Archives for category: Teachers and Teaching
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Teacher: I Hate What Is Happening to Our Schools

By dianeravitch
May 2, 2013 //
9

This comment from a teacher who read the post “For Shame, Commissioner King.” That post described how the state commissioner in New York requires special education students to take examinations they can’t read.

The teacher writes:

“I am often asked to proctor extended time testing on our all-too-frequent assessment days (quarterly interims, ACTs, PSAEs, practice for all of the above, etc.). I have been told it’s because I “get it” by our very talented, also very frustrated, special education team. By “get it,” they mean that, as a traditionally-certified teacher (in a charter network which favors TFAers) who attended an actual school of education, I have taken a few required classes on student learning differences and understand that not all kids can be lumped into a mediocre average and expected to achieve the same baseline level of understanding given “optimal input” and prison-like management. My husband works in mental health, so I am also inappropriately (illegally) consulted on student psychological issues far outside my job as a Latin teacher. It amazes me how clueless, or maybe worse, how careless, our schools have become with these students. Our school has an AMAZING special education team, yet they are ignored, forgotten about, and not consulted when it comes to the students they know best. Many have left or are leaving to take their talent elsewhere, and who could blame them?

“When I proctored my first extended time interim (a totally unnecessary in-network assessment incentivized by bonuses for both students and teachers whose scores compete with other schools in our network), I was shocked and appalled at what we do to our kids who already struggle to stay focused on one narrow task and sit still in their normal 45-minute class periods. We put them all in a room together, and make them sit still and silent for four hours. It was miserable for me, and I can only imagine how miserable it was for them. One student managed to pull a dollar bill out of his pocket, and studied it intently for a good 10 or 15 minutes during his math exam, no doubt running out of time when it came to actually completing the test. Knowing this student, I’m sure something in his exam inspired some spark of curiosity that he couldn’t ignore. This type of exploration might have been acknowledged positively, could have lent itself to a “teachable moment” to help students see some cross-curricular connections between printed money and history or culture (I’m going to pretend he was reading the Latin). But instead, I was expected to silently discipline the student after the test for not “focusing hard enough” on his pointless, soulless, disconnected interim exam.

“I hate where we are headed. I hate how little schools are allowed to appreciate real, connected learning, curiosity, and critical thinking. I hate to see brilliance stifled by enforced mediocrity. I feel so lucky to have attended schools before this wave of “reform,” but heartbroken for so many of my students who trust their futures to a system that is ultimately failing to help them reach their human potential, because being human is too messy, too hard to assign convenient numerical values to, and apparently undesirable to our policymakers and their corporate sponsors.”

Categories Special Education, Students, Teachers and Teaching

Trigger-Happy Florida Senators

By dianeravitch
May 1, 2013 //
4

Just hours after the defeat of parent trigger legislation, some of its advocates moved key portions into another bill.

In this case, this provision was salvaged:

“A bill focused on charter schools (HB 7009) was amended Tuesday afternoon. It now requires that children in classes taught by teachers with an “unsatisfactory” or “needs improvement” ratings during the current school year could not be taught by similar teachers in the same subject next year.”

Sounds reasonable except that the state’s evaluation system is ineffective.

Never say die, especially if there is a chance at harassing public school teachers.

More of the “punish don’t support” theory.

Categories Florida, Parent trigger, Teacher Evaluations, Teachers and Teaching

Why She Left Teaching

By dianeravitch
May 1, 2013 //
17

From a teacher who gave up:

After 13+ years as a successful special education teacher in Los Angeles and then Virginia, I resigned last year. I just felt like I could no longer teach one more year in the current atmosphere that the teaching profession has become. I decided to take at least a year off, but it may be permanent. I know I have helped so many students and families over the years, and the students remained the only pleasant part of being a teacher at all. The excessive paperwork and lack of funding and support from society, the administration, and the government got worse and worse with every year, and the major down-slide began with No Child Left Behind and the increasing emphasis on test scores. The pressure for my students to pass standardized tests became unbearable even though many did pass and advance in terms of progress, but who cares about progress if it isn’t a passing score, and who cares about whether my students have disabilities, and most importantly, who cares if one test taken on one day cannot possibly assess the many successes and advances my students make yearly? Maybe I will go back to the classroom one day, but for now, I sorely need a break from the circus education has become.

Categories NCLB (No Child Left Behind), Teachers and Teaching, Testing

Boston Teacher: Why I Quit, Why I Fight

By dianeravitch
April 30, 2013 //
34

This comment was posted by a teacher in Boston who couldn’t tolerate what was happening to her school, her students, her profession.

