representation,” said Gable.

This is a sad story. It gives you the distinct impression that North Carolina policymakers want to drive away their best teachers.

– See more at: http://www.ncpolicywatch.com/2013/11/14/outstanding-teacher-reluctantly-leaving-north-carolina/#sthash.f0Akq18W.dpuf

Categories North Carolina, Teachers and Teaching

A Teacher Discouraged by Large Class Size

By dianeravitch
November 15, 2013 //
34

Received as a comment:

 

As a 1st grade teacher with 28 students, I can empathize with the parents concerns;
however, we have been forced to become managers rather than teachers. The class is too large, there is little room to move around, the students must be kept working at all times in order to maintain control, and most of the work is repetitive and boring for them.
We do our best with what we have to work with. It is a challenge just to get up and go to work every day. This is my second year as a teacher which is long enough for me to see this is not my career of choice. I have creative and artistic talent that I cannot use and I am becoming desensitized to this job. I love working with children and I am sad to see how they are also being neglected by the system. I have just completed my online application for the Peace Corps.

Categories Class size, Teachers and Teaching

Why A New Teacher in Missouri Wants Out

By dianeravitch
November 13, 2013 //
28

A reader sent this comment:

 

My daughter just started teaching in a Missouri School District known for being a very good school district. She is 2 months in and wants out. Paperwork, test goals IEPs, etc have made her an emotional wreck. If she quits in this state, her license is revoked. It makes me sick. She was so excited to begin teaching, but now she just wants out. And I have to say I can’t blame her. I want her happy and this job is killing her. She said she will use her abilities to help special needs children in a career other than teaching. I am behind her 100% Teaching has changed so much. I taught a special ed. class and was actually able to teach. My daughter feels she is not helping the kids as much as she would like to. Too much other stuff is getting in the way. I would rather her quit now than in a few years. I am just so disappointed in the government and the expectations that they have placed on teachers. They need to spend time in the classroom and see what they have done to good teachers,

Categories Teachers and Teaching

This Tennessee Student Makes More Sense Than Our Educational Leaders

By dianeravitch
November 11, 2013 //
24

Please take five minutes and watch this wonderful student in Tennessee give an impassioned speech about how current “reform” policies are ruining education.

He blasts the Common Core because of its emphasis on standardization.

He expresses his respect for teachers. He says “Standards-based education Is ruining the way we teach and learn.”

He says bluntly “Why don’t we just manufacture robots instead of students?”

He says, “The task of teaching is never quantifiable.”

He says twice, for emphasis: “If everything I have learned in high school is a measurable objective, I haven’t learned anything.”

I am once again convinced that this younger generation, raised under the harsh. soulless NCLB regime, rejects standardization. They refuse to be mechanized. They are rebels against the federal effort to stamp out their individuality. They will save us from the adults who hope to shape and silence them. They may well be our greatest generation.

Categories Accountability, Common Core, Students, Teachers and Teaching, Tennessee

Sirota: Make War on Poverty, Not Teachers

By dianeravitch
November 9, 2013 //
43

David Sirota points put the facts that most educators acknowledge: poverty is a far more potent threat to academic success than “bad” teachers or unions. The bugaboos of the loon right have become the basis for federal policy, and it is taking its toll on teacher morale.

Categories Poverty, Teachers and Teaching, Unions

NC Teachers: Tell Your Stories

By dianeravitch
November 8, 2013 //
6

North Carolina Watch wants to hear from teachers.

“Happy Friday to all,

I am writing to let you all know that NC Policy Watch just unveiled a new feature on our website, called Your Soapbox, that is seeking to collect North Carolina’s teachers’ stories.

We are doing this because North Carolina’s teachers have watched the state fall from 25th to 46th in the nation in teacher pay since 2008. In July, lawmakers stripped teachers of tenure and salary supplements for those who have obtained master’s degrees.

Educators are also dealing with years of drastic cuts to supplies, textbooks, and teacher assistants.

So we are looking to hear from NC teachers and publish their stories online. We’re looking for written stories that they can submit using the submission form here. If educators have photos to send of their classrooms, please email them to lindsay@ncpolicywatch.com

I can also interview teachers and publish audio files on the Soapbox as well.

Again, the Soapbox link is http://www.ncpolicywatch.com/2013/10/30/your-soapbox-on-the-front-lines-educators-stories-inside-and-outside-the-classroom/

I would be grateful if you could let your contacts know.

