Relay Is A Very Bad Joke-One That Hurts Kids  (By Ann Cronin)

1 Comment

Writing on her blog, Real Learning CT, educator, education advocate and education blogger Ann Cronin explains;

The Relay Graduate School of Education recently applied to be a graduate school of education in Pennsylvania, California, and Connecticut. That application was denied in Pennsylvania and California. That application was approved in Connecticut.

What is the Relay Graduate School of Education? Daniel Katz, Director of Secondary Education and Secondary Special Education Teacher Preparation at Seton Hall University sums it up like this:

It is a “Graduate School of Education” that has not a single professor or doctoral level instructor or researcher affiliated with it. In essence, it is a partnership of charter school chains Uncommon Schools, KIPP, and Achievement First… Relay’s “curriculum” mostly consists of taking the non-certified faculty of the charter schools, giving them computer-delivered modules on classroom management (and distributing copies of Teach Like a Champion), and placing them under the auspices of the “no excuses” brand of charter school operation and teachers who already have experience with it.

Pennsylvania and California made worthy decisions  in rejecting the Relay Graduate School of Education. So how did it get approved in Connecticut?

On November 2, 2016, the Connecticut State Board of Education held a hearing to listen to testimony about whether Relay should be approved or not. More than 30 people testified. The overwhelming majority of those who testified strongly recommended denying Relay’s application. Some cited research about Relay and its ineffectiveness and its lack of quality . Some cited their own experience as teacher educators. Some cited their experiences in being trained as teachers. Some cited ways to bring people of color into the teaching profession in Connecticut without lowering standards and expectations for them. Only those already enrolled in or employed by Relay and two paid advocates forConnecticut charter schools spoke in favor of approving Relay.

Astoundingly, within minutes after the hearing, the Connecticut State Board of Education approved Relay as a valid program for certifying teachers in Connecticut.

The political fix was in.

Connecticut children, particularly those most in need of a good education lost. Again.

Below is my statement at that hearing:

Testimony to the Connecticut State Board of Education on November 2, 2016

My name is Ann Policelli Cronin. I have been recognized as Connecticut’s Distinguished English Teacher of the Year. I have been a district level administrator responsible for English education for 23 years and in that role have supervised and evaluated hundreds of teachers and both created and implemented innovative, state-of-the-art programs, which have won national awards for excellence. I have taught graduate level teacher education courses for 10 years. And, most recently, I have been a consultant in inner city schools identified as “failing schools”. I also recently was an advisor to a Connecticut university seeking accreditation for its teacher preparation program.

Therefore, I know what good teaching is. I know how to prepare prospective teachers to be good teachers and how to help in-service teachers to grow and develop. And I know what kind of accreditation is necessary for a teacher preparation program.

Based on that deep and broad experience as an educator, I can tell you that the Relay Graduate School of Education is a totally inadequate teacher education program.

It offers its students the mentoring of “amazing teachers” instead of academic course work. In fact, the spokespersons for Relay shun the academic work of established teacher preparation programs. I have been and, in fact, still am one of those “amazing teachers”. I have mentored teachers and taught them my skills. There are teachers around the state who could tell you how they benefited from that mentoring. But mentoring is absolutely, definitely not enough.

Teaching is complex. Teachers need more than a “how”; they need a ”why”. Brain surgeons in training certainly benefit greatly by doing their surgical rotation with expert surgeons, but when they are on their own as licensed surgeons, they must have a depth of knowledge to deal with all of the possible complexities that could occur in any surgery. So too with teaching.

Prospective English teachers need to know how cognition and intellectual engagement develop in children and adolescents because it is that understanding that dictates curriculum. They need to know the research from the past 45 years regarding the teaching of writing because, without that knowledge, they will not be able to teach their students to become effective writers. They need to know literary theory because it is that theory that dictates all pedagogy for the teaching of reading and the teaching of literature. They need to know the grammar and conventions of our language and what research says about effective ways to teach that grammar and those conventions to students. They need to know the research about learning being a social endeavor and know how to create the kind of classroom that incorporates that research, the kind of classroom that is a true community of readers, writers, and thinkers. For all of that, a teacher education program requires academic course work. Mentoring is not enough.

