Archives for category: Teachers

James D. Hogan, a former high school AP English teacher who now works for a liberal arts college in North Carolina, spells out the dramatic changes in his state over the past few years. He reaches a considered and dire conclusion: “North Carolina is waging war against public education.”

He describes in horrifying detail how the state legislature and Governor has systematically attacked the teaching profession, literally driving experienced teachers out of the state, and opened every possible avenue for privatization and profiteering.

At a time when public education is under attack in many states (often with the silent assent or the active approval of the Obama administration), North Carolina may well be the worst and meanest state in the nation.

In this brilliant article, Hogan writes:


Let me begin by saying that I am often no fan of hyperbole. We live in an era in which blog titles like this one are used as click bait, lures to entice–and, really, to enrage–readers and provide as little meat on the figurative bone as possible.

But I really mean it when I say this: North Carolina is waging war against public education.

From the rise of mega-testing companies and the policies that mandate them, to the widespread adoption of common curriculum, to the years of economic struggle following the Great Recession, public schools have endured substantial stress, and they may very well look substantially altered by the end of this decade. The biggest change? Public education is wholly political, evenly divided and polarized by factions on the left and right. What I call war, others may call a revolution.

Make no mistake, however. Our state is dismantling its public education system. And it didn’t have to be this way–the pathway that brought us here was paved with underfunded budgets, tactical strikes against public school teachers, fundamental changes in how charter schools operate and how tax dollars can go to private or religious schools, and the erosion of our hallowed University of North Carolina. In other words, not the failure of public education.

Why? That’s the question I most often found myself asking. Why would our state government work so hard to threaten public education? Who could have the audacity, or the political capital, to take on such an assault?….

When North Carolina Republicans took control of the state government in 2012, they quickly set into motion a sweeping agenda to enact conservative social reforms and, more importantly, vastly change how the state spends its money. It was the first time in more than a century that Republicans enjoyed such political dominance in our state.

What brought them all to town? A good reason: in the 2011-12 budget year, North Carolina projected a multi-billion dollar deficit, enough to rank the state among the worst budget offenders in the country and bring a new slate of elected legislators to Raleigh. So Republicans, with a clear mandate to clean up the fiscal mess in November 2012, set to work righting the ship.

What does a state like ours spend money on? Public education, including higher education, consumes about a third of North Carolina’s budget. Health and Human Services, including the state’s Medicaid and unemployment programs, composes an even larger slice, about 37.5 percent.

Other state programs make up little bits and pieces: nearly 8 percent on transportation and highways, 5.5 percent on public safety, 9 percent on natural and economic resources.

In other words, if you want to make big cuts, public education is one of two really big targets.

After that landslide election in 2012, legislators began sharpening their knives.

A Fury of Budget Cuts

Among their first targets: reductions in unemployment benefits, cuts to public schools, including laying off thousands of teachers, and a massive, nearly half-billion dollar slash from the University of North Carolina.

Two years later, in the last budget cycle, 2014-15, the legislature provided roughly $500 million less for education than schools needed.

Later in the 2013 session, though, the most radical changes in state financing fell into place. Republicans reconstructed the state’s tax code, relieving the burden on corporations and wealthy residents. They continued to take aim at other parts of the education budget, cutting More at Four program dollars and decreasing accessibility for poor families. The state lost thousands more teacher and teacher assistant positions. The bloodletting was fierce. More on that in a minute.

Across the state, local education districts were faced with budget deficits of considerable proportion after legislators hacked away their funding. School systems raided fund balances, rainy day funds set aside for things like natural disasters, not political ones. Elsewhere, employees were furloughed, teachers were laid off, teacher assistants were forced to take other jobs or lose their classroom positions, and so forth. Non-personnel funding disappeared. Textbooks stayed in circulation another year. Buildings were patched together instead of replaced. Education Week called ours “The Most Backward Legislature in America.”

