"Don't label a school as failing one day and then throw your hands up and walk away from it the next. Don't tell us that the only way to teach a child is to spend too much of a year preparing him to fill out a few bubbles in a standardized test...You didn't devote your lives to testing. You devoted it to teaching, and teaching is what you should be allowed to do." -- Candidate Barack Obama, Summer 2007

"The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it. There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people themselves." -- John Adams

Tuesday, September 16, 2014

2014 Medley #21

American Teachers, SSR, School Prayer, Duncan, Poverty, Charters, Closing Schools


AMERICA'S TEACHERS

A series of articles about America's teachers.

We find that experienced teachers are leaving the profession. They're leaving not because the job is difficult...it's always been difficult...but because the federal and state governments are doing what they can to destroy public education and the profession of teaching in America. The plan is...
  • tell teachers what to teach.
  • tell teachers when and how to teach it.
  • blame teachers when it doesn't work.
The results of the study quoted below aren't surprising.


High-stakes testing, lack of voice driving teachers out
Contrary to popular opinion, unruly students are not driving out teachers in droves from America's urban school districts. Instead, teachers are quitting due to frustration with standardized testing, declining pay and benefits and lack of voice in what they teach.

So finds a Michigan State University education scholar -- and former high school teacher -- in her latest research on teacher turnover, which costs the nation an estimated $2.2 billion a year.

Alyssa Hadley Dunn, assistant professor of teacher education, conducted in-depth interviews with urban secondary teachers before they quit successful careers in teaching. In a pair of studies, Dunn found that despite working in a profession they love, the teachers became demoralized by a culture of high-stakes testing in which their evaluations are tied to student scores and teachers have little say in the curriculum.
Next we learn that the nation's teacher bashers...those who complain that teachers are overpaid and lazy...are wrong. American teachers don't get paid more than others with similar training and background. American teachers spend more time teaching than other teachers around the world.

The constant whine from the anti-public education crowd is to get rid of the bad teachers. Where are all the "great teachers" going to come from when teaching is a job from which you can be fired at will, a job where you are told what and when to teach by people who don't have any experience, and a job where requirements are based on the assumption that "anyone can do it?"

American Teachers Spend More Time In The Classroom Than World Peers, Says Report
A study from the Center for American Progress in July found that slow teacher salary growth contributes to high turnover. Research shows that 13 percent of teachers each year move schools or leave the profession.

"The bottom line is that mid- and late-career teachers are not earning what they deserve, nor are they able to gain the salaries that support a middle-class existence," says the report.

It continues: "As a nation, we need to do far more to attract -- and keep -- mid- and late-career teachers. In the end, if we truly want to retain top talent in our classrooms, we need to offer top-talent salaries.”
Teachers, when was the last time a politician spent a week shadowing you in your classroom? Those who complain about how weak the teaching profession is...and how lazy teachers are...are not willing to experience what teachers experience every day. For the most part, they're looking at public education from the point of view of the child they were when last they set foot in a public school.

Now that a teaching shortage has hit how many of those complainers are going to move into the "easy" world of public education with its 180 day work year and short school days.

The Cruel Myths about Teachers
Often, those who complain the most are those who were average or below-average students who blame teachers, not themselves, for their mediocrity. Although most claim to be strong free-market capitalists, they believe teachers should not have much higher wages and benefits than they do, a philosophy bordering on socialism.


Why aren't there more men in teaching? Public school teaching is still a "mostly-female" profession. Think about what that might mean in a nation which still has a serious gender wage gap and a general disrespect for women.

Why Don’t More Men Go Into Teaching?
...men can earn much more, on average, outside of teaching, while women’s teaching salaries more closely match the average pay for women outside of education.

...Teachers unions argue that the swift adoption of new academic standards, the use of standardized tests to evaluate teachers’ job performance and efforts to overhaul tenure all make teaching a less attractive career for anyone.

“The reality of teaching right now is that it’s always been a hard job,” said Randi Weingarten, president of the American Federation of Teachers, the nation’s second largest teachers union. It’s “harder now than ever before, with less and less respect,” she said.
The internationally high ranking Finns have found that having plenty of collaboration time for teachers to talk to each other, to compare teaching and experiences, and for planning lessons, has contributed to higher achieving students. Are we in the U.S. just beginning to discover that?

Do students learn more when their teachers work well together?
...researchers found that “the structure and content of relationships among teachers (teachers’ social capital) significantly predicted school-level student achievement [as measured by their test scores in both reading and math].”

Importantly, these effects were consistent across grades, and were sustained over multiple years...