She writes:

“Dear Dr. Ravitch,

I am a newly-resigned, 15-year veteran in the Boston Public Schools.

I had to get out; I spent years obsessing over the internet trying to make sense of what was happening & why I was continuing to let it. All my research did was leave me feeling more confused, & thinking I could spend forever trying to make sense of nonsense.

On 4/1 I resigned.

On 4/5 I was testifying before the Joint Committee on Education in support of some MCAS bills. I hope my testimony was powerful.

On 5/7 I plan to do the same; this time it’ll be on charter schools.

I plan to testify at as many hearings as possible until it makes a difference.

I’ve reached out to the directors at Citizens for Public Schools (Massachusetts’s advocacy group) & am very much looking forward to working with them in any capacity that they need.

I’ve already grown impatient with how time-consuming the whole legislative process is; what’s happening within our schools is a CRISIS, & each passing day brings new evidence supporting that claim. There’s NO QUESTION high-stakes tests are BAD; teaching to the test is BAD; businessmen making decisions about non-business related matters, especially when children are involved, are BAD. & we hope someday legislation makes things GOOD again, but the legislative process isn’t exactly efficient, so in the meantime…what? We just continue along as expected, regardless of the damage?

I resigned from the BPS because I couldn’t justify doing what I was doing each day by complying with malevolent mandates and stupid sanctions while knowing the harm it would cause. This was NOT what I was put on this earth to be doing; this was HARMING children, including my OWN!

I could never explain to myself WHY I was continuing to do it; all I knew was that as long as i was in the BPS, I’d be doing it. Refusing to comply all by myself wouldn’t be effective, & I longed to sleep at night again, so I left. I am the single mother to a 6, 7, & 8 year old boy, & I left my only source of income behind when I did. THAT’S how bad things are.

Today my priority is doing whatever i can to help undo this corporate takeover and get the schools back on track. But again, the legislative process is a slow one, & the harm’s been already overwhelming & substantial enough. I believe drastic measures are in order, at this point. & I believe it has to come from within the schools…the teachers are the only real ones who have any say in what is going on in the classrooms, so why aren’t they uniting to do something about it? In MA, at least, it’s starting to already feel too late…

There is not a teacher in America who SUPPORTS this corporate reform. Individually, we all vehemently oppose it; our blood boils because of it; we know it’s toxic. Collectively, however, we DO support it. We support it each & every day, no matter how it contradicts our entire pedagogy. No matter how much it sucks to live life like that…going against the core of who we are, we obey the rules. WHY? WHY ARE WE CONTINUING TO BE EVER-SO-OBEDIENT?

I spent over 2 years desperately seeking that answer to that very question; only to become more & more unable to – & that’s why i resigned.

& one of the many intense emotions that came with making that decision was Anger. Anger towards the teachers for making this happen. Anger towards myself as a teacher for making it happen.
I believe if the teachers come together & have some conversation, change will happen. The faster we do that, & the more teachers we reach out to include, the faster the change will come.

Someone just needs to gather up all the teachers now. I would; I feel like I’ve been only thinking about doing so all month. I just don’t know how. So I decided to reach out here, thinking you could help.

I may live in fantasyland to some degree, & I’ve realized this past month how shamefully little I knew of the policy & procedure & logistics of “this” side of Ed Reform – the external side. & I don’t know realistically what the teachers could even do or how it’d work, but I feel like a conversation needs to happen. & I also think the best way to start the conversation would be to ask every teacher to answer the following question:

“Why do you continue to comply with malevolent mandates & stupid sanctions that you KNOW only serve to HARM your students, your schools, your VOCATIONS?”

& for those who, like me on 4/1, respond with, “I don’t know”, the follow-up question is, then,
“Why do you continue to do it, then?”

It was asking that of myself that made me realize, I can’t.
& the only way I knew how to stop was to walk away.

But what happens when each teacher refuses to comply anymore IN SOLIDARITY with one another?

The answer, it seems, is obvious.

So why haven’t we done that yet?

How bad does it really have to get before we do???

At the beginning of March, I came across this quote from Rethinking Schools,

“At the most basic level, national corporate school reform
agenda REQUIRES teacher’s compliance. Regardless of
individual motives, when a group of teachers COLLECTIVELY
& publicly says NO, that represents a fundamental challenge
to those pursuing that elite agenda.”

The logic behind that assertion is indisputable. That statement is obvious.

So what are we waiting for??”

Categories Corporate Reformers, Education Reform, Massachusetts, Teachers and Teaching, Testing

Advice to Those Considering Teach for America

By dianeravitch
April 29, 2013 //
57

John Merrow recently offered advice to those considering joining Teach for America, and retired teacher and active blogger G.F. Brandenburg decided to offer his own advice.