Republicans defended these austerity measures by saying that lower taxes would eventually yield fiscal growth. And they were right. This year, the government is enjoying a $445 million surplus–a clear victory in light of those multi-billion dollar deficits of yore–but still a statistically small number in light of the state’s $21 billion budget (about two percent), especially after considering that our state budget is still smaller than it was in 2011.

In fact, by 2014-15, North Carolina was still spending $100 million less on public education than it had before the economic recession. And over the past ten years, public schools added more than 150,000 additional students. No Republican legislator can honestly say that per pupil expenditures across the state have increased in the last six years.

Taking Aim at Teachers

Curiously, the Republican-held capital didn’t stop at defunding education. They also took aim at teachers.

NC teachers are prohibited by law from unionizing, but they did have a common advocacy group in the North Carolina Association of Educators. In 2011, the legislature passed a law targeting how the group collects dues from member teachers. Then-Governor Bev Purdue vetoed it. In 2012, the law made its way back to Purdue, who vetoed again–but the House overrode it during a sneaky, late-night vote. (The law was later found to be discriminatory, retaliatory, and a violation of free speech and thrown out by state courts.)

But with teacher’s main advocacy group effectively muzzled, the legislature was free to run rampant, and teachers quickly came under fire.

Teacher salaries fell to 46th in the nation and worst in the south after five years with zero pay increases. And when Republicans finally acted to increase teacher pay, they claimed to make the biggest pay hike in state history–but in reality only bumped up paychecks by an average of $270 per year. When you factored inflation into the mix, teachers were losing money.

Meanwhile, Texas and Virginia started actively recruiting North Carolina teachers to go work in their states. It didn’t take much to convince Tarheel teachers to flee–especially after some teachers discovered they earned substantially less money than when they started thanks to inflation.

In case pitiful paychecks weren’t enough to deter teachers from returning to work, the legislature next took aim at teacher tenure. The Republican-led proposal initially was to eliminate tenure altogether, but eventually they came up with a plan that would grant teachers pay raises for giving up their career status. It was, as I wrote then, a clever way of getting rid of veteran teachers.

Eventually, that compromise became law, and teachers state-wide began the effort of figuring out if their career status or their retirement pension was more important–and once again, the court stepped in and overturned the law. Another legislative overreach corrected by the courts.

(This year, just for kicks, the NC Senate is proposing an end to teacher healthcare coverage in retirement. “That’s something that should have been done a long time ago,” state Rep. Gary Pendleton said.)

The assault didn’t stop with the assaults on new and tenured teachers. It continued on teacher preparation programs, including the North Carolina Teaching Fellows Program.

The Teaching Fellows program was arguably one of the best teacher prep scholarships in the nation; it celebrated a better retention rate than its federal cousin, Teach For America, and it produced droves of quality teachers who filled hard-up school classrooms. Its budget was a modest one, and yet Republicans uprooted it from the state budget and killed the entire program.

This year, with its final class of scholars graduating college, the program officially flat-lined. State Teacher of the Year Keana Triplett called the legislature’s shuttering of the Teaching Fellows “the single biggest mistake in public education.”

The result? Enrollment in teacher prep programs in the UNC system has dropped 27 percent in the last five years. A teacher shortage is just around the corner.

First, weaken schools. Then print parents a ticket out–and into for-profit schools….

Let’s review. With an unassailable, veto-proof majority, North Carolina Republicans seized control of this state and unleashed a devastating blow to public schools.

They have systematically pared budgets to the bone. They have insulted, antagonized, and demoralized teachers through stingy salary offerings–and they’ve muted the organization that had for many years protected them.

Make no mistake: this is a war against public education. Teachers are losing. I have been reading and writing about education in North Carolina for several years now, and while it might not always appear obvious, our state has formed a cohesive and coordinated attack against public schools.

Public education is at risk. And with every measure–every budget cut, every insult, every weakening–our school house slides toward complete devastation.

– See more at: http://www.forum.jamesdhogan.com/2015/08/the-war-on-north-carolinas-public.html#sthash.hU8suCTK.dpuf

The state board of education in Kansas voted to drop teacher certification requirements for six districts, including two of the state’s largest.