SSR AND THE NRP

Sustained Silent Reading after the National Reading Panel: Alive and Well

The failure of the National Reading Panel (NRP) was well documented by Gerald Coles in Reading, The Naked Truth and Elaine Garan in Resisting Reading Mandates. Among other things the NRP foolishly rejected research about sustained silent reading (SSR). I have written about SSR before, but it's nice to see Stephen Krashen write in support of it, too.

The public schools of America have been obsessively focused on the five aspects of reading instruction named by the panel since the NRP report was released in 2000 -- phonological awareness, phonics, fluency, vocabulary, and comprehension. No one denies that those are important, but it's clear that the NRP only reported on those aspects of reading instruction because those are the easiest to measure via testing (see DIBELS), and indeed, the five were specifically included in No Child Left Behind.

Something was missing, though, which reading teachers understood...purpose, motivation and opportunity for reading. Richard Allington wrote The Five Missing Pillars of Scientific Reading Instruction soon after the NRP report was released. It's a two page addition which includes important aspects of good reading instruction.
  1. Access to interesting texts and choice.
  2. Matching kids with appropriate texts.
  3. Writing and reading have reciprocal positive effects.
  4. Classroom organization: Balance whole class teaching with small group and side- by-side instruction.
  5. Availability of expert tutoring.
All the phonics, vocabulary and comprehension instruction in the world isn't going to be as effective if students aren't given opportunities to read texts of their choice and at an appropriate difficulty level. That's what SSR does. It gives students the opportunity to choose their own books and read them at their own rate.
Contrary to the conclusions of the National Reading Panel, study after study supports the practice of sustained silent reading in school. Some of my responses to the panel were published in Education Week, and others appeared in the Phi Delta Kappan and Reading Today (International Reading Association). I also discussed the panel's errors in The Power of Reading (2004).

In short, the panel missed many many studies, and misreported several others. In my first response to the panel (Kappan, 2001), I reported that sustained silent reading (SSR) was as effective or more effective than comparison groups in 50 out of 53 published comparisons, and in long-term studies, SSR was a consistent winner (Phi Delta Kappan, 2001).


PRAYER IN SCHOOL OR "SCHOOL PRAYER"

Right-Wing Firebrand Rick Santorum on His New God Doc

From an interview with Rick Santorum...
The movie argues that the observant are being forced to practice in private, for few hours in church on Sundays. But on a personal level, can’t you observe your religion wherever you want?
Not necessarily. You can’t pray in school, but it’s good to have prayer. Are people offended by prayer? Sure. But the constitution gives us the right to offend. There are a lot of things today in America that offend me.

Right, but isn’t school different? There are lots of rules in school that don’t apply to the rest of society.
This is a fallacy. By making such a judgment, you’re communicating what’s good and bad. Not having the Bible taught in school is a mistake. The Bible is the basis upon which Western civilization was built. It is the most influential book of all. And yet it’s not taught. In school, they can’t talk about the impact of this book. This is, in fact, putting forth a view of history that is ahistorical. It’s hard to not look at the history of Western civilization and not see faith.
Rick Santorum is absolutely wrong and he probably knows it. It's completely legal to pray in public schools as long as 1) the government (in the form of the teachers or administration) doesn't choose, mandate, or lead the prayers and, 2) as long as students who are praying are not disrupting the education of others or themselves.

In 1995, thirty-five organizations, ranging from Americans United for Separation of Church and State to the National Association of Evangelicals to the Guru Gobind Singh Foundation (Sikh), joined as signatories to a Joint Statement of Current Law on Religion in the Public Schools. In the statement they agreed that,
Students have the right to pray individually or in groups or to discuss their religious views with their peers so long as they are not disruptive. Because the Establishment Clause does not apply to purely private speech, students enjoy the right to read their Bibles or other scriptures, say grace before meals, pray before tests, and discuss religion with other willing student listeners. In the classroom students have the right to pray quietly except when required to be actively engaged in school activities (e.g., students may not decide to pray just as a teacher calls on them). In informal settings, such as the cafeteria or in the halls, students may pray either audibly or silently, subject to the same rules of order as apply to other speech in these locations. However, the right to engage in voluntary prayer does not include, for example, the right to have a captive audience listen or to compel other students to participate. [emphasis added]
Santorum is also wrong about the Bible being taught in school. Again, the Joint Statement...
The history of religion, comparative religion, the Bible (or other scripture)-as-literature (either as a separate course or within some other existing course), are all permissible public school subjects. It is both permissible and desirable to teach objectively about the role of religion in the history of the United States and other countries. One can teach that the Pilgrims came to this country with a particular religious vision, that Catholics and others have been subject to persecution or that many of those participating in the abolitionist, women's suffrage and civil rights movements had religious motivations. [emphasis added]
As is common with some politicians, Santorum misrepresents the truth. What he really meant to say was that schools can't lead children in the prayers he wants, and can't teach his religion using the Bible.

