Poetic Justice, Teachers Poetic Justice, Teachers
As the Charter School Industry and their corporate education reform allies continue their unprecedented attack on public schools and public school teachers, it is important to remember why so many great teachers work so hard to support, guide and educate their students.
The following is a poem by Connecticut educator, education advocate and blogger, Poetic Justice. It was written and published on their blog a couple of months ago.
The poem reveals the sentiment as why so many of us continue to fight for public school students, parents, teachers and schools across Connecticut and across the nation.
How can I say “no” to them and walk away?
Last week, the dark child brightened up.
Yesterday, the angry child smiled.
Just today, the sad child laughed.
And tomorrow, the child beyond hope, will graduate.
Each child a new challenge.
Each challenge a routine and a painful burden.
Each burden, mine to bear for a brief period of time –
my special chance to help God perform His miracle
in each child.
We teach because we are called to teach.
We teach because the children need us now.
We teach because we need to love them.
We teach because it is life to us.
How can we say “no” to them and walk away?
To read and comment on the original post go to: https://poeticjusticect.com/2016/05/28/why-do-i-teach/
Charter Schools, Education Reform, Relay Graduate School of Education, Teacher Certification, Teachers, Wendy Lecker Charter Schools, Corporate Education Reform Industry, Relay Graduate School of Education, Teacher Certification, Teachers, Wendy Lecker
In her latest commentary piece, Connecticut education advocate Wendy Lecker explains that latest fade from the corporate education reform industry. In, A blind acceptance of the robot teacher, Lecker takes on the charter school industry advocates who claim that teachers don’t need all those education and child development courses. All they need, they say, is a quick, fly-by-night crash course on how to make children sit and succeed at taking standardized tests scores.
Wendy Lecker writes;
Connecticut seems to accept a constricted vision of education for its neediest children that is never imposed on more affluent districts. The most recent example of this disparity is the recent partnership between the New Haven Public Schools and an outfit called Relay Graduate School of Education, to provide alternative certification for would-be teachers.
Relay was founded by representatives of three charter school chains, Achievement First, KIPP and Uncommon Schools — chains with a troubling record of suspensions, harsh discipline and attrition. It was founded to train charter school teachers. Relay employs not one professor of education.
The Relay vision of teaching is narrow. Its primary goal is to train teachers to raise test scores. Consequently, Relay focuses on giving its trainees a prepackaged set of “skills” that focus mainly on classroom management and getting students to do what teachers want. The contrast between Relay’s methods and goals and those of existing Connecticut schools of education is stark.
For example, UConn’s teacher education program strives to “establish a safe and positive learning environment” and “promote democratic participation and community. UConn’s core practice principles focus on helping prospective teachers learn to use their professional judgment, and to help students develop into independent thinkers. UConn’s principles help teachers develop “strategies, activities and approaches that are responsive to cultural, linguistic, ability and other student differences,” “plan learning opportunities that teach content through inquiry” and “use knowledge of students as individuals and members of cultural and social groups to inform instruction.” The aim is to help teachers meet students where they are and develop each student’s capabilities.
Relay employs the principles of one of its “star” faculty, Uncommon Schools’ Doug Lemov. Those principles focus on control and compliance. For instance, Lemov instructs trainees that “(a) sequence that begins with a student unwilling or unable to answer a question ends with that student giving the right answer as often as possible even if they only repeat it.” Even if they only repeat it!
The principles also instruct trainees to “set and defend a high standard of correctness in your classroom” and “control the physical environment to support the specific lesson goal for the day.” Relay’s prescriptive, robotic methods churn out teachers focused on getting students not to think for themselves, but to regurgitate the one “correct” answer.
Relay falsely claims its methods are proven. As University of Washington Professor Kenneth Zeichner has found, there is no peer-reviewed evidence demonstrating the success of Relay Graduate School of Education. In fact, even education reformers have called into question Relay’s methods. Katherine Porter Magee, of the conservative Fordham Institute, criticized one Relay lesson video, noting it “included low-level questions and inadequate wait time, and was generally rushed and superficial.”
Connecticut has several university-based schools of education. Three — Albertus Magnus, Southern Connecticut and Quinnipiac — are in the New Haven area. Yet New Haven partnered with Relay. Why do New Haven’s children, the majority of whom are poor children of color, need teachers trained only to control them, when Connecticut’s schools of education focus on developing children based on their individual needs and strengths?
This partnership must be seen in the larger context of Connecticut’s abandonment of its previous deep commitment to robust teacher training. Connecticut used to be a national model for teacher education. Its BEST program was state-funded and developed by the Connecticut State Department of Education (CSDE) over 15 years, in conjunction with developing the state’s academic standards. CSDE ensured that a robust teacher induction system was designed, implemented, researched and evaluated. The state raised teacher salaries; required, funded and trained experienced teachers as mentors; developed licensing requirements and a staged licensing process; and required ongoing professional development.