Kansas is preparing for the 19th century, when teachers needed no professional preparation.

“Cynthia Lane, superintendent of Kansas City USD 500, one of the affected districts, called the compromise “a reasonable outcome.”

“The bottom line,” Lane said, “is we want every possible tool in order to put the right staff in front of our kids.”

Who dreamed up this scheme to lower standards? ALEC.

“Earlier in the day, more than a dozen educators and parents gave impassioned statements to the board in hopes of persuading the 10-member body not to exempt the districts from licensure regulations.

“James Neff, a chemistry teacher from Manhattan USD 383, said Kansas’ current rules, which stipulate that teachers need formal, academic training in pedagogy, not just subject matter, are critical to the “integrity” of the profession.

“A subject matter specialist is just a subject matter specialist,” Neff said, “but a teacher is something different.”

“The measure will waive the state’s licensure regulations for a group of districts called the Coalition of Innovative Districts, a program that the Legislature established in 2013 based on model legislation from the American Legislative Exchange Council….,

“Critics who spoke earlier Tuesday against dropping the requirements included education professors, Kansas Parent Teacher Association president Denise Sultz and Topeka USD 501’s Marie Carter, who recruits teachers for the district.

“They warned of the difficulties that untrained teachers can face managing large class sizes, understanding pedagogy and the learning process, and serving students with a variety of skill levels, including those with learning disabilities or behavioral issues.

“No members of the public spoke in favor of the waiver Tuesday.”

I don’t know why we have to keep rediscovering the wheel in education. I guess it’s because the reformers keep imposing bad ideas that teachers know will not work and that violate their professional ethics that it becomes necessary to repeat again and again what used to be common knowledge.

 

Bill Boyle wrote a lovely reflection on the key ingredients in the classroom: human relationships and affection.

 

Big data can’t take the place of a caring teacher.

 

He writes:

 

“I continue to wonder, why do we attempt to impose technocratic solutions on contexts such as education that require the nexus of human relationships? To be more specific, why do use a market driven model of corporate education reform imposed from the top that uses data abstracted from context?

 

“It’s kind of like arguing for a first down in the game of basketball.”

 

He quotes the poet Wendell Berry, who said,

 

““I will say, from my own belief and experience, that imagination thrives on contact, on tangible connection. For humans to have a responsible relationship to the world, they must imagine their places in it…By imagination we recognize with sympathy the fellow members, human and nonhuman, with whom we share our place. By that local experience we see the need to grant a sort of preemptive sympathy to all the fellow members, the neighbors, with whom we share the world. As imagination enables sympathy, sympathy enables affection. And it is in affection that we find the possibility of a neighborly, kind and conserving economy.”

 

This is why efforts to replace teachers with machines will not work. And it explains why class size is important. Too many students reduces the time for relationships.

 

Boyle writes:

 

“The hard fact of the matter is that this corporatist reform movement and the market fundamentalism that drives it will run their course. And then we will be left all that we’ve ever had from the beginning; each other, and what’s left of the land that we depend on.

 

“The more we practice affection in the meantime, the better prepared we will be.”

I thought I would take a look at the total number of page views before turning in for the night.

Much to my surprise, it registered 22 million plus a few thousand.

I like to thank you when we hit a million mark.

Just to be clear, page views represents the number of times someone has opened the blog. It could be one reader who opened it 22 million times, or one million readers who opened it 22 times (in three years and a few months). Obviously it is something in between (actually, according to WordPress, the host of this site, there have been 8.558 million unique visitors). On any given day, the blog is opened between 20,000, 25,000, or more page views, depending on whether some issue catches your fancy or outrages you. My best day ever was in November 2014, when more than 141,000 people opened up the blog to read something. (Did I mention that I always wanted my own newspaper?)

I even thank our trolls. They come and go, but they provide discussion and stir the pot. So long as they behave, they are welcome to comment.