Now where was it that I read about "not bearing false witness?"

DUNCAN

Duncan Threatens to Withdraw Florida’s NCLB Waiver over ELLs

Arne Duncan needs to be fired. President Obama's education plan needs to be overhauled...
Duncan took away Washington State’s waiver because the legislature refused to tie teacher evaluations to student test score...Duncan took away Oklahoma’s waiver because the Legislature repealed the state’s participation in the Common Core, and the governor signed the law.
Editorial: Federal education enforcers out of line
Duncan's staff has put Florida on notice that the state is at risk of violating NCLB standards that require all children to be counted equally in accountability formulas. Earlier this year, with the support of educators and advocates, the Legislature agreed to give non-English-speaking students two years in a U.S. school before including their standardized test scores in school grading formulas. The change was an acknowledgement of the huge learning curve such children face and that schools should not be penalized if those students can't read, comprehend and write English at grade level within a year.

Yet to the federal bureaucrats enforcing the unpopular NCLB law, such common sense doesn't matter. They have given Florida a year to make changes or risk losing its NCLB waiver, which has allowed the state to substitute its own accountability efforts for some of the most unworkable federal mandates. Those include the idealistic but unreasonable federal standard for 2014 that each child at a school must be working at grade level for the school not to be deemed "failing."


POVERTY

By the Numbers: US Poverty

An update for your information...
Children in poverty: 16.4 million, 23 percent of all children, including 39.6 percent of African-American children and 33.7 percent of Latino children. Children are the poorest age group in the US

CHARTERS UNDERPERFORM

CPS outpaces charter schools in improvements, especially in reading

Mayor Emanuel's rubber stamp school board closed 50 schools last year because they were underutilized. Then they opened dozens of charter schools to dump public money into the pockets of political supporters. Now we find, unsurprisingly, that the charter schools did no better than public schools.
Chicago’s public neighborhood elementary schools improved greatly in reading and slightly in math, outpacing average charter school growth last year, according to a Chicago Sun-Times analysis of recently released testing data.


CLOSED SCHOOLS

Mayor Emanuel, and Arne Duncan before him, closed dozens and dozens of neighborhood schools in Chicago. Here we read about the pain and stress that closing schools has on families and children.

Closed charter schools have a ripple effect
“It is a painful, really agonizing process to close a school,” Harris said. “The people who are there are choosing to be there. No one wants to see it happen.”

...“It’s heartbreaking,” she said.

...it still created upheaval for families.
“It’s a significant disruption of their life,” Deputy Mayor Jason Kloth said.

...For those children, catching up academically will be as difficult as grappling with the loss of their school and adapting to a new environment.

~~~

All who envision a more just, progressive and fair society cannot ignore the battle for our nation’s educational future. Principals fighting for better schools, teachers fighting for better classrooms, students fighting for greater opportunities, parents fighting for a future worthy of their child’s promise: their fight is our fight. We must all join in.
~~~

