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Florida: Republicans Scheme to Destroy Teachers’ Unions

By dianeravitch
November 19, 2023 //
20

Republicans don’t like teachers’ unions. They don’t like them for many reasons. The unions get a seat at the table when it’s time to bargain over wages, health care, pensions, and working conditions. They are the collective voice of working people. Republicans don’t want working people to have power.

Unions also are skewed toward Democrats, so killing unions hurts the Democrats.

The Florida legislature passed a law declaring that unions would be decertified if their membership was below 60% of the relevant workforce. The law is aimed at the teachers’ unions. The 60% cutoff is intended to block unions; in a normal democratic election, the winner needs to get 50% plus one, not 60%.

The Miami Herald reported:

Florida’s largest teachers union, United Teachers of Dade, will head down the path toward decertification if it cannot prove that hundreds more teachers began paying dues over the last week — an unprecedented situation that threatens to leave about 30,000 Miami-Dade public school teachers and personnel vulnerable to possible labor contract changes.

On Friday, to meet the requirements of a new state law that requires at least 60% of union members pay dues, Miami-Dade Public Schools was gauging how many eligible employees were union-paying members within UTD. The last tally — conducted on Nov. 10 — put that number at just 58.4%.

It was unclear Friday whether the 60% threshold would be met, and union leaders and district administrators were uncertain exactly what the future would hold if they fell short.

During a news conference Thursday night, Karla Herndandez-Mats was unable to detail what the potential ramifications could be as a result of submitting the audit. “We don’t know what it means, because we don’t know what the numbers will be tomorrow,” she said.

The potential collapse of the state’s largest teachers union could minimize the collective voice of educators in a state that has increasingly been hostile to teachers unions, and undercut them locally when they find themselves in need of collective representation.

Teachers unions have often been at the forefront of criticism toward the governor and Republicans over education policies. If the unions are decertified, it would mark the first wave of change from a law that went into effect July 1 and was criticized by union leaders and Democrats as a “union-busting” effort to silence critics.

Decertification would leave the union unable to bargain for things such as pay and protections in the classroom. Without that ability, Hernandez-Mats said, there would be “detrimental” effects and a “mass exodus of teachers” who are tired of political attacks. (The union successfully bargained for its members to receive pay raises ranging from 7% to 10% this school year.)

Read more at: https://www.miamiherald.com/news/local/community/miami-dade/article281987848.html#storylink=cpy

Categories DeSantis, Florida, Teacher Pay, Teachers, Unions

Valerie Strauss: Voters Give “Moms for Liberty” a Well-Deserved Whupping

By dianeravitch
November 12, 2023 //
4

Valerie Strauss reviews the local school board elections in several states, where the self-described “Moms for Liberty” were widely rejected. Despite their misleading name, most voters understood that they have an agenda to ban books, demonize teachers, and harass teachers and administrators with demands for censorship. Voters didn’t want more of the same.

Strauss writes:

In 2021, the right-wing “parents rights” Moms for Liberty claimed victory in 33 school board races in a single county in Pennsylvania — Bucks — saying that it had helped turn 8 of 13 school districts there with a majority of members who support their agenda.


Tuesday’s elections were a different story. In Bucks County, and many other districts across the country, voters rejected a majority of candidates aligned with the group’s agenda in what elections experts said could be a backlash to their priorities.
In Pennsylvania, Iowa, Virginia, Minnesota, New Jersey and other states, voters favored candidates who expressed interest in improving traditional public education systems over those who adopted the agenda of Moms for Liberty, which has been at the forefront of efforts to reject coronavirus pandemic health measures in schools, restrict certain books and curriculum and curb the rights of LGBTQ students, and other like-minded groups.

“‘Parental rights’ is an appealing term, but voters have caught on to the reality that it is fueling book bans, anti-LGBT efforts, pressure on teachers not to discuss race and gender, whitewashing history, and so on,” said political analyst Larry Sabato, a politics professor at the University of Virginia and founder and director of the Center for Politics. “Parents may want more input in the schools, but as a group they certainly aren’t as extreme as many in the Moms for Liberty.”