The accreditation process has standards to insure that graduates of teacher preparation programs have a deep knowledge of their field and a deep knowledge of child and adolescent growth and development. To be accredited, a teacher education program must also require its prospective teachers to have specified experiences of being mentored by amazing teachers. All prospective teachers need both academic course work and mentoring. Relay denies its students an essential element of teacher preparation, the element that is the foundation of all else.

Relay has been promoted both as a way to bring people of color into the teaching profession and as a fast track to let the teachers of the children of color become certified or earn Master’s degrees. How demeaning is that claim! Demeaning to both the adults of color and the children of color. Prospective teachers of color are capable of the same academic challenges as their white counterparts in accredited teacher preparation programs. And children of color in our cities, whom these teachers in the Relay program are being trained to serve, are entitled to the same appropriately trained teachers as their counterparts in the affluent suburbs.

To permit Relay to prepare teachers in Connecticut is to perpetuate the same gap between the haves and the have-nots in Connecticut that we already have. It is racist and classist. We, as state, cannot endorse that. We must give our children better care. If not us, who? If not you as the State Board of Education, who?

You can read and comment on Ann Cronin’s article at: https://reallearningct.com/2016/11/05/relay-is-a-very-bad-joke-one-that-hurts-kids/

Robert Cotto Jr. on why Relay Graduate School of Education should have been rejected

1 Comment

The following is the testimony provided to the State Board of Education by Robert Cotto Jr. on  November 2, 2016.   The State Board of Education went on to approve the poorly designed Relay Graduate School of Education proposal, thereby undermining Connecticut’s teacher preparation programs and the value of Connecticut’s teacher certification requirements.

Robert Cotto Jr.

Dear members of the State Board of Education,

Thank you for your service and the chance speak to this morning. My name is Robert Cotto, Jr. and I am a certified teacher in Connecticut, educational researcher, and resident of the City of Hartford. Based on the evidence and my experience, I have deep concerns about the Relay program proposal. I come today to ask that you reject the Relay proposal and explore new and existing alternatives to diversifying the teacher force.

Relay is an inferior teacher training program compared to existing university-based and alternative teacher certification programs. As a certified teacher, I can remember the hours of fieldwork, lesson planning, student-teaching, and reflection with mentor teachers and university professors that had decades of K-12 experience. This experience in MA allowed me to earn my CT teacher certification. Relay deviates wildly from the structure and guidance required of other programs in CT that educate and certify new teachers. Created by the charter school industry and venture capitalists, Relay places its students into classrooms before extensive preparation, provides online modules in place of coursework, and assigns a teacher partner to supplement this “on-the-job” training. Relay calls this inferior preparation “a graduate school” and says it is for the good of Black and Latino students. As Ken Zeichner and other scholars have noted, there is no rigorous evidence to suggest this approach as an improvement or innovation to teacher and public education. By comparison, imagine that another white entrepreneur offered Black and Latinx communities similarly trained novices for performing surgery in hospitals or practicing law in courthouses. The program would be called exactly what is: racial discrimination.

By delivering an inferior program, Relay exploits the hopes of prospective Black and Latinx educators. Despite the lack of program approval, the State Department of Education reports that Relay recruited 70 students for its program, 50 of whom are self-identified as people of color. These people are eager to enter the teacher profession and should be commended. Relay exploits that desire by selling a subpar training program as a “graduate school” despite lacking real professors, courses, accreditation, or even State approval as a school or program. The combination of limited training and placement into primarily charter schools with high teacher turnover nearly assures that Relay students will leave the teaching profession quickly. When this happens, Relay will not hold any responsibility since they are not accountable in the same ways as other teacher education programs in Connecticut. Instead, the Relay teachers and their students will be left to pay the debt for this ill-planned venture. This approach simply exacerbates the national and local trend of healthy numbers of Black and Latinx teachers entering, but quickly exiting the profession because of poor working conditions and compensation, and other forms of discrimination.