Although the successful BEST program was lauded nationwide, Connecticut abandoned BEST, because it was seen as too costly. Apparently, Connecticut’s leaders viewed providing tax subsidies to insurance companies and hedge funds as more worthwhile than investing in Connecticut’s children. Connecticut has also in recent years cut state programs for alternative teacher certification. Thus, the burden and cost of certification increasingly falls to school districts.
At the same time, Connecticut has imposed more mandates on university-based teacher education programs. It is almost as if the state wants to drive existing schools with a proven track record into the ground and replace them with cheap, fly-by-night operations.
Connecticut children deserve teachers who can help them reach their potential, not parrot from canned scripts. They deserve better than teachers trained in five-week Teach for America training programs or quick certification factories such as Relay.
You can read and comment on Wendy Lecker’s column at : http://www.stamfordadvocate.com/news/article/Wendy-Lecker-A-blind-acceptance-of-the-robot-8348106.php
AFL-CIO, American Federation of Teachers, Malloy, State Budget, State Employees, Teachers, Union Leaders, Unions, Wyman AFL-CIO, American Federation of Teachers (AFT), Malloy, State Budget, Teachers, Union Leaders, Unions, Wyman
Elected on a claim that he would stave off a “Wisconsin Moment,” Governor Dannel Malloy and his “policy partner” and side-kick Lt. Governor Nancy Wyman, have not only ushered in Connecticut’s own anti-public employee, anti-government service and anti-middle class “moment,” but Malloy and Wyman are making it clear that nothing less than a Wisconsin Era.
Malloy is saying that the only budget that will get his signature is a full-fledged austerity budget; a spending plan that destroys vital state services and lays off public employees while coddling the rich and shifting even more of Connecticut’s already unfair and inequitable tax burden onto the back of Connecticut’s middle class.
In his latest diatribe, the ever smug, sanctimonious and thin-skinned bully of a governor has announced that he will veto any spending plan put forward by the General Assembly’s Democratic majority that reverses Malloy’s record-breaking, mean-spirited and draconian cuts to the critically important services that Connecticut residents need and deserve.
Pontificating that Democratic lawmakers won’t consider “enough spending cuts,” Malloy has – yet again – telegraphed that when it comes to the state’s revenue and expenditure plan it is his way or no way. It is a strategy that will require unprecedented state employee layoffs, will reduce the availability of critically important services for Connecticut’s most vulnerable citizens, will mean less funding for Connecticut’s public schools and colleges, and will lead to higher local property taxes for Connecticut’s middle income families.
In addition to harming Connecticut residents, the Malloy-Wyman approach to governance leaves the leadership of Connecticut’s unions with egg on their faces and blood on their hands.
As many will recall, during the 2014 gubernatorial campaign, Connecticut’s union leaders were only too proud to hoist Dannel Malloy onto their shoulders with the false claim that Malloy, and Malloy alone, would protect Connecticut from following the dark and devastating tactics being implemented by Wisconsin’s right-wing, Tea Party governor and legislature.
As the media and union representatives reported in June 2014,
Preventing a “Wisconsin moment” from taking place in Connecticut was the prevailing theme of the Connecticut AFL-CIO’s 10th biennial political convention.
A union blog post at the time reported,
“AFSCME President Lee Saunders electrified the more than 300 union delegates to the convention with his keynote address on June 16” roaring, “We can’t afford Connecticut to become another Wisconsin.”
“This election is in our hands. If we turn out the vote of people who share our values, who want to preserve the middle class, who care about quality public services, then we will win.”
The American Federation of Teachers (AFT) leadership explained,
We have chosen to support candidates who will act to prevent a ‘Wisconsin moment’ here in Connecticut,”
And the President of the Connecticut AFL-CIO echoed the rhetoric at a press conference to announce labor’s support for Malloy saying,
“In recent weeks we’ve heard candidates talk about Connecticut having a ‘Wisconsin moment.’ Well let me say unequivocally — we are not Wisconsin.”
In response Malloy bragged about his commitment to a Connecticut moment,” explaining that,
“A Connecticut moment is when you stand up for your fellow citizens.”
In the weeks that followed, AFSCME dumped $1.2 million into the Super PAC that was created to support Malloy and Wyman’s effort to spend four more years in office.
The American Federation of Teachers (AFT) added $600,000 and SEIU donated $550,000 to the same political committee.
Another $160,000 in union member funds was slid into the slush-fund that Malloy’s campaign operatives were using to get around Connecticut’s campaign finance laws.
Now, eighteen months later, Malloy and Wyman are standing up on these issues…
But rather than standing up for the People of Connecticut and doing their right thing, they are standing up, turning their backs and walking away from the very people who elected them.
To better understand the damage being wrought by Malloy, Wyman and their policies, one need only read some of the unsettling commentary pieces that have been published by many of Connecticut’s media outlets. For example,
Connecticut must not balance budget by denying basic medical care
Looming Health Care Crisis Can Be Avoided by Restoring Funds to Community Health Centers
Connecticut position as leader in Children’s Dental Medicaid in jeopardy.