Stop the Testing Insanity!



~~~

Sunday, September 14, 2014

A Place to Vent

Today is the 8th "blogoversary" of this blog. This morning, as I was thinking about all I've learned over the last 8 years, I reread some old posts and thought about the reasons I wanted a web presence in the first place. My purpose in starting and continuing this blog was and is to provide myself an outlet for the frustrations of teaching and learning under an increasingly damaging set of rules. I had (and still have) no plan for this blog in terms of longevity. I just want to have a place to vent about things such as...

THE DAMAGING RULES - NCLB, RttT, CCSS

The rules began with No Child Left Behind...and have since spread to Race to the Top, and the Common Core. Locally the rules have been amended by the Daniels/Bennett/Pence plan for education in Indiana which mirrors the national rules. Indiana's plan includes
  • transferring public money from public schools to privately run charter schools and to parochial schools through vouchers
  • complaining about all the "bad" teachers in our schools, while at the same time lowering the standards for entrance into the teaching profession


Local school boards get less and less of their district's tax money back from the state -- a big chunk of the money now comes in the form of increased costs for tests and test prep materials. They are under more restrictions dealing with the working relationships with teachers, the establishment of school curricula, and the adoption of assessment tools. Local school boards are also now obligated to use those tests to assign grades to schools and evaluate teachers.

"School Choice" apparently doesn't include public education.

Nationally the attack on public education has been bipartisan. In Indiana it has been led by Republicans like Mitch Daniels, Tony Bennett, Mike Pence, Bob Behning, and Daniel Elsener. They have been supported by their colleagues in the state legislature and the state board of education (and now in Governor Pence's expensive duplicate Department of Education, the Center for Education and Career Innovation).

It's ironic that the removal of local control of education should be led by Republicans, who so frequently decry the intrusion of "government" into our local lives. It's disheartening that both Democrats and Republicans throughout the nation are buying into the corporate line. "Educational leaders" are no longer educators, but instead are billionaires and their mouthpieces like Bill Gates, the Walton Family, Rupert Murdoch and the biggest cheerleader for the school corporatization/privatization movement in the country, Arne Duncan. None of today's loudest voices touting the "School Reform Party" line have ever taught in any of America's public schools. They do, however, control a huge chunk of America's money.


PLACING PUBLIC BLAME

For the last several decades, the movement to end public education has called all the shots nationally and locally, giving less and less input to those people who actually work with students every day. When those misguided state and national plans for public education fail, the local schools and teachers are blamed.

Publicly, the "reformers" expect teachers, as Bill Moyers put it,
...to staff the permanent emergency rooms of our country's dysfunctional social order. They are expected to compensate for what families, communities, and culture fail to do. [emphasis added]
Social scientists, politicians, parents, the media, even many educators believe there's a "crisis" in education - especially in the public schools. That's only true insofar as schools reflect the world around them. The crisis is in our society and since no one takes responsibility for our nation's enormous inequities, it is blamed on public schools and public school teachers.

REAL ACHIEVEMENT GAPS

We are obsessed with testing and insist that schools are "accountable" to the greater society. Where, however, is society's accountability? Why is it that we can spend billions of dollars on a contrived war, and ignore the "economy gap" in our society? Why is it that educators have to accept No Child Left Behind in order to eliminate the "soft bigotry of low expectations" yet local, state and national governments don't (or won't) accept their responsibility for the "hard bigotry of urban failure?"

There are achievement gaps in our society, but they are not in schools. The real achievement gaps are:
  • the gap between what our leaders say they will do and what they do
  • the gap between what we as a society value, and what we are willing to spend to get it
  • the gap between what we're willing to spend to "promote democracy" around the world and what we're willing to spend to equalize our democracy at home


John Kuhn said it very well...
I ask you, where is the label for the lawmaker whose policies fail to clean up the poorest neighborhoods? Why do we not demand that our leaders make “Adequate Yearly Progress”? We have data about poverty, health care, crime, and drug abuse in every legislative district. We know that those factors directly impact our ability to teach kids. Why have we not established annual targets for our legislators to meet? Why do they not join us beneath these vinyl banners that read “exemplary” in the suburbs and “unacceptable” in the slums?

Let us label lawmakers like we label teachers, and we can eliminate 100 percent of poverty, crime, drug abuse, and preventable illness by 2014! It is easy for elected officials to tell teachers to “Race to the top” when no one has a stopwatch on them! Lace up your sneakers, Senators! Come race with us!


~~~

All who envision a more just, progressive and fair society cannot ignore the battle for our nation’s educational future. Principals fighting for better schools, teachers fighting for better classrooms, students fighting for greater opportunities, parents fighting for a future worthy of their child’s promise: their fight is our fight. We must all join in.
~~~

Stop the Testing Insanity!



~~~

Wednesday, September 10, 2014

Another American Hero

In 2008 I wrote about two teachers who jeopardized their jobs because they wouldn't subject their students to high stakes tests.

Doug Ward was a special education teacher in North Carolina and refused to administer the tests to his students with disabilities.

Carl Chew, a 6th grade science teacher in Seattle refused to subject his students to the Washington State test, the WASL.

Today, a new teacher has stood up to the national testing insanity, this time a Kindergarten teacher in Florida. She refuses to waste a week of instructional time giving 45 minute one-on-one computer-based tests to her students.

Putting Job At Risk, Kindergarten Teacher Refuses to Administer Standardized Test

It's not about me, says 59-year-old Susan Bowles, this is "about teachers all across the country who are fed up with testing and who can’t teach their students.”

by Lauren McCauley, Common Dreams staff writer
Fifty-nine-year old Susan Bowles is joining the call of other educators who refuse to sacrifice critical learning for hours of high-stakes testing. (Photo: Sarah-ji)
Risking her job and life passion, a kindergarten teacher in Florida is taking a stand against the high-stakes takeover of the public school system by refusing to administer the state-mandated standardized test to her young students.

In a letter posted to her personal Facebook page this weekend and later re-posted on the blog Opt Out Orlando, 59-year-old Susan Bowles of Gainesville, Florida explained how the FAIR assessment—which this year was revamped to be a computer-based test—is difficult to administer, unfairly tests the young students' computer abilities, and ultimately consumes hours and hours of critical classroom time.