There are alternatives that the State could consider for diversifying the teaching force. The State could restore and expand its Alternative Route to Certification and Minority Teacher Incentive Programs. The latter offers grants to prospective teachers of color already in Connecticut teacher education programs. However, the Governor and Legislature cut these grants by about $50,000 and $80,000 this year respectively. The State Board could also use its authority to encourage efforts to diversify students and faculty in the existing teacher education pipeline and to ensure that approved programs respond and adapt to the needs of our diversifying K-12 student body. Finally, whatever intervention this Board takes, it must do so with actual evidence of the issues, concerns, and needs of Black, Latinx, Asian, and Native American educators and students rather than with the clever marketing and weak evidence provided by the charter school industry. Connecticut can and must do better for teachers of color. Please reject Relay.

Thank you,

Robert Cotto, Jr., Ed.M., M.A.
Member, Hartford Board of Education

 

Robert Cotto Jr.

Robert Cotto, Jr. is currently the Director of Urban Educational Initiatives at Trinity College and a Lecturer in the Educational Studies department. Before his work at Trinity, he was a Senior Policy Fellow in K-12 Education for CT Voices for Children where he published reports on Connecticut’s testing system, public school choice, and K-12 education data and policy. He taught for seven years as a social studies teacher at the Metropolitan Learning Center for Global and International Studies (MLC), an interdistrict magnet school intended to provide a high-quality education and promote racial, ethnic, and economic integration. Born and raised in Connecticut, Mr. Cotto was the first in his family to go to college and he earned his B.A. degree in sociology at Dartmouth College, his Ed.M. at Harvard University Graduate School of Education, and an M.A. in American Studies at Trinity College. He is serving his second term on the Hartford Board of Education and in the past has served as Secretary and Policy Committee Chair. Since returning back home to CT from college, Robert has lived in the Frog Hollow neighborhood and he recently moved to the Forster Heights area of the Southwest neighborhood. View all posts by Robert Cotto Jr.

Malloy administration approves faux Relay School of Education teacher training program

3 Comments

Independent investigation needed into Malloy and charter school industry’s action to undermine teacher certification in Connecticut.

Is influence peddling behind the likely approval of Relay School of Education’s Connecticut proposal?

Comments Off on Is influence peddling behind the likely approval of Relay School of Education’s Connecticut proposal?

Although the corporate education reform entity, Relay School of Education, has recently been prohibited from working in California and Pennsylvania, Governor Dannel Malloy’s political appointees on the State Board of Education are poised today to grant the controversial teacher training scheme, “full program approval” to operate in Connecticut.

The stunning move comes after months of illegal lobbying by the Relay School of Education, including direct contact between Relay corporate officers and some of the highest ranking officials in the Malloy administration.

Relay School of Education is closely associated with the charter school industry and has particularly close ties to Achievement First, Inc., the large charter school chain with schools in Connecticut, New York and Rhode Island.  Achievement First’s CEO is a key player on the Relay School of Education’s Board of Directors.

Charter school advocate Jonathan Sackler, who help fund Achievement First and sits on its Board of Directors is one of Malloy’s largest campaign contributors.  A number of Malloy’s other top campaign contributors have deep connections to Achievement First and the charter school industry that has been working, so hard, to persuade the State Department of Education to overlook Relay School of Education’s poor track record and faulty Connecticut proposal.

In addition to engaging in illegal lobbying, the Relay School of Education has been violating state law and regulations by engaging in activities prior to receiving state approval.

However, despite these serious legal problems and a proposal deemed insufficient by a number of experts, State Department of Education officials are pushing for a quick approval of the Relay School of Education’s application at today’s State Board of Education meeting.

If Malloy’s appointees on the State Board of Education approve the Relay School of Education’s proposal, Connecticut’s Attorney General, the Office of State Ethics and the State Auditors should immediately open an investigation into the role Governor Malloy’s administration or his campaign contributors played in tilting executive decision making in favor of the Relay School of Education.

Connecticut’s students, parents, teachers, public schools and taxpayers deserve better.

