Archives for category: Teachers and Teaching

This teacher-to-be read the report of the National Council on Teacher Quality on teacher preparation and was disappointed to realize that its research methodology was so flawed.

Here is her insightful comment:

As a current teacher candidate in an initial certification program I was very, very concerned with the NCTQ’s report. My institution was among the 90% of colleges and universities that did not participate in the study and after reading the report I can clearly see why. Curious to see what research method was used to conclude that most of the schools are failing in their programs; I sought out their methodology and was very dismayed with what I found. After reading the methodology NCTQ clearly did not complete its research to make the resulting report quantified. I say that because where are the teacher candidate surveys, observations, interviews, faculty interviews, teacher placement data and subsequent student achievement data? No information was given on the thoughts, opinions, and achievement of both pre-service and in-service teachers after year one, year two, etc.

None of this information was retrieved yet NCTQ published a report that says teacher preparation programs are ineffective. As I can see, they made no visits to any schools for qualitative data yet clearly deduced that universities are failing in their teacher preparation. I found the report to be slanted, horribly incomplete, totally inconclusive from the data gathered and very detrimental to the teaching field. I can only hope the public is critical enough to read the report which in itself will reveal its lack of validity.

David C. Greene says it is time
to restore common sense and sanity to education. Remember common sense and sanity?

He writes the following on his blog (http://t.co/WSUIlWARVk):

Support State Bills to repeal acceptance of Race to The Top in your state.

I am almost 64 years old. I have spent all but 4 of those in NYS public schools either as a student, teacher for 38 years, coach, or teacher mentor.

This was on the front page of my local newspaper…. I bet it is not unlike yours. STATE FAULTS GRAD PREP. According to the state, and what they have given the ridiculous name of The Aspirational Performance measure… to be college and career ready, a high school graduate must score at least a 75 on their English Regents and at least an 80 on an Algebra Regents.

I went to the Bronx High School of Science, one of the most prestigious high schools in the nation because I passed a test in the 9th grade. I received a BA (cum Laude) from Fordham University, an MA from CCNY, and have earned an additional 90 graduate credits….

However, according to the State’s APM, I was neither college nor career ready because I never got higher than an 80 on ANY math Regents…. even at the Bx HS of Science.

How many of you are HS graduates? How many, like me would not have been “C&C ready”?

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I met 16 year-old Tyree 2 years ago while mentoring his TFA semi trained teacher in the Bronx. He was still in the 8th grade. He was on the verge of being tossed out of his Bronx middle school even though everyone knew he was one of the brightest kids there.

He and I connected. When I asked him why he was failing, he said… “I can’t stand this. Why should I be doing the same “frckn” thing since I was in 3rd grade?

He is typical. They took his passion, his curiosity, and his humanity and replaced it with boredom.

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When did we lose our way? The founding fathers knew that in a democracy public schools were necessary to have an informed citizenry.

Public schools are not just to develop reading and math scores. Public schools are meant for the development of well-rounded adults able to contribute to their communities in whatever way they can, as college professors and auto mechanics, computer scientists and sanitation engineers.

Public schools are meant to teach not just academics, but citizenship, and humanity.

Public schools, next to family, are the most important institution in the socialization process of developing mature capable adults in our society.

When did they turn into factories creating test scores, not adults?

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Many of you see your boys and girls, little and big, hating and getting stressed in school precisely because of what schools are increasingly forced to do in this DOE controlled prescribed manner.

But why is there a prescribed manner?

I taught American History for years. One extremely important era was the post Civil War Gilded Age when US Congress was owned lock, stock, and barrel by the powerful Trusts of that era.

A very famous political cartoon of the time depicted a legislative chamber watched over by HUGE figures of trusts represented by the FAT INDUSTRIALISTS of the era, like Rockefeller, Vanderbilt, and Carnegie.

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Similarly, education bills all over the country today are being guided by our version of these Fat Cats: Bill Gates, Mark Zuckerberg, the Koch brothers, Eli Broad, and the Walton Family….