The school board results were part of a broader wave of support for moderate and liberal candidates in local and state elections who campaigned on support for traditional public education. An election analysis conducted by the American Federation of Teachers, the second-largest national teachers’ union, found that in 250 races across the country, candidates in different types of races backed by opponents of traditional public education lost about 80 percent of the time.

I read the many comments that followed Strauss’s article, and to my delight, every comment agreed that Moms for Liberty was phony and its program was to undermine freedom of students to learn and freedom of teachers to teach.

Here are a few:

Moms for Liberty is an antisemitic, racist, homophobic, transphobic, white nationalist, vaccine-ignorant, book-banning, child-endangering hate group. The sooner it lands on the ash heap of Trumpist history, the better.

Moms for Liberty really means Moms for facism and hate.

They overplayed their hand. ‘Tis the demise of so many movements. Plus, oh yeah, they are loud, obnoxious, overbearing, power-hungry, wrong-headed, and anti-American.

Sorry Youngkin..looks like your dragging on public school teachers and setting up Nazi Snitch hotlines to turn them in didn’t turn out to be your key to the WH.

Well, it seems book bans, anti-LGTBQ+ agendas, revisionist history and free speech restrictions on teachers are NOT the wave of the future.

Sod off, Klanned Karenhood. We’ve got your number.

Sounds like voters are catching on to the Minivan Taliban. Not before time.

If you want to raise your own offspring to be ignorant bigots, have at it, ladies. Can’t guarantee they will appreciate you ensuring they will never be able to compete in the real world. Meanwhile, leave the rest of us alone.

Categories Accountability, Bigotry, Censorship, Curriculum, Democracy, Disruption, Education Industry, Extremism, Fake, Fascism, Freedom to Read, Librarians, Lies, Parents, Propaganda, Teachers

Houston: Teachers of Special Ed and Bilingual Ed Object to Standardized Curriculum

By dianeravitch
October 31, 2023 //
15

In Houston, the backlash against the authoritarianism of state-imposed superintendent Mike Miles continues to grow. Teachers of special education and bilingual education don’t like the standardized curriculum.

If I’m focused on what’s happening in Houston, there are two reasons:

1. I’m a graduate of the Houston Independent School District, and I don’t like to see it under siege by a know-nothing Governor and his puppet state superintendent.

2. This state takeover demonstrates the utter bankruptcy of state takeovers. It was concocted out of whole cloth, on the claim that one school in the entire district was “failing.” Before the takeover, that school—Wheatley High School—received a higher score (based on state tests) and was no longer “failing,” but the state took over the entire district anyway. So Houston is a national example of the vapidness of “education reform,” meaning non-educators like Miles, Governor Abbott, and State Chief Mike Morath telling professional educators how to do their jobs.

Anna Bauman of The Houston Chronicle writes:

A cornerstone of the New Education System introduced by Superintendent Mike Miles is a highly specific and rigorous instructional model.

As many students and teachers know by now, the system includes a standardized curriculum provided by the district, frequent classroom observations and grade level materials. Each day, teachers in core classes provide direct instruction for 45 minutes, give students a timed quiz and then split the children into groups based on their understanding of the lesson, with struggling learners getting more help from their teacher.

Miles says the model is meant to improve academic achievement, especially among student populations whose standardized test scores often lag behind their peers, and has disputed any claims that the system fails to accommodate the diverse needs of students.

In conversations over recent weeks, however, seven teachers at five different schools told me they are struggling to meet the needs of children with disabilities or emergent bilingual studentsbecause the model is too rigid, fast-paced and inflexible to provide accommodations for these learners.

For example, one teacher at an NES-aligned campus told me she cannot realistically give students extra time, a common accommodation for special education students, on the timed Demonstration of Learning. If she lags behind schedule, administrators will enter her classroom and demand: “Why aren’t we where we’re supposed to be?”

A teacher at Las Americas Newcomer School, home to many refugee and immigrant students, said district officials instructed educators to remove alphabet posters from their classrooms and limit the use of dictionaries, which many non-native English speakers rely on during class.