Someone complained the other night that there is too much “doom and gloom” on the blog, but I regret to say that this is an accurate reflection of the madness now gripping American education. Anyone who thinks about it should know that teaching is a very tough job, that people don’t go into teaching to get rich, and that we owe our teachers our respect and admiration for their heroic work. Instead the nation’s policymakers–national and state–have spent years berating and belittling the teachers who do what the policymakers could never do. As several of you have pointed out, the biggest critics of teachers would not last a day in a typical classroom. The kids would boot them out in short order. It is especially annoying when billionaires, hedge fund managers, Hollywood titans and script-writers find fault with people who teach our kids. None of them could do what 98% of teachers do every day.

All this derision cast on teaching as a profession is having an inevitable result: veteran teachers are leaving, and the number of people entering teaching is shrinking. State after state faces teacher shortages. Heckuva job, reformers!

Yes, there is reason to be sad; there is reason to be angry. There is reason to organize, mobilize, agitate, and educate the public. Don’t abandon the ship or the children. We need you more than we need the fat cats and politicians who are after your pay check, your benefits, and your job.

This blog, I hope, will remain civil, but it is not neutral. I have strong views in support of students, teachers, parents, educators, and everyone who is fighting for our democracy. That will continue to be the case.

Just a reminder: I consider this blog my living room. You are all invited so long as you don’t use certain four-letter words that offend me as public utterance (say whatever you want in private, not in public). Above all, you may not insult your host (me). I would appreciate it if you refrain from insulting other guests. Let’s try to be a model of civil discourse even as we loudly protest the movement to privatize and monetize our public schools.

Oh, yes, I should mention that several people have asked me how I plan to monetize the blog. Answer: I don’t.

Thank you for reading. Thank you for commenting. I may decide to cut back the number of posts every day (someone told me he felt like he was drinking from a fire hydrant when he read the blog). I am revising “The Death and Life of the Great American School System” this summer, so I may need to cut back to make more time for writing and editing.

Onward to 23 million!

Diane

Russ Walsh, a literacy expert, has offered himself as the teacher whose face should be punched.

He writes:

Faced with declining numbers in the polls and with being out bullied by Donald Trump, Christie has decided to come out swinging – at teachers.

Of course the teachers union has no literal face and the leaders of both major teachers unions, Randi Weingarten of the American Federation of Teachers and Lily Eskelson Garcia of the National Education Association are women. I don’t think even a Republican candidate for president could get away with punching a woman in the face. Belittling them, yes. Berating them, yes. Taking away the choice of what they do with their bodies, yes. But not striking a woman, especially with a Hillary running on the Democratic side.

So, taking all this into consideration, I would like to step up and offer Christie my face to punch.

I am well qualified for the job. I have been a public school teacher and administrator for 45 years. I have been the president and the chief negotiator of my local teachers union. I have been sharply critical of Christie’s education policies on my blog. I deserve that punch in the face. I have earned it. Not only that, I live just a stone’s throw from the statehouse in Trenton, so I could meet the Governor there at any time, if he ever happens to get back to New Jersey.

I am sure it would give Christie a boost in the polls and solidify his standing as a violent, bullying looney worthy of Republican voter support. It might even be enough to get him on the stage at one of the primary debates where he could punch Wolf Blitzer in the face and garner even more support.

Sorry, Russ, but the more I think about it, the better I like the idea of Chris Christie swinging at the faces of Randi and Lily. That would not only finish his political career, but probably land him in jail for assault and battery. And knowing Randi and Lily, I have a feeling Christie would come away the worse for the encounter. They are two tough ladies.

Steven Singer was shocked to learn that New Jersey Governor Chris Christie wants to punch teachers who belong to a union in the face. He takes this personally since he is a teacher and belongs to a union, which Christie has called “the most destructive force in American education.”

He writes:

One day historians may look back on Christie’s statement as a new low in electioneering. And this campaign season, that’s really saying something!

A candidate from one of the major political parties actually thinks threatening teachers with physical violence will gain him votes.

Why?