An aging Connecticut needs the Legislative Commission on Aging
Budget cuts threaten Connecticut’s progress in mental health
Governor puts low-income families at risk of losing health coverage
CJTS teachers lament ‘inhumanity’ of sudden staff layoffs
Short-sighted budget cuts undermine CT’s long-term prosperity
CSCU tuition increase no surprise, but is just as wrong
Poetic Justice, Students, Teachers Poetic Justice, Teachers
The latest Poetic Justice post is entitled Silent and Compliant and reads,
What we have in our schools today is not my idea of a healthy, holistic, nurturing education. We need to return to a paradigm where we cherish children, creativity, and the teacher-artist.
Do our students even really exist anymore?
Or have they each become
just a data point?
not one alive
willing to risk
willing to scream
for their lives.
We have hidden
and thrown them away – the outliers.
All that is left
are the silent
Education Reform, Standardized Testing, Steven Singer, Teacher Evaluations, Teachers Corporate Education Reform Industry, Standardized Testing, Steven Singer, Teacher Evaluations, Teachers
Pennsylvania educator and public school advocate Steven Singer is one of the most powerful voices in the nation when it comes to speaking out for students, parents, teachers and our public schools.
The tag line for Steven Singer’s blog is – “To sting people and whip them into a fury, all in the service of truth.” In his latest commentary piece, Don’t Blame My Students For Society’s Ills, Singer provides a stunning assessment of the Corporate Education Reform Industry’s assault on public education.
Re-posted in its entirety below to ensure it is read by a broad audience, you can also read and comment on the article at Singer’s blog: https://gadflyonthewallblog.wordpress.com/
Don’t Blame My Students For Society’s Ills
As a public school teacher, I see many things – a multiplicity of the untold and obscure.
On a daily basis, I see the effects of rampant poverty, ignorance and child abuse. I see prejudice, racism and classism. I see sexism, homophobia and religious intolerance.
And hardly any of it comes from my students.
Despite what some people might say in the media, on Facebook or at the local watering hole, the kids are all right. It’s what we, the adults, are doing to them that’s messed up.
It’s always been in fashion for grown-ups to trash the next generation. At least since Hesiod bemoaned the loss of the Golden Age, we’ve been looking at the current crop of youngsters waiting in the wings to replace us and found them lacking. They just don’t have our drive and motivation. In my day, we had to work harder than they do. If only they’d apply themselves more.
It’s all untrue. In fact, today’s children have it harder than children of the ‘70s and ‘80s did when we were their age! Much harder!
For one thing, we didn’t have high stakes standardized tests hanging over our heads like the Sword of Damocles to the degree these youngsters do. Sure we took standardized assessments but not nearly as many nor did any of them mean as much. In Pennsylvania, the legislature is threatening to withhold my students’ diplomas if they don’t pass all of their Keystone Exams. No one blackmailed me with anything like that when I was a middle schooler. All I had to do was pass my classes. I worried about getting a high score on the SAT to get into college, but it didn’t affect whether I got to graduate. Nowadays, kids could ace every course for all 13-years of grade school (counting Kindergarten) and still conceivably only earn a certificate of attendance! Try using that for anything!
Moreover, my teachers back in the day didn’t rely on me so they could continue being gainfully employed. The principal would evaluate them based on classroom observations from time-to-time to assess their effectiveness based on what he or she saw them doing. But if I was having a bad day during the assessment or if I just couldn’t grasp fractions or if I was feeling too depressed to concentrate – none of that would affect my teacher’s job rating. None of it would contribute to whether my teacher still had an income.
Think of how that changes the student-teacher relationship. Now kids as early as elementary school who love their teachers feel guilty on test day if they don’t understand how to answer some of the questions. Not only might their score and future academic success suffer, but their teacher might be hurt. That’s a lot of pressure for people who’ve just learned how to tie their shoes. They’re just kids! In many cases, the educator might be one of the only people they see all day who gives them a reassuring smile and listens to them. And now being unready to grasp high-level concepts that are being hurled at kids at increasingly younger ages may make them feel responsible for hurting the very people who have been there for them. It’s like putting a gun to a beloved adult’s head and saying, “Score well or your teacher gets it!” THAT’S not a good learning environment.
Finally, child poverty and segregation weren’t nearly as problematic as they are today. Sure when I went to school there were poor kids, but not nearly as many. Today more than half of all public school children live below the poverty line. Likewise, in my day public policy was to do away with segregation. Lawmakers were doing everything they could to make sure all my classes had increasing diversity. I met so many different kinds of people in my community school who I never would have known if I’d only talked with the kids on my street. But today our schools have reverted to the kind of separate but equal mentality that was supposed to be eradicated by Brown vs. Board of Education. Today we have schools for the rich and schools for the poor. We have schools for whites and schools for blacks. And the current obsession with charter schools and privatization has only exacerbated this situation. Efforts to increase school choice have merely resulted in more opportunities for white flight and fractured communities.
These are problems I didn’t face as a teenager. Yet so many adults describe this current generation as “entitled.” Entitled to what!? Less opportunity!? Entitled to paying more for college at higher interest for jobs that don’t exist!?