Today they are profiting from the education of our children by buying politicians from DC to Albany and indoctrinated them with their pseudo-science and their INADEQUATE $700 million BIG BUCKS!!!

George W. Bush, Barack Obama, Arne Duncan, Wendy Kopp, Michelle Rhee and countless other so-called educational reformers have hijacked our education system. They provide corporations like Pearson profit at the cost of our children!

They “embrace science whenever it supports their sacred values, but they’ll ditch it or distort it as soon as it threatens a sacred value.”

…Like the Common Core and Standardized testing.

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NYS, for better and worse, has had K-12 syllabi and curricula for decades that other states hoped to emulate. It wasn’t perfect, but it was not prescribed. It wasn’t forced down the throats of schools, teachers, and children. They replaced it with Race to The Top formulas and The Common Core.

We have to make our political leaders regret that decision to be bought off, bribed, and blackmailed by Arne Duncan’s and the Federal DOE.

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I went to elementary school in a poor working class integrated South Bronx neighborhood. I learned to love school in 2nd grade because I was encouraged to learn by Ms. Rita Stafford, a teacher who thoroughly engaged all of us… We learned astronomy by hanging a solar system from the ceiling. We learned how to help our parents in neighborhood stores by learning long division. We learned how to fight for civil rights and for what is right by writing letters to President Eisenhower during the Little Rock crisis. We were published in the NYT.

SHE is why I am here today.

I am the SEED she planted!

Because we love our children we must fight for their right to have a teacher like my Ms. Stafford, and perhaps many of yours who planted the seed of who you are today.

Because we love our children, we must fight for the education they and the future of this country deserve.

We must be sure we allow our children to flower as we have.

Fight to repeal RTTT in NYS.

Fight to get Assembly Bill A7994 passed.

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With apologies to Quentin Taratino, and the movie Inglourious Basterds..

“Ed deformers ain’t got no humanity. They’re the foot soldiers of a teacher hating, kid smothering maniac and they need to be dee-stroyed.

“…But I got a word of warning for all you would-be warriors. When we joined this command, we took on a debit. A debit we owe our children personally. “

North Carolina’s SB 337 has been revised to add just a few limits to charter autonomy. There will not be a separate charter-friendly board to authorize charters; that responsibility will remain with the state board, which will likely be tilted towards charters anyway.

The original bill would have allowed all charter teachers to be uncertified. Currently, 75% of charter teachers in K-5 must be certified. The new bill drops that to 50%, instead of zero.

Charter teachers will be subject to criminal background checks. That’s a relief. And charters will be expected to reflect the racial diversity of their area.

Educators were less than thrilled with the low standards for charter teachers. One said, “Standards only seem to matter if you teach in a traditional public school system.” Another said, “A license is an assurance to the public, just like when I go to the doctor and look for his license to practice medicine…Do we want electricians and pharmacists to not have licenses? Do we want to create a professional system in which professionals are unlicensed?”

– See more at: http://www.ncpolicywatch.com/2013/06/25/mixed-signals-on-charter-schools/#sthash.vsshLO2t.dpuf

Dennis Hong has written an essay that is spreading like wildfire across the Internet.

It is called “The Hardest Job Everyone Thinks They Can Do.”

He used to be a molecular biologist. When he told his friends about his frustration with a failed experiment, no one told him how to do it right.

Then he became a teacher.

Now everyone knows his job–or thinks they do–better than he does.

Everyone offers advice.

When he switched from “doing” science to teaching science, he was annoyed that he had to earn a teaching credential. Then he found out what it means to teach.

Here are just a few of his lessons:

“Teaching isn’t just “making it fun” for the kids. Teaching isn’t just academic content.

Teaching is understanding how the human brain processes information and preparing lessons with this understanding in mind.”

And more:

“Teaching is being both a role model and a mentor to someone who may have neither at home, and may not be looking for either.

Teaching is not easy. Teaching is not intuitive. Teaching is notsomething that anyone can figure out on their own. Education researchers spend lifetimes developing effective new teaching methods. Teaching takes hard work and constant training. I understand now.”