Brandenburg links to Merrow’s post.

Brandenburg’s advice can be summarized in a word: Don’t.

Categories Education Reform, Teach for America TFA, Teachers and Teaching

What Happens When Skunks Bust Out of a Cage?

By dianeravitch
April 28, 2013 //
6

Nancy Flanagan, retired NBCT, has written a brilliant post about Governor Rick Snyder’s secret project called the Skunk Works. The goal of the project was to invent a brand-new cheap-cheap-cheap school called a “Value School.” Sort of like a discount store where you get a product that looks like the real thing, but it is a cheap copy.

Now that the Skunk Works is out in the open, people are stunned that the group consisted of entrepreneurs and software developers. The only teacher quit the group when he saw where it was going. Can you have education without teachers? It’s cheap but is it good education?

And the last line of her article is right on.

Categories Michigan, On-Line Education, Teachers and Teaching, Technology, Computers

This Teacher Sets the Record Straight

By dianeravitch
April 27, 2013 //
175

This teacher wrote a math problem into a Tweet. He got a negative response from someone he did not know. The next day, he was pulled out of his class and suspended on suspicion that he had leaked a Common Core test question on Twitter.

This is a frightening story. His reputation was nearly destroyed by suspicion and allegation.

This is his story:

I need to set the record straight

I teach my students that their reputation is the most important asset they own. Your reputation is determined by your actions, your deeds, and also how you are viewed by others. Therefore, it is vital that  you understand that your reputation ultimately defines you. Success is not judged by how much you make, but rather, real success is judged by your character and how others view your actions and deeds.  I believe this with my heart and soul.

Unfortunately, my character was questioned by an unproven allegation. Ultimately it was determined I did no wrong and the allegation was unfounded. I write this posting today as a record of what has transpired over the last two days. I also owe my students and their parents an accurate representation as to what occurred so that they may be fully informed.

My views on the Common Core and high stakes testing,  are well documented on this blog as well as on other web sites including Facebook and Twitter. I  assumed that one day, I would be challenged for my beliefs, and I have even commented that teachers live in fear of retribution for their beliefs. Well this week it was my turn to be challenged. Not only was my professional judgement challenged, my First Amendment Rights were challenged.

It all  began Wednesday evening with the following “tweets”;

tweet ccss

My initial tweet was an editorial comment based on a Common Core standard (which includes a similar example in the standard), and included a generic example that can be found in many practice workbooks. As you can see Allison Sitts, aka, IthacaGorges took exception to my message and accused me of posting an actual test question.  I followed up with a response stating that it was not an actual test question. At this point I thought little of Allison, I didn’t remember conversing with her before and just assumed the conversation was over.  Well it wasn’t!

The next morning ( Thursday) I administered part 2 of the New York State Math  Common Core Math assessments to my class. Immediately following this exam, ( It was literally minutes after collecting the test books.) My principal was standing at my classroom doorway , with a very distraught and serious look on her face, and says, “I need you to come outside now.”

I say, “OK, I’ll be right there.”

She then says, ” I need you right now. “

My first thoughts are about the well being of my elderly parents, my wife or my children.. so I leave the room and find my Superintendent there, who immediately hands me a letter, and says. “you must come with me now.” Without having time to read the letter, I grab a pen, and a notebook and then he, and my principal escorted me downstairs, into the administrative wing and ultimately into his office. On the way down he informs me that my union representative and union president are on the way and that they will join us. Once in the office, as we waited for my representative to arrive, I read the letter and it said that I was going to be interviewed regarding concerns about my workplace conduct. So there I sat.. wondering what is this about?

Once my representatives arrived, I was initially questioned whether or not I posted test questions on the internet, on my blog , or on Twitter. I replied I did not and then I was shown the tweets that are at the center of this controversy. I explained that it was a generic example with an editorial comment, and that I am entitled to post  my opinion. He then informed me that Alllison Sitts , who I just then found out is a math specialist for Tompkins-Seneca-Tioga- Boces, sent an e-mail to my principal accusing me of posting test questions and suggested my district conduct an investigation. ( Now to be fair, as of today I have not read that e-mail because it has not been provided to me yet.)

Based on this,  my superintendent informed me that he would be contacting the Nassau County BOCES Superintendent and the New York State Education Department, regarding my ” posting of a state test question.” He then informed me that I would be placed on administrative leave and would not be allowed back into my classroom. As you can well imagine, a heated discussion followed which I will not disclose at this time. Throughout the entire discussion I maintained my position that under the First Amendment I am entitled to post my opinions, and that I did not post any test questions.