And don’t get me started on police shootings of young people. How anyone can blame an unarmed black kid for being shot or killed by law enforcement is beyond me.
Children today are different. Every few years their collective character changes. Today’s kids love digital devices. They love things fast-paced, multi-tasked and self-referential. But they don’t expect anything they haven’t earned. They aren’t violent criminals. As a whole they aren’t spoiled or unfeeling or bratty. They’re just kids.
In fact, if I look around at my classes of 8th graders, I see a great many bright, creative and hard-working young people. I’m not kidding.
I teach the regular academic track Language Arts classes. I don’t teach the advanced students. My courses are filled with kids in the special education program, kids from various racial, cultural and religious backgrounds. Most of them come from impoverished families. Some live in foster homes. Some have probation officers, councilors or psychologists.
They don’t always turn in their homework. Sometimes they’re too sleepy to make it through class. Some don’t attend regularly. But I can honestly say that most of them are trying their best. How can I ask for more?
The same goes for their parents. It can be quite a challenge to get mom, dad, grandma, grandpa, brother, sister or other guardians on the phone. Parent-teacher conferences are very lonely in my room while the advanced teacher is mobbed. But I don’t generally blame the parents. In my experience, most moms and dads are doing the best they can for their kids. Many of my student’s have fathers and mothers working multiple jobs and are out of the home for the majority of the day. Many of my kids watch over their younger brothers and sisters after school, cooking meals, cleaning house and even putting themselves to bed.
I wish it wasn’t like that, but these are the fruits of our economy. When the recession hit, it took most of the well-paying jobs. What we got back was predominantly minimum wage work. Moreover, people of color have always had difficulty getting meaningful employment because of our government sanctioned racial caste system. Getting a home loan, getting an education, getting a job – all of these are harder to achieve if your skin is black or brown – the same hue as most of my students and their families.
So, yes, I wish things were different, but, no, I don’t blame my students. They’re trying their best. It’s not their fault our society doesn’t care about them. It’s not their fault that our nation’s laws – including its education policy – create a system where the odds are stacked against them.
As their teacher, it’s not my job to denigrate them. I’m here to lift them up. I offer a helping hand, not a pejorative finger.
And since many of the factors that most deeply affect education come from outside the school, I think my duty goes beyond the confines of the classroom. If I am to really help my students, I must be more than just an educator – I must be a class warrior.
So I will fight to my last breath. I will speak out at every opportunity. Because my students are not to blame for society’s ills. They are the victims of it.
Read more of Steven Singer’s commentary pieces at: https://gadflyonthewallblog.wordpress.com/
Common Core, Education Reform, PARCC, Smarter Balanced Assessment Test, Standardized Testing, Teacher Evaluations, Teachers Corporate Education Reform Industry, PARCC, SBAC, Smarter Balanced Assessment Test, Standardized Testing, Teacher Evaluations, Teachers
Read the story posted by a Tennessee teacher yesterday. Then convert what will undoubtedly be your sadness and anger into action.
Election Day 2016 is just over 11 months away.
This time, use your vote to slap back the testing mania and the unprecedented attack on our students, their teachers, the teaching profession and our public schools.
Before you vote, demand that every incumbent explain what they have done to push back the Corporate Education Reform Industry and the destructive agenda.
Before you vote, demand that every candidate outline what they will do to put the concept of “public” back into public education.
No votes until they reduce the use of inappropriate standardized testing, no votes until they ensure that teacher evaluation program don’t rely on the use of those unfair standardized test results and no votes for those who have become lackeys for the effort to privatize public education.
Voting is the ultimate weapon we have in a stable democracy, use your vote with Maximum Force.
The Tennessee teacher’s powerful expose was re-posted by Connecticut educator and fellow blogger, Poetic Justice who is “A poetry teacher defending ALL students and their families.” You can find and comment on the original post at: A Not So Graceful Exit: Why I Left Teaching
A Not So Graceful Exit: Why I Left Teaching
Yesterday, I quit. In the middle of the school year, I quit. After fourteen years in education, I quit. I. Quit. Quitting isn’t something I do, particularly when children are involved, so this is still quite difficult to think or talk about. It might seem an abrupt decision to some, but for those that know me well, you know this is something I have flirted with for a few years now. I think it started about five years ago…
I was teaching in an inner-city school in Memphis. I loved my principal. I loved my kids. I loved teaching. Now, of course, there were issues. Too much paperwork. Not enough hours in the day. Uninvolved parents. Disobedient children. District mandates that made no sense. Still, overall, I was happy being a teacher. I knew that I would either drop dead teaching or they would have to roll me out in a wheelchair. It was what I wanted to do forever. Then, the evaluation process for teachers dramatically changed. Now, our students’ standardized test scores would become part of our evaluation. As I saw this change coming, I decided that I could help this process along by taking more of a teacher leader role. So, I applied and became the instructional facilitator for the school where I had taught for the past 6 years. In this role, I hoped to coach, mentor, and support teachers. After all, that was a large part of that job description. In reality, very little of my time was able to be spent doing that. What did take up a large amount of my time was being my school’s test administrator. I had experience with testing and the strict guidelines that go along with them, as all teachers do. However, as test administrator, I was now responsible for reporting my teachers if they did not follow those guidelines. The stress and worry of that prospect was just too much for me. I had become an enforcer of a practice I didn’t even believe in. I couldn’t do this to my teachers, so I left the position after two years and went back to the classroom.