Bowles wrote:
This assessment is given one-on-one. It is recommended that both teacher and child wear headphones during this test. Someone has forgotten there are other five year olds in our care. There is no provision from the state for money for additional staff to help with the other children in the classroom while this testing is going on. A certified teacher has to give the test. If you estimate that it takes approximately 45 minutes per child to give this test and we have 18 students, the time it takes to give this test is 13 ½ instructional hours. If you look at the schedule, a rough estimate would be that it requires about one full week of instructional time to test all of the children.

Our Kindergarten teachers have been brainstorming ways to test and still instruct. The best option we have come up with is for teachers to pair up, with one teacher instructing two classes while the other teacher tests one-on-one. So now we are looking at approximately TWO WEEKS of true INSTRUCTIONAL TIME LOST. We will not be putting them in front of a movie or having extended playtime, but the reality is that with 35 students, instruction is not the same. FAIR TESTING IS DONE THREE TIMES A YEAR!
Encouraging others who are equally frustrated with the increasing number of standardized tests to contact Republican Governor Rick Scott and voice their complaint, Bowles adds, "This is not an education problem. This is a state government problem."

Though some Alachua School Board members have expressed support for Bowles' action, district spokeswoman Jackie Johnson told the Gainesville Sun that, "Until Florida law changes, we’re under legal obligation to administer (these tests).”

Bowles says she is likely in breach of her contract by not administering the test and is "heartsick over the possibility of losing my job." However, Bowles she "cannot in good conscience" submit to losing up to six weeks of instruction. She concludes by citing as motivation a similar protest made by a friend and fellow educator "who quit teaching because she could no longer participate in cheating children out of fun, creativity and enriching learning — in the name of education."

Bowles later told the Sun that her protest is "not about one kindergarten teacher in Florida. It’s about teachers all across the country who are fed up with testing and who can’t teach their students.”

This work is licensed under a Creative Commons Attribution-Share Alike 3.0 License

~~~

All who envision a more just, progressive and fair society cannot ignore the battle for our nation’s educational future. Principals fighting for better schools, teachers fighting for better classrooms, students fighting for greater opportunities, parents fighting for a future worthy of their child’s promise: their fight is our fight. We must all join in.
~~~

Stop the Testing Insanity!



~~~

Battle for the Net

Monday, September 8, 2014

REPA III - Deprofessionalizing Education

ON BEING A PROFESSIONAL

This weekend Anthony Cody posted the following video on his new blog site...


The three minute talk by Visiting Assistant Professor of Early Childhood Education at Howard University, Denisha Jones, speaks right to the heart of the matter of allowing (or encouraging) people to walk into public school classrooms unprepared.

Dr. Jones (Ph.D in Curriculum and Instruction from Indiana University) focuses her comments on the 5-week TFA (Teach For Awhile?) training program which places minimally trained college graduates in public school classrooms. In its early years, TFA aimed to fill unfilled positions in low income neighborhood schools. Now it's also being used to replace laid off teachers with cheap temps in school districts around the nation.

On the other hand, REPA III, which was adopted last week by the Indiana State Board or Education, doesn't even require 5 weeks of pedagogical training before you can be hired to teach in one of Indiana's high schools. You have to be well trained or experienced in your subject area, but developing the skills needed to transfer knowledge and develop understanding to the students in your classroom is apparently not necessary. If an unlucky high school does hire you to teach, only then do you have to start your training in pedagogy. You can "learn how to teach" from...
...school-based professional development, college or university-based course work or professional development, an entity that is not an institution of higher education, or a professional education organization
This pedagogical training must start within the first month you enter the classroom. The seven members of the State Board of Education who voted for REPA III apparently believe that you can 1) make it through the first month in a high school classroom without any knowledge of how teaching actually works or 2) learn how to teach instantly once you are exposed to "pedagogy training." [Note how the language in REPA III allows you to get your "training" from virtually anyone...like Pearson, perhaps]

THOSE FABULOUS FINNS

Allowing untrained "experts" to teach on the REPA III plan is simply the logical next step in the privatization of public education and the deprofessionalization of teachers in Indiana and across the nation.

In contrast, Finland has improved its schools and national education, not by testing every child yearly and using tests to punish students, teachers and schools, or by reducing funding for education resulting in lower or frozen teacher salaries. It hasn't removed collective bargaining rights for teachers, or taken away teachers' due process rights. What Finland has done, among other things, is to elevate the profession of teaching to such a high level that the "best and the brightest" want to pursue careers in education. The Finns have improved teacher training by increasing, rather than decreasing the requirements needed before one can step in front of a classroom. They require educators to understand their subject area, of course, but they also require them to be well trained in pedagogy. They give their teachers plenty of time to collaborate and plan lessons so their students need less in-school time than their American counterparts. They pay their teachers well, and even pay them during their training.

What does all this investment in teacher training and professional development yield?

Academically, Finland is one of the highest performing nations in the world.

WE'RE NOT #1

We hear so much about how American schools are failing because our students don't score high enough on international tests and how we should learn from those successful countries so that our students will be able to "compete in the global marketplace."

Then we turn around and underfund our schools, overwork our teachers, blame public education for the failure of policy makers to deal with issues surrounding poverty and sell off the education of our children to private and charter schools with little or no public oversight.

The final step in making our public schools as much unlike successful nations' schools as possible, is to demoralize teachers and deprofessionalize the field of education. Instead of increasing requirements for becoming a teacher, we decrease them. Instead of doing what we need to do to attract the "best and the brightest" to our public school classrooms we make a career in the field of education so difficult and so filled with mind-numbing test-obsessed insanity that fewer and fewer students are going into teaching and older, experienced career teachers are leaving the field in greater and greater numbers.

REPA III requires training in some "related field." Would any of the seven REPA III supporters on the Indiana State Board of Education want to be treated for an illness by say, an anatomy professor who never attended medical or nursing school, but who promised to learn how to practice medicine within a month? Would any of them go to a former police officer for legal help, for example, if the officer decided that s/he wanted to practice law and would start on her/his law degree during the first month of handling their case?

Do any of them send their own children to schools with untrained teachers?

Dr. Jones said,
...this is what makes one a professional. They have completed a course of education deemed appropriate by the leaders in their field, and they have demonstrated a readiness to enter the profession. [emphasis added]
The seven pro-REPA III members of the Indiana State Board of Education are not leaders in the field of education despite some of their credentials. They have demonstrated that they are unqualified to have anything to do with public education.