Academic expert tells State Board of Education to reject Relay Graduate School of Education plan

Comments Off on Academic expert tells State Board of Education to reject Relay Graduate School of Education plan

Professor Lauren Anderson is the Chair of the Education Department at Connecticut College, and a member of the American Association of Colleges of Teacher Education, Connecticut. In this piece, first published in the CTMirror, Anderson addresses the Signiant and serious problems with the proposal to allow the corporate education reform company, Relay Graduate School of Education to set up a program in Connecticut.

You can read and comment on the persuasive commentary piece at: http://ctviewpoints.org/2016/11/01/ct-can-do-better-for-minority-teacher-candidates-than-relay-gse/

Professor Anderson writes;

Without question, Connecticut needs more teachers who see themselves in their students (and vice versa), who have roots in the communities where they teach, and who are well positioned to instruct in ways that are academically challenging and culturally, linguistically, and community-responsive.

The pipeline into the profession for teachers of color is too often obstructed and unwelcoming, and change is imperative. We know, for example, that professional learning experiences, whether pre-service or in-service, situated in colleges and universities or K-12, are too often laced with micro-aggressions —repeated racialized slights —that are neither micro nor slight on their own or in accumulation.

We know, as well, that working conditions for teachers of color are too often more stressful than supportive, and that robust mentoring remains too rare. And then of course there is the challenge of staying afloat financially on a teacher’s salary, particularly in an era of rising housing costs and student loans.

Confirming the complexity of the challenge at hand, a recent Central Connecticut State University dissertation study that engaged more than 200 black teachers state-wide found that, “Black teachers perceive salary, inadequate teacher support (particularly minority teacher support), unfair human resource recruiting and hiring practices, and poor perceptions of teaching to be the primary obstacles to becoming and remaining a teacher.”

It is clear that there is no easy or quick fix to the enduring demographic divides between the state’s public school students and their teachers. Ensuring accessible and sustainable career trajectories for teachers of color is a complex challenge and will require a systemic solution all along the pipeline.

This understanding, in part, informs opposition to Relay Graduate School of Education’s expansion into our state, where it is being framed as a solution to minority teacher recruitment and an engine for ameliorating educational inequities. In fact, Relay is no panacea for our pipeline problems, and instead represents the tip of an approaching iceberg that threatens the education of the state’s most under-served students and sells short the very teachers to whom we owe the best preparation, support, working conditions, and compensation available.

WHAT IS RELAY GRADUATE SCHOOL OF EDUCATION?

First, it is not a graduate school in any recognizable sense. It is a charter-style network of independent teacher preparation programs created by the leaders of three prominent charter school chains (Uncommon Schools, KIPP, and Achievement First), primarily as a means to bypass traditional teacher education. Relay has recently set up shop in New Haven, where it has reportedly enrolled a cohort of candidates who will finish its one-year program this academic year, despite the fact that it has not received approval as a preparation provider.

Its “campus” address is a PO Box; its offices are co-located in a partner charter school; its faculty are unnamed and not required to hold degrees comparable to teacher educators elsewhere; and its nationwide curriculum has been critiqued for emphasizing methods that are reductive and control-oriented, rather than research-based and conducive to critical thinking.

In short, Relay would lower the bar for teacher preparation in Connecticut, increasing the likelihood that students in districts such as Hartford, Bridgeport, and New Haven would receive teachers who have not met the same standards of preparation as those in more affluent districts.

WHAT IS THE HARM IN APPROVING RELAY?

For candidates in targeted districts, the harm would come from providing a program that doesn’t honor their potential as professionals and would not be deemed acceptable preparation for those certified and employed elsewhere in the state.

For students in targeted districts, the harm would come from providing their teachers with preparation that is based on a reductive, behaviorist view of teaching and learning, and that emphasizes the kind of techniques shown to narrow the curriculum and adversely affect students’ socio-emotional development. For targeted districts and the communities they serve, the harm would come from partnering with a provider that has no credible research base to support its claims to effectiveness or to indicate that it will improve minority teachers’ retention in urban schools. For the public, the harm would come from establishing a pathway into teaching that is not accountable to the profession or state in ways that most other programs are.

Shouldn’t these matters concern us all?

WHY DENYING RELAY IS ‘RIGHT’ RIGHT NOW.