I decided to try a different setting. Middle school math. My first year back in the classroom was blissful. I loved my co-workers. I loved the diversity of the school. I loved teaching one subject all day. Then, we started testing. And the testing was even more frequent last year. And now, three months into the school year, I’m certain we have tested more so far than we did all last year combined.
So, I quit. I’m not going to be the messenger that tells my students that they have to take another test. I am not going to spend another class period telling them I cannot help them get through a test they don’t understand. They can get someone else to do that. It will kill my teaching soul to do it even one more time. Like all teachers, I have kids that read below grade level. I can’t help them though. I also have students that have only been in the country a few months. I can’t help them though. I even have students who don’t know our alphabet because their language is different than ours. I can’t help them though. And bless their hearts, they do it because I ask them to. Most of them would do absolutely anything I asked. They trust me and believe that what I am asking them to do is what is best for them. I mean that’s why I spent weeks building connections with them at the beginning of the year. I want them to trust me. I rarely have discipline issues. We are too busy and engaged in the lesson to get off task. However, after testing kids for two weeks straight, they were done. You cannot expect struggling students to engage in an activity that is so above their instructional level for an extended amount of time without eventually seeing their behavior change. It is too frustrating for them! I could tell that those two weeks broke the bond that I had built with some of my most challenging students. They just didn’t trust me anymore. That goes against every single thing inside me that led me to become a teacher in the first place. And to be quite honest, it broke my heart. I recently saw a post where someone described teaching as an abusive relationship. You love it, but it makes you so unhappy. I get that. It does feel that way.
So, I quit. I wrote a resignation letter giving my 30-day notice and gave it to my principal on a Monday morning. I told him, both of my assistant principals, and my instructional facilitator that day. With each time I told my story, I cried. They didn’t try to stop me. They didn’t make me feel guilty. They were kind and understanding. They know. I’m sure they feel like quitting sometimes, too. They aren’t the problem. I slowly told my co-workers, friends, and family. Everyone that knows me well said to do it. Every single educator said they understood and would do it too if they could. Every. Single. One. I’m not married. I don’t have kids. I don’t have a mortgage. I don’t have a car note. I have more freedom to do this than most. Because of that, I can’t be quiet about this. I need to speak for those that don’t have the option to bow out.
My first step was sending the following letter home to all my students’ parents:
November 24, 2015
I regret to inform you that today is my last day as your child’s math teacher at #####.
I want you to know that this decision was not easy for me. I will fill you in on why I am leaving, but first I will tell you what absolutely did not have anything to do with me leaving. First, your children are not why I’m leaving education. They are, in fact, the only reason I have any apprehension about this decision. This, of course, will be most difficult for them. I have talked to them about this and they handled it like rock stars, but please talk to them about it when they get home. Adult decisions are often hard for anyone to understand, especially children.
Secondly, the administration at ##### is not why I am leaving. I have felt nothing but supported by my administrative staff this school year. I believe they have the best interest of your children in mind. If I was going to teach anywhere, it would absolutely be at #####.
Finally, the teachers at ##### are not why I am leaving. I have worked with many teachers over the past 15 years. The teachers at ##### are some of the best I have ever seen. In a profession where you are often blamed more than revered, I admire their willingness to keep waking up each day and choosing to keep going for their students. Please continue to support the teachers at #####. They need it, but more importantly, they deserve it.
Now…here is why I am leaving.
For the past five years, I have seen the testing of our students become more frequent and more frustrating for all those involved. I absolutely hate having to stand before my kids and tell them they have to take another test. It kills a little bit of my teaching soul each time I have to do it.
I spend so much time having to test them that I have little time to teach them, much less listen and talk to them. So far this year, I have given my students the following tests: iStation Diagnostic (this will be given twice more this year), iReady Diagnostic (this will be given twice more this year), MAP Test (given in ELA, Math and Science), and the MIST test (given in ELA, Math, and SS).
These are just the tests that are mandated by the district or state. We also give pre- and post-Common Formative Assessments at the school level. Why all the testing these days? The following is a post I saw online that explains it perfectly. I’m not sure who posted it originally, so I am unable to give credit. “The feds require annual testing for accountability. This translates into the BIG test that every state has (In Tennessee this is what we refer to as TCAP, now TNReady…more about that later). However, the stakes are so high for that test, that states require additional “practice” tests. But, the results of the state tests are used to threaten districts that are “failing”.
So the districts require “benchmark” tests, to make sure the students are ready for practice tests. Individual schools and administrators are held accountable for their scores on the benchmarks, so they also impose building-level tests. The result is non-stop testing.”