~~~

All who envision a more just, progressive and fair society cannot ignore the battle for our nation’s educational future. Principals fighting for better schools, teachers fighting for better classrooms, students fighting for greater opportunities, parents fighting for a future worthy of their child’s promise: their fight is our fight. We must all join in.
~~~

Stop the Testing Insanity!



~~~

Thursday, September 4, 2014

REPA III - The Wrong Direction

Yesterday, by a vote of 7 Ayes to 3 Nays, the Indiana State Board of Education passed REPA III, rules which define the qualifications for public school educators. This version contains the Career Specialist Permit which gives non-educational professionals the right to teach in Indiana high schools.

LOCAL CONTROL

Why did David Frietas, a lifelong educator who has spent much of his professional career working with educators, vote for this. Referring to REPA III he said,
"We give a lot of lip-service to local control of public schools and I see this issue as an opportunity to reinforce and affirm our great school principals, great school board and great superintendents to make that decision for allowing people to have a pathway into the profession," Freitas said. "But the gatekeepers should not be at the state level. ... That is best done by the local school board."
Does he really believe that or is he being disingenuous? Consider...

Does he believe that testing requirements should be under local control? Does he believe that local school systems should choose what tests to use, how often to administer them and what to do with the results?

Does he believe that curriculum decisions should be under local control? Does he believe that local school systems should choose their own textbooks and standards?

How is REPA III different than any other aspect of public education which is decided at the state level? Why isn't he pushing to remove state involvement from other areas of public education? Why did he agree to sit on the state board of education where he is part of a group which makes policy decisions "at the state level." If he is in favor of local control, why did he accept appointment as one of the state level "gatekeepers?"

THE NAYS

Thanks to professional educators Glenda RitzBrad Oliver, and Troy Albert, who voted against REPA III. It dilutes the quality of teaching in Indiana's high schools, insults the thousands of education professionals in the state who earned their credentials, and experiments with the quality of education for our students. Those three educators understand that you don't just walk into a public school classroom, begin disseminating information and call that teaching.

They understand that lowering standards for public school teachers won't help students learn or raise student achievement.

DARLING-HAMMOND

Linda Darling Hammond is a Professor of Education at Stanford University and a researcher in education policy and reform. In the film, Rise Above the Mark, she said,
What do we know about what works?

We know that high achieving systems are equitably funded whereas we fund our schools very inequitably. They take care of children with health care and preschool education, they have very low rates of childhood poverty whereas we have the highest rate in the industrialized world.

They invest in very well trained teachers and administrators who are extremely professional and well supported and knowledgable, and then they let them make decisions about what to do. They have a lean curriculum guidance some curriculum suggestions about what should happen each year but then people in the schools develop that into real curriculum and programs.