Look at it from his point of view. Christie is one of 17 Republicans running against each other for the party’s nomination. The first GOP debate is coming up and they’re only going to let the top 10 Republican candidates participate. And Christie’s popularity is low enough that he might get left out in the cold.

What’s a guy to do? Well the frontrunner, Donald Trump, earned his lead by saying the most outrageous things he could think of – namely that Mexican immigrants are rapists and thieves. And – WOOSH! – up went his poll numbers! Mike Huckabee compared the Iran deal to the Holocaust and watched his poll numbers rise, too.

Heck! If it worked for them, might as well try the same thing, Christie style! Let’s punch teachers!

This is strange for two reasons: (1) the governor of a populous state is actually resorting to the schoolyard rhetoric of an 8-year-old to characterize his presidential policy, and (2) who he’s targeting.

Can you imagine a U.S. President – not a candidate but a duly elected Commander-in-Chief – speaking to the nation this way?

“Today the state of our union is strong because my administration has punched the teachers in the face. We’ve also thrown welfare moms off the top ropes, put illegal immigrants in a sleeper hold and kicked planned parenthood in the groin!”

He wouldn’t talk this way about other public sector workers. Why so much rancor towards teachers?

Singer writes:

Can you imagine him speaking like this about any other public employee? Would he challenge postal workers to a knife fight? Would he threaten to pistol whip firefighters? Would he dare promise to drop kick police officers?

No way! For some reason educators really bug him – always have. He has a reputation for shouting down and bullying teachers in his state.

A psychologist might easily look at Christie and say he’s overcompensating.

A 52-year-old who probably couldn’t beat up an egg with an egg beater continues to talk as if he’s a street tough. A grown man who is still apparently intimidated by people with any kind of learning or book smarts continues to attack education and educators.

Myra Blackmon, a regular education columnist for Online Athens (Georgia), “almost choked” when she read that Governor Nathan Deal’s education advisor said about the governor’s “reform” commission, “if the group doesn’t recommend doing away with paying for training and experience, then I’m not sure that we’re going to change anything about the way business is done.”

Blackmon pointed out quite correctly that experience matters in teaching as it does in every other important job or profession. So do advanced degrees, as they represent greater knowledge for the teacher of what he or she is teaching. She asks: “Who do we want teaching our children”?

She writes, with more commonsense and knowledge that either Governor Deal or his “expert” education advisor:


First, the assumption that standardized test scores are the sole measure of student achievement is wrong. Standardized tests do a lousy job of measuring in-depth learning. It is very difficult for such tests to assess how well a student understands concepts, applies them across subjects and integrates them into other learning and into everyday life.

It’s easy to assess how well students can spell and define vocabulary words, but standardized tests don’t measure how a student uses those words in conversation, helps others understand what they mean or uses them in an essay in another course.

Second is the assumption that teachers are all that matter in a child’s learning, and that if a child has trouble learning, absent diagnosed disabilities that prevent it, that is all because of the teacher. If you believe that, you know little about the realities of poor children’s lives or the decades of research and documentation about how they learn.

Everything I’ve read says that socioeconomic status is the single largest contributing factor to a child’s academic performance. Poor children start school behind in vocabulary, basic readiness measures and the social skills that kids need to learn in a classroom setting.

My own experience in public schools and my conversations with dozens of teachers in many states confirms what the researchers tell us. A child entering pre-school who has had learning-oriented day care, been read to extensively and had enriching life experiences like travel, is already way ahead of the one who doesn’t know colors, or even how to hold a book. I have seen these children struggle from the first day. It is heartbreaking.

The third assumption is that teaching is simply a technical skill that can be learned by anyone in a relatively short period of time. It is not. Teaching is a complex process that requires understanding of the different ways in which children learn, how to apply multiple teaching methods based on individual needs, how to accurately assess learning and how to respond to the needs of 20 or more children at the same time.

I reject those assumptions, so I reject the premise that we don’t really need to compensate teachers for advanced degrees or years of experience.

Do you want your child taught by the teen next door? By someone who dropped out of high school? By someone who never taught before? Or would you prefer to have an experienced and credentialed teacher?