Back to TNReady. This is the new state test that students will be taking this year in place of TCAP. TNReady is a computer-based test and will be given in February and April. Because it is taken on the computer, testing schedules will disrupt our regular schedule more than just a week like we were accustomed to under TCAP. If that isn’t bad enough, the test is just down-right confusing. You can read a blog post about it and take some practice questions here:http://www.mommabears.org/blog/alarming-info-about-tnready-testing-bomb. Additionally, the blog post by State Representative Andy Holt shows you exactly how this is being handled by those in power in Tennessee: http://www.andyholt4tn.com/holt-what-tn-teachers-parents-should-know-about-standardized-tests/.
I urge you to become familiar with what is going on in education and make your voice heard about what is best for your child. You can do this by contacting your school board members, representatives and senator. And vote every single time. It does make a difference.
So, back to my leaving. I have to try to fight this somehow. I’m not sure how I will go about that yet. I guess this is my first step. I do know that I can no longer be the messenger of something that I believe is harmful to my students. That is exactly the opposite of why I became a teacher in the first place. I am meant to help, support, empower, and praise children. Under this current testing culture, I am simply helping to hurt them and that just isn’t who I am.
In closing, I am going to miss my kids so much. I can barely think of it without crying. However, I hope they eventually look back at this time and realize that I stood up for something I believed in even though it was a very, very difficult choice. When they are faced with standing up for something they believe is wrong, I hope they are strong enough to do so. It isn’t easy, but I think we all need a little more of that in our world.
My next step? Not sure yet. I do know that it is a disgrace that we are allowing companies from the testing industry to make millions of dollars off the abuse of our public education system. Not only are we killing the spirits of students who want to learn, but we are also killing the spirits of teachers that want to make a life-long career of this. I’m not the first one to give up and I certainly won’t be the last. In 10-20 years, we are going to look back at this time in education and be very ashamed of what we have allowed to happen.
Finally, please hope and pray that my kids get a qualified teacher quickly. One that isn’t jaded by the system, that loves them in spite of their challenges, and has the strength to withstand the foolishness that educators endure. I couldn’t be that for them anymore and the grief that causes me is suffocating at times. I will miss them every day. This quote helps when the feelings become overwhelming, “Be OK with not knowing for sure what might come next, but know that whatever it is…you will be OK”.
Remember, voting is the ultimate weapon we have in a stable democracy, use your vote with Maximum Force.
Alan Singer, Common Core, Standardized Testing, Teachers Alan Singer, Corporate Education Reform Industry, Teachers
A re-post of Alan Singer’s latest column
Across the United States there are dozens and dozens of outstanding pro-public education bloggers, commentators and citizen journalists who are working as Drum Majors in the historic battle to push back the Corporate Education Reform Industry and re-insert the notion of fundamental concept of public back into public education.
One of the best is Alan Singer whose writing can be found in the Huffington Post and elsewhere.
In a commentary piece published today he pays tribute to the “Teachers We Remember,” while successfully obliterating the illogical and counter-productive policies promoted by the President of the United States and the other politicians who have become pawns for the “education reformers.”
Alan Singer’s full piece can be found at: Thanksgiving Thanks to Teachers We Remember Who Didn’t Teach Common Core.
For my part, I dedicate this repost to Mrs. Stratton, Mr. Coughlin, Mr. Fulton and the other teachers who I remember and cherish and who most certainly did not teach the Common Core.
Alan Singer writes;
President Barack Obama remembers his fifth grade teacher, Ms. Mabel Hefty. In 1971, Barack was a “kid with a funny name in a new school, feeling a little out of place, hoping to fit in like anyone else.” He recalls how “Ms. Hefty taught me that I had something to say — not in spite of my differences, but because of them. She made every single student in that class feel special. And she reinforced that essential value of empathy that my mother and my grandparents had taught me.” Barack remembers how Ms. Hefty made every child feel special. He remembers she encouraged empathy with others. He does not remember teachers who stressed skill acquisition. He does not fondly recall teachers that pushed testing. What had the greatest impact him as a human being, something he claims to carry with him as President, is feeling special and a sense of empathy.
But as President, Barack Obama has pushed a completely different education agenda, certainly not one based on his experiences in Ms. Hefty’s classroom. Obama’s Race to the Top initiative promotes Common Core skills based instruction tied to round after round of high-stakes assessments. No one gets to feel special. No empathy here. Ms. Hefty would be very disappointed in her star pupil.
My memories about teachers are not much different from Barack’s. When I was in middle school I joined the school’s math team, even though I was not particularly interested in math. The reason was my official teacher, Brenda Berkowitz, was coach of the math team. My mother had died and my father would sometimes rush out to work without leaving lunch money. Ms. Berkowitz always checked that I had lunch and when I didn’t she lent me twenty-five cents to buy a salami sandwich at the local deli. I don’t remember one lesson she taught in math, but I do remember the salami sandwiches. Ms. Berkowitz was definitely my best teacher ever.