I immediately expressed a concern for my students. I told him my students saw me removed from my classroom, and I know that they will be upset.I was basically told,  they don’t know why you left and they’ll get over it. I also expressed a concern that my students are facing a 6th day of extensive testing the next day and that it was unfair that they will be forced to face it without their teacher ‘s encouraging words. As you can imagine, that appeal fell on deaf ears.

I asked why didn’t they wait until my prep period to summon me thereby not having the children observe me being escorted out. I also questioned, why I was being removed from the classroom, and why couldn’t the investigation continue while I was teaching. Was I a threat to the school or my students???

 I was told that upon the advice of the district’s counsel I was being placed on administrative leave.

I was offered the choice of remaining in an office to work on lesson plans or I can work from home. At this point, after consulting with my representatives, and a NYSUT ( our union) attorney I decided to work from home. I then had to wait until my students lunch period, so that I may be escorted by my principal to my room, to gather my personal belongings.

I then left the building and went home.

On Friday, I received a hand delivered letter at home, with a directive to pick one of three thematic units to develop. As I sat home wondering when I would be allowed to return to my class ( I never had any doubt  that I wouldn’t) I set to work on my project.. Upon the advise of my counsel. I ‘laid low’ , I didn’t tweet, post on my blog, or answer parent’s emails that were questioning what happened because they heard I was escorted out. I put my energies into the task at hand, developing a Social Studies- LA unit. As you may have guessed I decided to develop a unit based on the Bill of Rights, specifically the First Amendment.I knew I would be vindicated so I did  what I was instructed to do.

As I was completing my task, just before 3 PM I received a phone call from the District Superintendent. He informed me that he filed a report with the New York State Education Department and that they have cleared me. I was now welcome to go back to my school on Monday.

Last night as I was answering parent e-mails that I put aside during this ordeal, I discovered that parents thought I was arrested! You see my students went home upset, and one thing led to another.

Hopefully my student’s parents will find their way to this blog, the rumors will end, and my reputation will be made whole. I look forward to teaching my students the importance of the First Amendment and how you should never allow anyone to take your rights away.

Categories Teachers and Teaching, Testing

How to Stay Sane in Bad Times

By dianeravitch
April 27, 2013 //
4

This teacher decided to leave a job she loves. She is trying to figure out what is happening, why so much teacher-bashing, why so little support. Luckily she has her “bucket fillers,” the colleagues and friends she can trust.

What is sad about this strangely moving essay is that she does not realize that her situation is political, not personal. She lives in Michigan, where teachers and public education are under assault by the state’s elected officials.

No introspection, no reading club, no graduate course can cure the problem she senses. What is needed is political action, first to realize what is happening, to recognize that the fault is not of her making, then to join with her friends and colleagues to get involved on actions that will solve the problem instead of accepting or internalizing it.

Categories Teachers and Teaching

Randy Turner Explains His Suspension

By dianeravitch
April 25, 2013 //
23

Randy Turner was suspended not for his Huffington Post article but for his book. This is why teachers need tenure: Academic freedom.

He sent this comment:

“Thanks for the kind words from everyone. My suspension coming at almost exactly the same time as my Huffington Post blog was a coincidence. Basically, it happened because I wrote a novel, No Child Left Alive, criticizing many of the practices in education today, particularly those done by overambitious administrators. I just finished posting the charges against me on my blog: http://rturner229.blogspot.com/2013/04/the-joplin-school-districts-charges.html

Categories NCLB (No Child Left Behind), Teacher Tenure, Teachers and Teaching

What Do Students and Teachers Say about the Pearson Common Core Exams in New York?

By dianeravitch
April 25, 2013 //
18

Two websites have been created to allow students, teachers, principals, and parents to register their comments about the Common Core assessments created by Pearson for students in New York.

One was created to discuss the English language arts exam. If you open the link, you will see numerous comments about the ELA exams. The comments are varied and interesting. The site was set up by  by Professor Lucy Calkins at Teachers College, Columbia University.

Despite the efforts of the New York State Education Department to shield the exams in the deepest secrecy, those who took the exams have plenty to say about them. I didn’t see disclosure of any confidential information, but a great deal of concern about the lack of time to complete the exam.

Another website was created to collect reactions to the math tests.

Once again, social media may be the best source of information for parents, students, and teachers, and the mainstream media.

Ask the experts, those who took the test and those who administered them.

Categories Accountability, Common Core, New York, Parents, Pearson, Students, Teachers and Teaching, Testing
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