They use assessments that are authentic, performance based, open ended, essays, oral examinations, projects, scientific experiments all of those. Many fewer tests much more thoughtful, and at the end of the day they're really aiming to enable all of their kids to be successful in the public system. [emphasis added]
Having very well trained teachers and administrators in Indiana is something that the majority of members of the State Board of Education apparently don't believe in.


~~~

All who envision a more just, progressive and fair society cannot ignore the battle for our nation’s educational future. Principals fighting for better schools, teachers fighting for better classrooms, students fighting for greater opportunities, parents fighting for a future worthy of their child’s promise: their fight is our fight. We must all join in.
~~~

Stop the Testing Insanity!



~~~

Wednesday, August 27, 2014

More Random Quotes - August, 2014

ENOUGH IS ENOUGH

NEA President Elect Lily Eskelsen Garcia on high stakes testing...


...we believe the results of tests should be used for what they were designed to measure. No commercial mass-produced industrial strength standardized factory test should ever...may I just say ever...ever...never be used as the determining factor in any...any...any high stakes decision on any level for any child or any adult...enough is enough!

WHAT CHILDREN NEED

Parents, I Cannot Protect Your Children by Peg with Pen
I teach at a school with 73% free/reduced lunch. Over 40 languages are spoken within my school. I know what our children need - they need wrap around services for poverty, books, librarians, small class size, health care, nurses, counselors, recess, quality food, and the opportunity to express their interests as they talk, read, write, play, sing, dance, create and smile. But you see, that doesn't create corporate profit. Poverty must be ignored in order to keep corporate profit churning.

VOUCHERS

Cruel Cuts: Philadelphia Public Schools Pay The Price For Pa.’s Expanded Neo-Voucher Program by Simon Brown
...it’s important to remember that when voucher programs expand, it often comes at the expense of public schools.

LEAVING CHILDREN BEHIND

Commencement 2012: Professor Eleanor Duckworth's Convocation Speech


DISINCENTIVES TO BECOME, OR REMAIN, A TEACHER

Maybe it's Time to Ask the Teachers? by Linda Darling-Hammond
American teachers deal with a lot: low pay, growing class sizes and escalating teacher-bashing from politicians and pundits. Federal testing and accountability mandates under No Child Left Behind and, more recently, Race to the Top, have added layers of bureaucracy while eliminating much of the creativity and authentic learning that makes teaching enjoyable. Tack on the recession's massive teacher layoffs and other school cuts, plus the challenges of trying to compensate for increasing child poverty, homelessness, and food insecurity, and you get a trifecta of disincentives to become, or remain, a teacher.



A GIFT FOR NEW TEACHERS

The Teacher as Sisyphus by David C. Berliner
The best gift we can give to our newly minted educators, many of whom will be working in our public school systems, is a society that gives the parents of the children they teach jobs that pay fair wages and provide basic benefits. That would be the best gift to give our new teachers and administrators.

BACK TO SCHOOL

Back to School Letter by Mark Cross, Superintendent of Peru Elementary School District 124, Peru, Illinois
...we will not let political nonsense distract us from our true mission, which is to keep your kids safe and to provide them with a world class education.
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All who envision a more just, progressive and fair society cannot ignore the battle for our nation’s educational future. Principals fighting for better schools, teachers fighting for better classrooms, students fighting for greater opportunities, parents fighting for a future worthy of their child’s promise: their fight is our fight. We must all join in.
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Stop the Testing Insanity!



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Saturday, August 23, 2014

2014 Medley #20

Poverty, Teacher Shortages, Draining Money from Public Schools, Charters

SNAKE OIL

David Safier taught high school in Oregon for more than 30 years. He's now a blogger and columnist in Tucson, Arizona and writes about politics and education. He published an article on Thursday, August 21, in the Tucson Weekly titled, Schools, Society And Snake Oil Salesmen.

Safier exposes the hypocrisy of school "reformers" who like to blame schools, teachers and unions, but won't (or can't) do anything about the real cause of much of the nation's low achievement -- an exceedingly high child poverty rate.
...leaders of the Education Reform/Privatization movement have spent years and hundreds of millions of dollars purposely, systematically, repeatedly denying the connection [between poverty and achievement], or at least minimizing its importance. Low achievement by students from low income families isn't about poverty, they maintain. It's about failing schools, bad teachers — and, of course, teachers unions which pamper their members and ignore the needs of the students.

...if we drink the reform/privatization snake oil, if we believe our schools can make children from poor families achieve at the same level as children from well off families, we'll ignore the fundamental truth that poverty and poor educational achievement are inextricably linked. We'll forget that if we address the root causes of poverty — even if we can lessen the adverse impacts of poverty on children — we'll raise student achievement whether or not we improve our schools. And if we work on making our schools better at the same time, we'll achieve a multiplier effect. We won't work the miracles the snake oil salesmen promise, but we're far more likely to see genuine improvement in student achievement, especially from the lowest achieving students who live in the greatest poverty.
The bottom line, of course, is money.