All the best,
Lindsay”

Lindsay Wagner
Education Reporter

N.C. Policy Watch
224 S Dawson St.
Raleigh, NC 27601
919-861-1460 (office)
919-348-5898 (mobile)
lindsay@ncpolicywatch.com

Twitter: @LindsayWagnerNC
Blog: http://pulse.ncpolicywatch.org
Website: http://www.ncpolicywatch.com

Categories North Carolina, Teachers and Teaching

Why You Should Join the BATS

By dianeravitch
November 8, 2013 //
112

From Mark NAISON, co-founder of the Badass Teachers Association:

” “This is Crazy”

When policy makers are morally bankrupt, they are forced to rely on bribery and intimidation and the assertion of raw power. This is what we face in Education. Teachers are assailed from multiple directions by public officials who who project a “My Way or the Highway Mentality” while bombarding them with curricula, assessments, evaluations, and new methods of instruction. It takes the joy and creativity out of the work, ratchets up levels of stress, and steals time from the activities students enjoy the most. Many teachers feel what is happening is crazy, but are afraid to say this publicly. That is why we have this group. BATS not only say what most teachers are thinking, we shout if from the Rooftops and say it to policy makers faces.”Your policies are Crazy, you are Crazy, and we are going to fight to protect our colleagues and our students from the damage you are doing.”

There is no more powerful a moral stance than Speaking Truth to Power. That is why we have nearly 31,000 members and show no signs of going away.”

Wherever I go, in every city and state, there are BATS. They are fighting to restore the dignity of the teaching profession. Join them!

Categories Teachers and Teaching

An Open Exchange Between Mercedes Schneider and Randi Weingarten

By dianeravitch
November 4, 2013 //
87

I have a simple policy: When you are fighting for your life, you don’t get into battles with the others on your side. There is a long history of doctrinal and personality battles that have split the opposition to those in the highest seats of power. The story of leftwing politics is a history of doctrinal quarrels. My first job when I arrived in New York City was as an editorial assistant at the New Leader magazine, a small magazine of ideas with a history of democratic socialism (i.e., anti-Communism). It was founded by Sol Levitas, who sympathized with the anti-Communist Mensheviks. When I got a job as an editorial assistant at the age of 22, I knew nothing of these quarrels, but over time I learned about not only the Mensheviks and the Bolsheviks, but the Trotskyites, the Lovestoneites, the Cannonites, the Schachtmanites, and a few other splinter groups. All of this was fascinating to me, a wide-eyed young college graduate who never heard of any of this stuff before arriving at the dusty offices of the New Leader on East 15th street in New York City.

The message I learned was to try, try, try to build a coalition; try not to fight with your allies; try not to get into quarrels over doctrine while your enemies grow stronger, while they feed and encourage your quarrels, and while they gloated as you battled.

That is why I make a point of never criticizing those who are on the side of public education, even when I disagree with them. Maybe someone will find an example where I broke that rule, but that’s what I aspire to. I also try never to get involved in union politics. To begin with, I don’t belong to a union, but to end with, it does us no good to fight internally when the forces we face are so well-armed with money, a rigid ideology, and expensive public relations.

Others don’t agree with me.

In the spirit of open dialogue, I present here a recent exchange of letters between Mercedes Schneider and Randi Weingarten.

Since I admire them both, I would like to see them working together as allies. I hope this exchange brings that day closer.

Categories Teachers and Teaching, Unions

Melissa Tomlinson: What Do Teachers Want?

By dianeravitch
November 3, 2013 //
24

Thanks to Kipp Dawson of Pittsburgh for drawing my attention to this letter written by Melissa Tomlinson, the teacher who confronted Governor Chris Christie, who shouted her down and said contemptuously, “What do you people want?”

This is her answer, which appeared on Mark Naison’s blog:
Dear Governor Christie,

Yesterday I took the opportunity to come hear you speak on your campaign trail. I have never really heard you speak before except for sound bytes that I get on my computer. I don’t have cable, I don’t read newspapers. I don’t have enough time. I am a public school teacher that works an average of 60 hours a week in my building. Yes, you can check with my principal. I run the after-school program along with my my classroom position. I do even more work when I am at home.

For verification of this, just ask my children.

I asked you one simple question yesterday. I wanted to know why you portray NJ Public Schools as failure factories.

Apparently that question struck a nerve. When you swung around at me and raised your voice, asking me what I wanted, my first response “I want more money for my students.”

Notice, I did not ask for more money for me. I did not ask for my health benefits, my pension, a raise, my tenure, or even my contract that I have not had for nearly three years. We got into a small debate about how much money has been spent on education. To me, there is never enough money that is spent on education. To invest in education is to invest in our future. We cannot keep short-changing our children and taking away opportunities for them to explore and learn.

As more money is required for state-mandated curriculum changes and high-stakes standardized testing, it is our children that are losing. Programs are being cut all over the state as budget changes are forcing districts to cut music, art, after-school transportation, and youth-centered clubs.

But let’s put money aside for a moment. What do I want? What do ‘we people’ want? We want to be allowed to teach.

Do you know that the past two months has been spent of our time preparing and completing paperwork for the Student Growth Objectives? Assessments were created and administered to our students on material that we have not even taught yet. Can you imagine how that made us feel? The students felt like they were worthless for not having any clue how to complete the assessments. The teachers felt like horrible monsters for having to make the students endure this. How is that helping the development of a child? How will that help them see the value in their own self-worth?