The National Education Association interviewed celebrities about their most memorable teachers and their responses are remarkable similar to mine and Barack’s. Patti La Belle, from Philadelphia, talked about Ms. Eileen Brown who “was very helpful to my family and me. She and I became close friends and are good friends.” Zoe Saldana remembered Ms. Dilia Mieses Ritmos Espacio de Danza of the Dominican Republic who taught the “importance of perseverance and discipline.” Hilary Swank remembered the elementary school teacher who gave her her first acting role in a school production. Oprah Winfrey most memorable teacher was a fourth grade teacher who “believed in me.” Oprah “learned to love learning because of Mrs. Duncan.” Friendship. Perseverance. Acting. Love of Learning. No Common Core here. No high-stakes testing.
The NEA also interviewed elected officials, some of whom voted for Race to the Top. Former United States Senator Robert Byrd of West Virginia thanked “Mrs. W. J. B. Cormany who “taught me to put my best efforts into everything I undertake, a lesson so important that it has remained with me to this day.” Senator Dianne Feinstein of California thanked Ms. Virginia Ryder who “took me under her wing, giving me individual attention, and enabled me to go to a good high school.” Senator Lisa Murkowski from Alaska thanked Ms. Hattie Buness who “opened the world for me when she taught me to read, to explore, and to question.” Congressman Paul Ryan, now Republican Party Speaker of the House of Representatives, thanked Frank Douglas who “taught me more about the world in six months than I had learned in 18 years.” Senator Orrin Hatch of Utah thanked “Ms. Eleanor Smith who “inspired me to go on to college at a time when the most that could be expected of me was to continue to work at the trade that I had learned. She told me that one day I would be a great poet.” A lot about best efforts, but who would have thought Orrin Hatch loved poetry?
And a special thank you to Massachusetts Commissioner of Education Mitchell Chester who just pulled the state out of the Common Core PARCC high-stakes assessment consortium. The PARCC test is collapsing, down from 26 states to five plus Washington DC. Smarter Balance, the other national testing group is down to fifteen states after a high of thirty-one. Some states had belonged to both testing groups.
As a result of the Obama Race to the Top and Common Core initiatives, the average student in some United States big-city schools now takes over 100 hundred hours of mandatory standardized tests during their school career. Eighth-grade students are the most tested. They sit through between 20 and 25 hours of standardized tests, which makes up about 2.3% of school time. And this does not include ordinary teacher-made, school-wide, or district tests.
Under Race to the Top and Common Core students, teachers, schools, districts, and states are evaluated based on the high-stakes standardized tests, transforming schools from places where students like Oprah learn to love learning and Senator Murkowski learned to question into test prep academies. There is no more time for acting and poetry.
You have to wonder if Ms. Hefty would have been willing to be a teacher under these circumstances and what would have happened to that little boy with a “funny name” called Barack Obama.
Go and add your thanks for the teachers you remember – You can read and comment on Alan Singer’s article at: http://www.huffingtonpost.com/alan-singer/thanksgiving-thanks-to-te_b_8645698.html
Common Core, Education Reform, Teachers Corporate Education Reform Industry, Teachers
Jean Jaykus and AnneMarie Surfaro-Boehme are both educators, Teacher of the Year awardees in Ridgefield and both won Connecticut Celebration of Excellence Awards. Their recent commentary piece entitled, “Where have all the teachers gone?” was first published in the Stamford Advocate and Greenwich Times.
Where have all the teachers gone?”
Common Core claimed its vision was to close the achievement gap and bring test scores up, guaranteeing every high school graduate to be “college ready.” None of that has been attained. Common Core was really designed to assume government control of the public education system. That goal has been achieved. Autonomy has been taken away from local boards of education, administrators, and most importantly, the classroom teacher.
Common Core was mandated for all states ignoring where individual school systems were testing. For those school systems which already ranked high, this changed the teaching of their curricula, and focused instruction on test preparation, upsetting students, parents, and teachers. It is clear that for those schools in high-risk districts, more than just common standards and tests are needed to bring students up to parity. Common Core has not delivered.
By buying into the veil of Common Core and not challenging its underpinning mandates from the beginning, education communities have lost their way, while education spirals down. They have misplaced their ethical and moral obligation to our children. Educators were supposed to “teach the children well.” If classroom teachers, administrators, teaching institutions, and state and local boards of education are not in control of public education, the bedrock of our foundation breaks down.
Common Core has caused the depersonalization of the teaching profession, resulting in less effective time on teaching, slower productivity, and a rigid classroom environment which cannot be sustained. It has taken the joy of teaching and learning away because of mandated computerized lessons, assessments, excessive data recording, and inflexible block-scheduling. Instead of a mentor/collaborative relationship with administration, the binding teacher evaluation system is confrontational, preventing teachers from speaking out. Collaboration is not encouraged among colleagues because of the dictates of this national curriculum. Those in managerial positions remain controlled by the Common Core. So do our public schools, teachers and students.