“Many of them, it’s their first year being in school. They don’t know the language. I have a classroom with at times four different languages spoken. And we’re forced to do the same slides and the same work as a regular, general education school,” the teacher said.

Only time will tell whether the new system will boost academic achievement as Miles intends, but for now, teachers are speaking out because they are concerned about doing what is right for their most vulnerable students.

“When I go home at night, I want to know when I put my head down on my pillow that I did the best I could by my kids,” said Brian Tucker, a special education teacher at Sugar Grove Academy.

You can read more in-depth about these issues in separate stories published this week about special education students and English language learners.

 

Categories Accountability, Corporate Reform, Curriculum, Education Industry, Education Reform, English Language Learners, Extremism, Failure, Houston, Special Education, Stupid, Teachers, Texas

A “Culture of Fear” Does Not Encourage Great Teachers or Successful Students

By dianeravitch
October 25, 2023 //
8

Michael McDonough retired last year after more than 30 years as a teacher, principal and administrator in the Houston Independent School District. He has spoken to many of his former colleagues, and they have described a “culture of fear” created by state-imposed Superintendent Mike Miles. McDonough is speaking out because he is free to do so. He can’t be fired. This article appeared in The Houston Chrinicle.

McDonough writes:

For over 30 years, I served the Houston Independent School District in a variety of capacities, including teacher, coach and administrator. I worked as a secondary principal for 18 years across three different campuses — Pin Oak Middle School, and Westside and Bellaire High Schools — and was recognized for excellence in leadership multiple times. I retired from HISD last year, before the state takeover, after a public disagreement with the previous administration.

I still care deeply, though, for the district and its students and teachers. As a resident of the district, I had hoped for the best with our new superintendent, Mike Miles. But that’s not what I’m seeing.

One of the most important leadership lessons I’ve learned is that an organization is in trouble when its most passionate people grow quiet. Through my conversations with former HISD colleagues, it has become clear to me that under Miles, a culture of fear prevents them from speaking up about valid concerns…

The current state of the district is not sustainable. In addition to HISD’s documented financial challenges, it’s short on an even more critical commodity: human capital. Similar to other districts, we simply do not have enough great people.

You can’t fire your way to improvement, and causing employees to flee isn’t much better. Instead, we should commit our scarce resources toward growing and strengthening our best people, and make our decisions based on what serves them. That is the surest path to excellence and a high-performance culture.

Experience has taught me that to keep our best people, a fair salary is a must. But that’s not enough. The leader we need now must understand all the facets of a high-performance culture, one that empowers teachers to create a safe, inclusive, and supportive environment for students. This same high-performance culture provides spaces for teachers to experiment, innovate, and reflect on their practice so they can continue to develop. The current administration’s one-size-fits-all approach fails in each of these areas.

Categories Accountability, Administrators, superintendents, Curriculum, Disruption, Fake, Houston, State Takeover, Students, Teachers, Texas

Houston Hires AP Physics Teacher for Students Teaching Themselves

By dianeravitch
October 19, 2023 //
2

One day after getting bad press in The Houston Chronicle, Superintendent Mike Miles decided to lift his hiring freeze. This allowed hiring a teacher for a physics class where students were teaching each other in the absence of a teacher.

AP Physics students at the DeBakey High School for Health Professions had a new teacher Wednesday, after Houston ISD lifted a hiring freeze that had kept the position vacant since the start of the school year, forcing students to teach themselves college-level science.

The new teacher was hired on Friday, a day after Superintendent Mike Miles said the district was nearly finished with a staffing audit that led them to ask schools to limit hiring, according to an HISD spokesman. Students said they learned about the appointment Wednesday morning and had their first class with the teacher that same day. 

“She seems super nice and (like) a very good teacher,” said senior Zain Kundi, who led a student petition to fill the vacancy, via text message. “She was able to teach us more in 40 minutes than the last eight weeks of us (teaching ourselves)…”

At DeBakey, students and parents were told the hiring freeze was the reason why the school couldn’t fill the AP Physics position, which was left vacant after administrators allegedly tried to foist the responsibility upon a standard physics teacher, who took an extended leave of absence in protest.