This futile exercise took time away from planning and preparing meaningful lessons as well as the time spent in class actually completing the assessments. The evaluations have no statistical worth and has even been recognized as such by the NJ Department of Education. I am all for evaluation of a teacher.

I recognize that I should be held accountable for my job. This does not worry me, as long as I am evaluated on my methods of teaching. I can not be held wholly accountable for the learning growth of a student when I am not accountable for all of the factors that influence this growth. Are you aware that poverty is the biggest determination of a child’s educational success. If not, I suggest you read Diane Ravitch’s new book Reign of Error. Take a moment and become enlightened.

Getting back to the issue of money. I am fully aware of our educational budget. Where is all of this money? To me it seems like it is being siphoned right off into the hands of private companies as they reap the benefits of the charter schools and voucher programs that you have put into place. It certainly hasn’t gone to improve school conditions in urban areas such as Jersey City. The conditions that these students and teachers are forced to be in are horrifying. Yet you are not allowing the funds needed to improve these conditions. Are you hoping that these schools get closed down and more students are forced to go to private charter schools while the districts are being forced to pay their tuition? I know for a fact that this is what has happened in Camden and Newark.

Yet these charter schools are not held to the same accountability as our public schools. Why is that? Because deep down you know that you are not really dealing with the issues that influence a child’s education. You are simply putting a temporary band-aid into place.

Unfortunately [for you] that temporary fix is already starting to be exposed as Charter Schools are showing that they actually are not able to do better than public schools. You are setting up teachers to take the blame for all of this. You have portrayed us as greedy, lazy money-draining public servants that do nothing. I invite you to come do my job for one week Governor Christie. I invite you to come see my students, see how little they really have during the school day as they are being forced to keep learning for a single snapshot of their educational worth.

For that one end-all, be-all test, the NJASK. The one that the future of my job and my life is now based upon. Why do you portray schools as failure factories? What benefit do you reap from this? Have you acquired financial promises for your future campaigns as you eye the presidential nomination? Has there been back-room meetings as you agree to divert public funds to private companies that are seeking to take over our public educational system? This is my theory. To accomplish all of this, you are setting up the teachers to take the blame. Unfortunately, you are not the only governor in our country that has this agenda.

What do “we people’ want, Governor Christie? We want our schools back. We want to teach. We want to be allowed to help these children to grow, educationally, socially, and emotionally. We want to be respected as we do this, not bullied.
BadAss Teacher, Melissa Tomlinson
http://withabrooklynaccent.blogspot.com/2013/11/letter-to-governor-christie-from-new.html

Categories Accountability, Charter Schools, Corporate Reformers, Education Industry, Education Reform, New Jersey, Privatization, Teacher Evaluations, Teachers and Teaching, Testing

Bruce Baker Deconstructs Bill Keller’s Attack on Ed Schools

By dianeravitch
November 3, 2013 //
9

A couple of weeks ago, Bill Keller wrote an opinion piece in the New York Times in which he asserted that colleges of education were largely responsible for our national education woes. Leave aside the fact that he knows nothing about the national education issues, but focus instead on his claim that whatever is wrong must be the fault of the ed schools.

Bruce Baker was outraged, as was I.

I have never been a champion of ed schools, but like Baker, I recoiled at Keller’s simplistic thinking. Plenty of smart teachers went to ed schools; are there some bad courses there? Sure. Are there some bad courses in liberal arts colleges? Yes. My own view is that teachers should be solidly grounded in whatever they expect to teach, but they should also learn about how to teach, about child psychology, about how children learn, and about the politics, history, and economics of education. The combination is powerful. But that doesn’t mean that everyone with that combination will be a great teacher.

Baker writes:

But there’s actually a simpler logical fallacy at play here which lies at the root of many reformy arguments regarding causes and consequences – failure to acknowledge that the U.S. has a wide range of elementary and secondary of schools that are both high performing and low performing and that the defining features differentiating higher and lower performing schools are not found primarily in their teachers or the preparation programs they attended – or whether they attended any at all – but rather in the communities they serve, the resources available to them and the backgrounds, health and economic well-being of the children and families they serve.

This is not about the poverty as excuse argument. This is about the simple point that our highest performing public schools also employ teachers from traditional public college and university preparation programs and in many cases, teachers from the same – or substantively overlapping – college and university preparation programs as teachers in our lowest performing schools in the same region.

If that’s the case, then how is it possible that teacher preparation programs are the problem?

It would be wonderful if the New York Times elevated someone to the op-ed page as a columnist who actually knew something about education, like Michael Winerip. Winerip used to have a great weekly column, but was then mysteriously assigned to cover baby-boomers. At present, every columnist on the New York Times opinion pages takes his turn saying absurd things about American education, either because they think they have found a miracle school (which isn’t) or because they have found the ultimate scapegoat (which they haven’t).

Maybe they could hire Bruce Baker and really enlighten the world.

Categories Education Industry, Education Reform, Teachers and Teaching
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