That is why we should invite all the legislators and policymakers to teach for a week before they make policy. At least a week.

 

Conservative groups are hoping to cripple teachers’ unions by urging members to “opt out.”

According to the Wall Street Journal blog, “A coalition of 60 groups in 35 states has begun a national campaign to tell workers they have the right to opt out of a labor union, and are providing instructions on how and when to do it.

“The campaign, which launched Sunday, is the brainchild of the Nevada Policy Research Institute, libertarian think tank. The group last year ran a local campaign informing teachers in the Las Vegas area how and when to opt out of the Clark County Education Association, a union affiliate of the larger National Education Association. To opt out, members had to submit a written notice during a two-week window in July, which many did, campaign leaders say.”

A union official in Nevada said: “The real intent of right-wing organizations like NPRI is to strip teachers of their bargaining rights as well as their organization’s political advocacy for public education,” Ms. Elias said.”

Will it improve education if teachers’ unions are destroyed?

Well, let’s see, the nation’s highest performing states–Massachusetts, New Jersey, and Connecticut–are highly unionized. Without the collective voice of teachers, it is easy to cut education spending, eliminate the arts, and increase class sizes. Rendering teachers voiceless in their working conditions is not good for students or teachers.

The new, utterly distinguished Badass Teachers Association is roaring to life.

It has a website, a Twitter account, a blog site, and 10,000 members.

These are teachers who say a loud No to corporate reform that seeks to turn us all into data points, aggregate us, disaggregate us, buy and sell our schools, and put us into a portfolio.

A teacher in Tennessee reacts to the state board’s decision to reduce her future pay for investing in an advanced degree:

After teaching in East TN for 20 years as a special educator, I decided to get my Ph.D. because I wanted to learn more about teaching reading. I am in the final stages of my dissertation and am sick at the thought that I will not be able to pay off my student loan of $15,000. (I worked full-time and paid for the rest of it by teaching art classes, selling stained glass and working extra jobs during the summer and on nights I didn’t go to classes. I am 60 and guess I will be working until I drop dead at this rate.

State Commissioner Kevin Huffman persuaded the Tennessee State board of Education that teachers should not be paid more for advanced degrees.

The state board agreed that less education is better than more. Tennessee doesn’t want teachers to be too educated. They might ask too many questions.

Dumb is good in Tennessee.

In his relentless effort to raise teacher quality in Tennessee, Kevin Huffman will cut the salaries of most new teachers.

The ax will fall most heavily on teachers who get an advanced degree.

You see, the way to improve teacher quality is to remove any incentive for additional education. If it can’t raise test scores, why bother?

Huffman got a law degree, but maybe that doesn’t count. He worked for Teach for America and was its communications director before becoming Commissioner in Tennessee. Maybe that’s what really counts.

A reader in Wisconsin is outraged. I can’t blame her. Should anyone with a degree be allowed to teach? Is professional education worthless? Scott Walker thinks so. So will others who read the NCTQ report, which graded teacher education with an F without bothering to visit any of the institutions it graded so harshly.

This parent writes:

Dear Diane,

My suggestion is far beyond my ability to assess; here’s my thought.

This report on the quality of teacher education is a smear against those, like my daughter, who have just completed their education. As an elementary and special ed teacher, she had to complete an entire year of student teaching, at great expense to her and her husband. It took her 5 years, total, to become a teacher. Now, in the pending Wisconsin state budget, Scott Walker is proposing alternate certification, where anyone with any bachelor’s degree can get certified to teach just by teaching. In essence, the experience gained using an emergency certification becomes the curriculum / criteria for certification itself. Therefore, teachers like my daughter, who have just completed their education will now be tainted by this study, when boards across the state decide that someone with “real world” experience would be preferable to candidates who dedicated themselves to this career from the beginning.

Is there no one who will address this outrage? We complain about the deep pockets of those who would destroy education. Maybe it’s time that those deep pockets became a legitimate target for a class action lawsuit.

Let the games begin!

Sincerely,

Xxxxcxcx