Students were left to teach themselves advanced physics for nearly two months, with some students being pulled out of other classes to teach their peers. The school’s Parent Teacher Organization eventually stepped in and enlisted qualified volunteers to provide virtual lessons and tutoring.

Categories Curriculum, Houston, State Takeover, Teachers, Texas

Houston: Students in AP Physics Lose Teacher, Now They Are Acting as Teachers

By dianeravitch
October 18, 2023 //
17

The incredible Mike Miles started the year boasting that he had no teaching vacancies. Nonetheless, teachers who dislike Miles’ lockstep “New Education System” are quitting. In one high-perfuming school, students in advanced physics lost their teacher and are now teaching other students.

Sam Gonzalez Kelly wrote in The Houston Chronicle:

Juniors and seniors at Houston ISD’s DeBakey High School for Health Professions walked into their AP Physics classes at the beginning of the school year and asked one question: “Where’s our teacher?”

About 150 students at the top-ranked high school signed up for the advanced science courses, many with the hope of earning college credit, but found themselves without a qualified teacher. Given the complex nature of the material, substitute teachers brought in were unable to do much more than supervise the classroom.

The teens spent the first seven weeks of the year trying to teach themselves sophisticated concepts, including electric circuitry and thermodynamics. In some cases, seniors in AP Physics II were pulled out of classes to teach juniors in AP Physics I. Students were told by administration that their hands were tied — a hiring freeze at Houston ISD had left them unable to fill the vacancy, they were told, which was created when a teacher went on leave to start the year.

“It’s just aggravating,” said senior Zain Kundi. “It’s money on the line, because these classes in college are thousands of dollars and if you get it out of the way now, you can save quite a bit of money. And if our grades start falling, colleges will see that early in the admissions process and be like ‘what the heck…’ Especially now with college applications, we have so much on our plates already.”

Kundi says the AP Physics position was left vacant because the school’s administration tried to saddle a standard physics teacher with the role just before the start of the school year, causing the teacher to use accumulated leave days in protest. The senior made it clear he does not blame the teacher nor HISD for the vacancy, arguing that DeBakey’s administration had a whole summer to find someone for the role. Now, student GPAs, AP scores and college prospects may be affected as a result, he says.

DeBakey Principal Jesus Herrera did not respond to multiple requests for comment. A district spokesman said last week that schools “have been asked to limit outside hiring” until staffing audits are complete in the 85 schools in or aligned with Miles’ New Education System, where enrollment was less than forecast to start the year.

“This will give existing HISD teachers whose positions are eliminated in NES and NES-A campuses the first opportunity to apply for other positions available in non-NES schools. Exceptions can and have been made for specialized instructors like AP teachers,” the district said in a statement.

Miles said Thursday evening that the audit was near completion and that the pause would be lifted quickly.

“We had some excess teachers, and we’re moving some teachers around, and that should be completed soon,” Miles said last week. Teachers who move from an NES or NES-A campus will keep their $10,000 stipends, but in the case of the former, will not retain the higher salaries they received for teaching in an NES school, he said.

Meanwhile, DeBakey students presented a petition with dozens of signatures to administrators at a PTO meeting in late September, demanding answers and a solution to the problem.

“Our current management of these courses is not working to benefit our students or our teachers, and it is time for answers,” the petition reads, noting that having senior students teach advanced physics to juniors is “extra work for the seniors and suboptimal instruction for the juniors…”

The situation is not just affecting DeBakey. Though Miles said he started the year with zero teaching vacancies, uncommon in a district like HISD, teachers and administrators at other schools say that they had to get creative to fulfill responsibilities of teachers who have left the district since the school year started.