Common Core has disrupted the learning process. It has replaced inspirational and innovative instruction with a curriculum that is not educationally and developmentally appropriate, disregarding the research which documents how children learn in concert with their development. Starting in kindergarten, it is pushing curriculum to levels for which students are not developmentally ready. The recent SBAC tests failed with disastrous results. Of greater concern is a new SAT test aligned with the Common Core for all students. At least Connecticut’s CAPT tests were fair and measurable, and represented what was taught in Connecticut schools. The SAT test is designed for the college-motivated student. But not every student is heading for college. What about meeting all students’ needs and America’s needs for jobs? We cannot ignore the students who want to explore diverse career paths and entrepreneurial opportunities via community colleges, tech education, manufacturing programs, and business initiatives and apprenticeships.
The underpinnings of effective teaching and learning exist inside an outstanding classroom where student needs are being met and instruction is dynamic and inspirational. Many gifted and distinguished teachers are leaving the profession, or biding their time to retirement. Experienced and creative teachers are still trying within their classrooms to do what is right for their students, but soon they will be lost to us as mentors. Districts will find it more difficult to hire well-qualified teachers. National trends show there will be a teacher shortage because fewer college students are choosing education as their career path. New teachers will be trained to follow the Common Core program as designed and not encouraged to innovate and employ multiple effective teaching methods.
The thread that is running through our schools from elementary to high school with Common Core, doesn’t align with an educator designed curriculum, and conflicts with educational pedagogy. From K-12, we have a top down, one-size-fits-all, set in stone, system with mandated teacher evaluations which include Common Core tests results. This Common Core system is undermining public education and disrupting the learning process for students, while wasting millions of tax-payer dollars. Connecticut is diverting public funds to promote the myth of charter schools that do not really address socio-economic inequality and the achievement gap. Everything is upside-down in education. It is time for the educational community to come together, take a stand, and speak out to decentralize public education and have local districts run local schools. It is time to fund more public magnet schools, set up inter-district partnerships and make use of our distinguished classroom teachers and retirees to facilitate school, community, and parent mentorships.
Common Core has taken over our schools impacting teaching and learning. An educated child is a free child, a responsible and independent thinker ready to take his/her place in the community. The goal for our students should be their learning, not the test results. Every child’s educational life matters, and every classroom teacher makes a difference.
You can read the original article at: http://www.stamfordadvocate.com/news/article/Op-ed-Where-have-all-the-teachers-gone-6615808.php
Teachers, Union Leaders, Unions, Valerie Strauss Teachers, Union Leaders, Unions, Valerie Strauss
For those union members, education advocates and parents who are consistently frustrated by the fact that some union leaders spend more time maintaining their close relationship with the power elite than fighting for their members and public education, the recent teacher strike in Seattle, Washington is proof that real champions have been stepping up in Seattle, Chicago, at the state level in New York and Massachusetts, and elsewhere. These teacher union leaders are making a fundamental difference in the fight to improve public schools and provide greater support for teachers, students and parents.
For an update on the Seattle Teacher Strike check out, The surprising things Seattle teachers won for students by striking.
The post appears on Valerie Strauss’s blog, The Answer Sheet. Strauss is a reporter with the Washington Post and her bog is one of the most important resources in the nation for information about education policy and the unprecedented assault on public schools and public school teachers by the Charter School and Corporate Education Reform Industry.
If you don’t read Strauss’ blog you should book mark it and sign up for her regulator updates at: https://www.washingtonpost.com/blogs/answer-sheet/
In The surprising things Seattle teachers won for students by striking, Strauss writes;
Seattle teachers went on strike for a week this month with a list of goals for a new contract. By the time the strike officially ended this week, teachers had won some of the usual stuff of contract negotiations — for example, the first cost-of-living raises in six years — but also some less standard objectives.
For one thing, teachers demanded, and won, guaranteed daily recess for all elementary school students — 30 minutes each day. In an era when recess for many students has become limited or even non-existent despite the known benefits of physical activity for children, this is a big deal, and something parents had sought.
What’s more, the union and school officials agreed to create committees at 30 schools to look at equity issues, including disciplinary measures that disproportionately affect minorities. Several days after the end of the strike, the Seattle School Board voted for a one-year ban on end suspensions of elementary students who commit specific nonviolent offenses, and called for a plan that could eliminate all elementary school suspensions.
Other wins for students in Seattle’s nearly 100 traditional public schools include:
Teachers won an end to the use of student standardized test scores to evaluate them — and now, teachers will be included in decisions on the amount of standardized testing for students. This evaluation practice has been slammed by assessment experts as invalid and unreliable, and has led to the narrowing of curriculum, with emphasis on the two subjects for which there are standardized tests, math and English Language arts.
Special education teachers will have fewer students to work with at a time. What’s more there will be caseload limits for other specialists, including psychologists and occupational therapists.
Seattle teachers had said they were not only fighting for pay raises but to make the system better for students. It sounds like they did.
Every teacher union leader in the country should be looking to Seattle for guidance on how to fight back against the forces seeking to destroy public education in the United States.