[real improvements] cost money, and the people funding the reform/privatization movement absolutely don't want to spend more money on wages, social programs or education. So they continue to push their wares on a gullible public which is willing to believe the reform/privatization snake oil will cure our educational ills.



TEACHER SHORTAGE - NO SURPRISE

What is causing Indiana's teacher shortage?

There's no question about what's causing the loss of thousands of experienced teachers. There have been a host of legislative changes over the last few years which make the profession of teaching less and less desirable.

Rumor has it that Indiana administrators collectively encouraged the legislature to pass anti-union legislation, so Indiana led the way with new rules which weakened collective bargaining, removed due process rights, lower requirements for becoming an educator, and use test scores to evaluate teachers. Now that that's been accomplished school systems are finding that they're losing their strong core of experience.

The state of Indiana has made it much more difficult to remain teaching for an entire career. The bottom line, as the second article below makes clear, is money.
West Lafayette Superintendent Rocky) Killion believes it’s the combined impact of recent legislative reforms giving less freedom to teachers in the classroom and basing salaries on standardized testing, meaning in some cases districts are cutting pay.
Pension change pushes teachers to retire
While none of the administrators said they were happy to lose veteran teachers, they did agree that the situation does help the bottom line: young teachers make far less money, so that will help a bit with the budget crunch most districts are under.
What It Costs To Be A Teacher

Again we read that teachers pay in order to do their jobs...
No more pencils, no more books could be the refrain of the nation's teachers as they dig ever deeper to prepare their classrooms. Or as the meme puts it: "Teaching is one of the only jobs where you steal supplies from home to bring to work!"

..."We are vilified often but are the first to champion the kids we teach," she adds. "Find another 'white collar' profession that people will stay in with pay freezes, pension and medical roulette and constant public criticism. That's your story. Not what I'm willing and happy to do for my students."

"I have averaged about $1,000 per year for the last 29 years," says a veteran teacher. "When my financial planner heard that, he asked, incredulously, 'Do you have any idea of the lost opportunity costs associated with that? I replied with equal incredulousness, 'You mean I could have been investing that $1,000 each year in my future? Oh, wait ... I was!"



DRAINING PUBLIC SCHOOLS

Cruel Cuts: Philadelphia Public Schools Pay The Price For Pa.’s Expanded Neo-Voucher Program

Philadelphia has stopped paying for public education. Politicians don't blame themselves for the cuts to schools...guess who is the scapegoat...
...to Corbett, “doing better” meant making public schools worse by robbing them of badly needed funds and transferring that money to charter schools and private schools through tax credits. Corbett wasn’t able to achieve his voucher goal in 2011, but he got his way in 2012, adding another $50 million to the EITC – which is the very amount that Philadelphia public schools were forced to borrow last year.

Of course Corbett doesn’t blame the problems in Pennsylvania’s most populous city on budget cuts. Instead, he went after teachers unions.


CHARTERS IN TROUBLE

Flanner House charter school to close amid cheating allegations

One charter school in Indianapolis closed because of a cheating scandal...
The school’s decision to close means its students will have to enroll at other charter schools or schools operated by the city. Parent meetings are expected before the end of the week.
Nearly $1 Million from Gulen-related Charters Went to Firms Named in FBI Probe

Other charters are under investigation by the FBI...
In June, the FBI raided 19 Concept Schools locations in Illinois, Indiana and Ohio, including the group’s Des Plaines [IL] headquarters. Search warrants showed they were seeking records concerning Concept’s use of the federal “E-rate” program and companies hired under that program, which helps pay for high-tech upgrades.

...The federal E-rate program requires competitive bidding in hiring contractors in an effort to ensure taxpayer dollars are spent wisely. There’s no such requirement, though, imposed on charter schools by either CPS or the state charter commission, even though the privately run schools depend almost entirely on tax dollars and CPS requires competitive bidding for its own schools.

Nor do they require charter operators to report to officials who their vendors are or how much they are paid.
FBI Tracks Charter Schools
Charter schools are such a racket, across the nation they are attracting special attention from the FBI, which is working with the Department of Education’s inspector general to look into allegations of charter-school fraud.
Public dollars, private rules: The charter school calculus

When it comes to getting public money, Charters are "public schools." When it comes to being responsible to the public for their use of tax money, charters are "private corporations."
The phenomenal growth of charter schools nationwide has been aided by a canny legal strategy in which the schools claim to be public for the purpose of taking in tax dollars but private for the purpose of evading government oversight...


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All who envision a more just, progressive and fair society cannot ignore the battle for our nation’s educational future. Principals fighting for better schools, teachers fighting for better classrooms, students fighting for greater opportunities, parents fighting for a future worthy of their child’s promise: their fight is our fight. We must all join in.
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Stop the Testing Insanity!



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