One geography teacher at Sharpstown High School said he had to take over U.S. history classes after its teacher left over a month into the school year, and that the school has had to reshuffle classes and teachers to avoid hiring as more and more teachers leave. An administrator at one non-NES elementary school said that they were unable to hire a long-term substitute, as they normally would have in years past, after one teacher resigned a few weeks into the year because they were told by district officials that there was a hiring freeze for any positions beside special education and bilingual teachers…

At DeBakey, the PTO has attempted to address the issue on its own by pooling its money to pay stipends to two college professors and two former AP Physics teachers for virtual lessons and tutoring sessions. But not every school in HISD has the resources for such a response, which Ake acknowledged is a “Band-Aid solution until the school and the district can lift the freeze.”

Categories Corporate Reform, Students, Teachers

Matt Barnum: Mark Zuckerberg and the Failure of “Personalized Learning”

By dianeravitch
October 16, 2023 //
24

For several years, vendors of Education technology have promoted the bizarre idea that learning on a computer is “personalized,” as compared to human interaction with a teacher. Tech leaders like Mark Zuckerberg and Bill Gates believed that technology would make it possible to accelerate learning and raise test scores by standardizing teaching.

Matt Barnum reports in Chalkbeat that Zuckerberg’s efforts failed. He and his wife Priscilla Chan via their CZI Initiative realize that their support of Summit Learning failed. However they are now betting on artificial intelligence.

What’s clear is that they do not trust teachers.

Barnum begins:

Several years ago, Mark Zuckerberg had grand designs for American schools.

The Facebook founder and his wife, pediatrician Priscilla Chan, poured well over $100 million into an online platform known as Summit Learning that initially aspired to be in half of the nation’s schools. In 2017, Zuckerberg suggested that technology-based “personalized learning” could vault the average student to the 98th percentile of performance.

Fast forward to this summer: The Chan Zuckerberg Initiative, the couple’s philanthropic arm, laid off dozens of staff on its education team and announced a shift in strategy. “Our understanding of what’s possible in the world of education — and in our world more generally — has changed,” Sandra Liu Huang, CZI’s head of education, wrote in an August blog post. “And so, at CZI, our education efforts must change too. Navigating these changes is humbling and challenging, but ultimately, necessary.”

It was an acknowledgement that the company’s prior education strategy had fallen short of its hopes. Through a spokesperson, Huang declined an interview request, but noted in her blog post that the company is continuing its work in education, albeit with a different strategy. “This moment demands not just investment but innovation — and that’s why we are building a team of experts and partners to identify opportunities where technology and grantmaking can drive coherence,” she wrote.

CZI’s shift in approach marks something of a coda to an era when various advocates and funders believed that computer-based “personalized learning” could dramatically improve education. Summit, CZI’s pet project, has not spread as far as once hoped, and there’s little evidence that it or similar efforts have led to the large learning gains that Zuckerberg envisioned. This gap between ambitions and results underscores the difficulty of using technology to dramatically improve America’s vast system of decentralized schools.

“People keep hoping that our technologies are the Swiss Army knives or steamrollers that they can do everything,” said Justin Reich, a professor at MIT and author of a book on the limits of technology in education. “Instead, our best technologies are very particularly shaped ratchet heads and the landscape of education is millions of bolts.”

Please open the link and read the rest of this fascinating article. CZI has not given up on technology. Imagine if they had spent those millions on health clinics in schools. Or anything else human-based.

Categories Chan-Zuckerberg Initiative, Corporate Reform, Education Industry, Teachers, Technology

Texas: Abbott Calls Special Session to Force Vouchers

By dianeravitch
October 9, 2023 //
12

Governor Greg Abbott really, really wants vouchers. The State Senate agrees with him. The House of Representatives is controlled by Republicans but it thus far has refused to pass them. Rural Republicans in the House have allied with urban Democrats because both know that vouchers will harm their community public schools.

But Abbott is pulling out all the stops. He even refused to raise teachers’ salaries or increase public school funding until he gets a voucher bill.

The Texas Observer comments:

Governor Greg Abbott has called lawmakers back to a special legislative session starting this coming Monday, October 9. His message to them: Pass school vouchers—or else.