New York State Commissioner of Education MayEllen Elia has been on the job since July 6, and she has won over many–but not all–critics.

Whereas Her predecessor John King was young, inexperienced, and had worked for a brief time in a charter school, Elia has many years as a teacher and administrator. She gets points for that.

But her agenda is the same as Cuomo, King, and Tisch: high-stakes testing, school closings, teacher evaluation by scores.

The one group not yet charmed by Elia are the opt out parents and educators at Néw York State Allies for Public Education. It is the agenda they oppose, not the messenger.

Arizona has a teacher shortage. School will open soon, and there are at least 1,000 vacancies.

The reason is not hard to find. Low salaries, which results in high teacher turnover. Arizona has been in the forefront of corporate reform. State policymakers want to hire “effective teachers,” but they don’t want to pay a middle-class wage.

“And the situation is likely get worse, with 25 percent of the state’s roughly 60,000 teachers eligible to retire within the next five years, said Cecilia Johnson, the state Education Department’s associate superintendent of highly effective teachers and leaders.

“Heidi Vega, spokeswoman for the Arizona School Boards Association, said there are many factors in play behind the vacancies but, “First of all, of course, the budget.”

“Vega said some teachers haven’t had a raise in six or seven years. The state routinely ranks near the bottom when it comes to per-pupil spending, she noted.

“Johnson said the average salary for a teacher in Arizona is $47,000 – well below the $54,000 national average – and an average starting salary in the state is $32,000.”

With a starting salary of $32,000, the state’s associate superintendent of “highly effective teachers and leaders” will not have many people to supervise.

Most teachers have not had a raise in years. Enrollments in teacher education programs are dropping. Some schools have no one to mentor young teachers.

“Once in the profession, Johnson said, teachers face greater accountability requirements and more demands of their time than they used to. Those demands “require them to take less and less time in teaching what they believe as experts should be taught,” she said.”

What do reformers think when they see stories like this, echoing the situation in many other states? Do they recognize a problem? Do they see a connection between the loss of teachers and their relentless campaign to belittle teachers and blame them for low scores?

Bill Gates used to boast that his data-driven approach to measuring teacher quality would produce an effective teacher in every classroom. How’s that working out, Bill?

TNTP, you may recall, was originally founded by Michelle Rhee .to recruit bright young staff for inner-city schools. In Tulsa, they took responsibility to turn around a troubled school. Their efforts failed.,

Teacher and historian John Thompson tells the sorry story. It begins with high hopes and boasts.

“At the beginning of the school year, after replacing 3/4th of the school’s faculty, McClure School Principal Katy Jimenez said, “I have never experienced a vibe and energy like we have right now.” Jimenez said, “The team has come together in an amazing way. My returning teachers gave up their summer to build a team they wanted to be a part of. Their investment is very deep. We are exhausted but so excited.”

“The principal borrowed a line from the corporate reform spin-meisters known as the TNTP and praised a second-grade teacher, Paige Schreckengast, as “an irreplaceable.” Ms. Schreckengast was featured the story’s photograph.”

Tulsa World reporter Andrea Eger “reports that even in this high-profile restart, “two vacancies went unfilled for much of the year because of a lack of applicants.” I’m not surprised by that, however, because many or most of the best teachers have heard the jargon before and many refuse to participate in such restarts because they know that the ideology-driven playbook is likely to fail. Neither am I surprised that “seven teachers bugged out mid-year; and then another seven left at the end of 2014-15.” [88% of the new teachers had less than three years’ experience.]

“The irreplaceable also left.

“Now, Tulsa says that the district officials learned from mistakes made in McClure’s faculty restart. The principal, Jimenez, says that she will no longer accept Teach for America candidates. According to Eger, Jimenez is balancing her remaining optimism with “a brutal, unrelenting reality.”

When will the so-called reformers understand that reviving troubled schools is hard work that requires experienced teachers with a long term commitment? When will they understand that disruption and chaos never saved a school or helped children?