“There’s an easy way to get it done, and there’s a hard way,” Abbott said during a September 19 tele-town hall. “If we do not win in that first special session, we will have another special special session and we’ll come back again. And then if we don’t win that time … We will have everything teed up in a way where we will be giving voters in a primary a choice.”

From bullying legislators to “co-opting” churches and religious services, Abbott “wants to force a voucher at all costs,” said Patty Quinzi, legislative director of the Texas American Federation of Teachers. Pulling the purse strings of Abbott’s voucher campaign are a handful of billionaires who have invested millions to weaponize far-right culture war propaganda to fund what the governor has branded as “school choice” for parents.

Meanwhile, many public school districts started this school year with a budget deficit after the Senate refused to use the state’s $33 billion budget surplus to increase school funding without the condition of passing universal vouchers.

During the regular session, the House twice rejected proposals for vouchers or “an educational savings account,” citing constituent concerns that voucher programs would siphon money from public schools. When the Senate attempted to force the House to accept universal vouchers in return for passing its school funding proposal, its author, Representative Ken King, pulled the bill.

“In the end, the Senate would not negotiate at all. It was a universal ESA or nothing,” King wrote in his public statement. “I am committed to protecting the 5.5 million school kids in Texas from being used as political hostages. What the Governor and the Senate [have] done is inexcusable, and I stand ready to set it right and continue to work for the best outcome for our students and schools.”

In early August, the House’s 15-member committee on Educational Opportunity and Enrichment issued its interim report, signaling some members’ willingness to compromise on school vouchers if they were limited to students with special needs and if the money to fund a voucher program came out of the state general revenue instead of the Permanent School Fund. Earlier this year, the Observer revealedhow limited voucher programs in other states served as a trojan horse for larger, universal voucher programs, leaving public schools with large deficits and a loss of federal civil rights protections for parents who took their children out of public schools.

“We are $40 billion below the national average for school funding, so we have no business talking about any kind of program that takes more money out of our public schools,” said Representative Gina Hinojosa, who serves on the committee but declined to endorse its recommendations.

Greg Abbott has vowed to keep calling special sessions until the Legislature passes a voucher bill.

Categories Bigotry, Education Industry, Funding, Privatization, Propaganda, Rural Schools, Teachers

Shani Robinson: I Was Convicted in Atlanta on RICO Charges. I Was Innocent.

By dianeravitch
October 4, 2023 //
18

Shani Robinson was one of the Atlanta teachers who was convicted during the Great Cheating Scandal of 2015. Almost ten years later, she and five others who refused to plead guilty are still free while appealing their convictions. Shani wrote a book about her ordeal called None of the Above, which I reviewed here. Shani’s book persuaded me that she had not cheated; she had no motivation to cheat since the scores of first-graders did not count for AYP (Adequate Yearly Progress) or for a bonus for her. She was outraged to be accused of cheating, and she resisted all plea deals that required her to plead guilty or to accuse others, even if the plea deal allowed her to walk free. She was determined to insist on her innocence rather than make a deal with prosecutors.

Now that Trump and others are accused using the RICO statute, I contacted Shani to ask her where her case stands today.

Shani wrote this account for the blog:

Most everyone I know is paying attention to the prosecution of former President Donald Trump and 18 of his allies related to an alleged conspiracy to overturn the 2020 election. Georgia’s Racketeer Influenced and Corrupt Organization (RICO) Act makes that possible. I view the proceedings with mixed feelings, as I was falsely accused and convicted under that same RICO Act during the Atlanta Public Schools (APS) Cheating Trial in 2015.

My name is Shani Robinson and I’m a former first grade teacher. I was falsely accused of cheating on my students’ standardized tests by a former co-worker, whose story changed every time she was interrogated by the Georgia Bureau of Investigation (GBI), but who was ultimately offered immunity in exchange for her testimony. Former Fulton County District Attorney Paul Howard Jr. claimed that cheating was the result of a criminal conspiracy. He used RICO—a law devised to take down the American Mafia—to throw the book at educators. I was offered a plea deal that would have whittled my potential 25-year prison sentence down to community service. But I wasn’t willing to admit guilt for something I hadn’t done and/or falsely accuse someone else. I also never received bonus money (the basis for the RICO charges) because my school didn’t reach the district targets, which were APS’s testing goals that prosecutors claimed were the main culprit behind the cheating. There was no motive for me to cheat because as a first-grade teacher, my test scores didn’t count toward the district targets.

The APS cheating case was rife with corruption from the beginning. Former Georgia Governor Sonny Perdue sent an unprecedented number of GBI agents into APS in 2010. Teachers were pulled out of their classrooms and told to speak with these agents, and in most cases, there were no attorneys present. Agents used intimidation to elicit confessions and accusations: Some educators complained that GBI interrogators threatened that they could lose custody of their children if they didn’t cooperate. Educators who maintained their innocence were asked to sign pre-written statements saying they didn’t cheat. Some of the teachers who signed the forms were still accused of cheating and were charged with making false statements and writings, a felony, because they had followed instructions and signed the statements the GBI provided. At the same time Perdue’s investigation was underway in APS, he turned around and used the same questionable test scores in an application for President Obama’s Race to the Top program and won a $400 million federal grant.

The trial was like a circus. The judge called out prosecutors on multiple occasions for improperly influencing the jury. But the judge himself was often out of line too: from telling the jury a story about a man he caught masturbating, to having a private conversation with former District Attorney Paul Howard Jr., to pressuring my co-defendants and me to take plea deals. While the prosecutorial and judicial misconduct that took place was bad enough, the mainstream media helped fuel the fire to justify the RICO charges. Their overall narrative was that educators cheated to get bonus money. This patently contradicted the GBI investigative report, which stated bonus money provided “little incentive” to cheat. One of the lead investigators on the case also stated this when he testified during the trial. Despite the flaws, the jury convicted all but one of us that was on trial.

The problem with RICO is that it criminalizes such a broad range of conduct, including acts by many people who have nothing to do with each other. RICO was originally written to attack organized crime; using such a statute against educators for cheating on standardized tests is unconscionable. Since the 2001 enactment of No Child Left Behind, a federal policy that mandated standardized testing and imposed sanctions on schools that failed to meet unrealistic goals, The National Center for Fair and Open testing documented cheating cases in nearly 40 states and Washington, DC. Only in Atlanta did educators face felony charges saddled with decades-long prison sentences.

This RICO indictment has hung over my head for the past 10 years, leading to a diagnosis of Post Traumatic Stress Disorder (PTSD). The impact of PTSD and the fallout from the trial has taken a significant toll on my family. I have 2 small children, sothe thought of going to prison and being separated from them is agonizing. There are 6 defendants, including me, still appealing convictions. We’ve all been able to remain out of prison thus far due to being on appeal bonds. But the case has been handled so poorly; the entire appeals process restarted this year with no end in sight. Millions of tax players dollars have already been spent on this trial.

 Last year brought a ray of hope: Judge Jerry Baxter granted a new sentence for a principal who was convicted, enabling her to avoid prison and do community service instead. I’m hopeful that Fulton County District Attorney Fani Willis and Judge Jerry Baxter will come to the realization that RICO was misused in our case and find a peaceful resolution. Otherwise, the APS Cheating Trial could potentially be used as a playbook for other unjust prosecutions that clog up the legal system and waste public resources.

Categories Atlanta, Cheating, Georgia, Teachers

Houston: What Teachers Say About Mike Miles’s “Reforms”

By dianeravitch
September 5, 2023 //
37

Mike Miles was imposed on the Houston Independent School District by State Commissioner Mike Morath. Neither Miles nor Morath was ever a teacher. HISD was graded a B district before the state takeover. The takeover was based on spite, on Governor Greg Abbott’s hatred for a district that opposes him.

Miles thinks he is an innovator, but none of his authoritarian mandates has ever succeeded anywhere else. They won’t succeed in Houston because he lacks the single most essential ingredient of leadership: Trust.

He rules by fiat. That may work in dictatorships but not in schools. Fear is not a good long-term motivator. If Miles know anything about research on motivation, he would know that the greatest motivators are intrinsic, such as a sense of mastery and autonomy.

This post was written and published on a teacher website. It reports what’s happening in Houston’s classrooms, through the eyes of teachers.

The post begins:

The largest school district in Texas has been in the news a lot lately. You may know the district was issued a state takeover and its superintendent was replaced by Mike Miles, who, notably, has never taught. 

You may know that as a part of his “wholescale, systemic reform” he identified 28 underperforming schools and identified them as NES Schools—which stands for New Education System. 

You may know a few headlines—the most bizarre being that Miles starred in a musical skit for convocation that’s been scrubbed from the Internet. 

Often, the real story isn’t as bad as newspaper headlines make them out to be. That’s not the case with what’s happening in H.I.S.D. 

The experiences teachers are sharing are a different story entirely.

Here is what this reform looks like on a classroom level, from teachers currently in H.I.S.D. 

Teachers read from a script the first two days of school. 

Read right off the page. No get-to-know-yous, no surveys, no relationship-building, no games, nothing. Right into curriculum. 

Teachers must keep classroom doors propped open. 

However, teachers and parents argue this violates past safety mandates to leave classroom doors shut and locked.

Teachers cannot dim lights. 

Even if they leave the windows open, have lamps, etc., the lights must be at full power.

Teachers have constant interruptions from administrators and district “minders.”

APs have to submit a minimum of five teacher observations per day, so this means near-constant interruption.

Administrators evaluate teachers on a checklist that has very little to do with pedagogy.

Teachers don’t know how school leaders will use these observations. This is the actual form (big thanks to Janice Stokes).

[Open the link to see the form.]

My first three reactions:

If teachers are reading from a script created by the district, why are we evaluating them on their instruction being relevant and engaging? Isn’t that on your people, Mike? 

MRS stands for Multiple Response Strategies. Pair and share, whip around, etc. These are acceptable checks for understanding, but every four minutes is formulaic and prevents any kind of extended focus or stamina. 

I haven’t heard “DOL” since 1992.

Classroom monitors can coach teachers on instruction at any time.

Even with students present. Not insulting at all!

No “weak readers” can read aloud because it models disfluency.

Huh. OK.

At NES schools, libraries have been replaced with detention centers. 

A district employee I spoke to insists it is a “flex space that can have other uses besides discipline.” I said, “Oh, like a library?” She did not respond. 

Students may not free-write.

Also, they may not work independently for more than four minutes. 

Every four minutes, teachers are required to hold an all-class response to check for understanding. Which is great, until you actually have to read a book, take a standardized test, or focus for more than four minutes.

Every classroom activity must tie directly to instruction. 

No classroom celebrations, relationship-building activities, brain breaks, or routines/procedures instruction are permitted. 

Teachers received extremely limited training on this model.

The location chosen for training left people sitting on floors and stuck in parking lots for over 45 minutes.

There is no information tying any of these strategies to best practice or research on what’s best for kids.

This authoritarian approach to education is taking a huge toll on school climate and morale. A friend of mine said teachers at her school are breaking down on a daily basis. Even the strongest, most experienced educators—department chairs and leaders with stellar records—feel demoralized and unnerved (and that’s saying a lot after the past few years). 

And no, the answer isn’t to “just move,” or switch districts, or quit teaching altogether. First, that response is lazy and reductive, but more importantly doesn’t account for the hundreds of thousands of kids in H.I.S.D. schools forced to learn in environments counterproductive to their wellness and development. 

Public school teachers in Texas have known for years that it’s in the best interest of the state to destroy public education and reallocate funding to religious and private schools. Years of slashing budgets, demonizing teachers, lowering standards, letting chaplains offer mental health counseling—don’t tell me that’s a state that holds any kind of value for public education. That’s a state that wants to “prove” public education doesn’t work so it can privatize.

It’s just wild to me that they’re not even hiding it anymore.

Categories Accountability, Corporate Reform, Cruelty, Democracy, Disruption, Education Industry, Ethics, Extremism, Houston, Teachers, Texas
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