 There’s no wrong time to make hard, equity-minded decisions. And, at this particular moment, other entities and events are also helping to reveal what Relay represents and why it should not receive approval. Other states—Pennsylvania a few months ago and California a few days ago—have decided against approving Relay’s proposals for reasons related to program quality. The NAACP’s recent vote in favor of a moratorium on the expansion of privately managed charter schools also signals pertinent concerns.

A quick glance at the list of “partners and philanthropic investors” on Relay’s website confirms its tight linkages to the privatization movement. Although that movement often deploys the rhetoric of equity and diversity to rationalize itself and enlists compelling, community-based representatives to promote its agenda, that agenda has typically worked against community interests and exacerbated inequities —draining resources from struggling districts, deepening segregation, diverting attention from systemic change to individual choice, and so on. Why then would we endorse an unproven model of teacher preparation that is based on the same approaches being called into question in K-12? Why would we rush to approve a provider that is facing scrutiny and rejection elsewhere? Simply put: we shouldn’t.

WHAT MIGHT WE CONSIDER INSTEAD?

Yes, we have a problem; but it’s a complex, systemic problem, worthy of a complex, systemic solution. There are viable, research-based alternatives for improvement all along the pipeline. Genuine residency and “grow your own” programs are one option, whereby established programs partner with districts to create locally-responsive pathways into teaching that are research-based and actively seek to enroll community members, minority candidates especially.

Another is to expand investments in minority teacher incentive grants and loan-forgiveness for those who go through approved programs and commit to working in shortage areas and high-needs districts. A third is to establish induction programs that are community- and culturally-responsive and that extend over multiple years so that the newest members of the profession receive the supports they need in order to survive and thrive during their critical first years on the job and beyond. Under the new federal education law, ESSA, there are opportunities for states to invest in any or all of these options.

In sum, there’s no question that we all have to do better for teacher candidates of color and teachers of color. This will require us to resist quick-but-compromising fixes like Relay and instead insist that minority teacher candidates receive the best preparation and support the field and the state have to offer.

State Board of Education – Reject the application by Relay Graduate School of Education (By John Bestor)

1 Comment

To the Members of the Connecticut State Board of Education:

I am writing to share my concerns associated with impending CSBE approval of the Relay Graduate School of Education Alternate Route to Certification.

I would like to make you aware of some insightful commentary from Peter Greene, a New York teacher and education activist who writes the CURMUDGUCATION (“Trying to make sense of what’s happening in education”) blog. Last January, he wrote extensively about the founding and intentions of the Relay Graduate School of Education, concluding “In short, Relay is a teacher training school founded and operated by three people who have almost no teacher training, next to no classroom teaching experience, and who have spent their careers in the charter world…. It’s a remarkable achievement. If some buddies and I got together and declared that we would open our own hospitals and train our own doctors, even though none of us have any medical training or experience, we could expect to be laughed out of the medical field. If I showed up at a law school and said: ‘I am ready to be a legal professor, training the lawyers of tomorrow, though I have done nothing my whole life but teach high school English, I don’t think I’d be hired on the spot.'”

There is a body of evidence beyond Relay’s own aspirational website and marketing that tells a different story than the one you may have already or are likely to hear from SDE Chief Talent Officer Sarah Barzee, her SDE boss Education Commissioner Dianna Wentzell, and Achievement First’s  Co-CEO Dacia Toll. To be fair, I would ask you to conduct due diligence and read what Mercedes Schneider, a New Orleans teacher, education activist, and the author of three books on “education reform”, including her most recent: School Choice: The End of Public Education?, had to say about this “phony” graduate program which makes a “mockery” of graduate programs in education. Follow her deutsch29 blog (10/03/16) and read the many reasons why the Pennsylvania Department of Education refused to approve Relay’s request for state-sponsored recognition, especially as to the minimal qualifications necessary to become a Relay instructor. Dr. Schneider’s commitment to shedding light on these issues is highly informative, yet not likely to be found in mainstream media coverage or forwarded by SDE officials.

If you are so inclined, you may also want to read the recent Washington Post (10.24.16) article, entitled “The big problem with the Obama administration’s new teacher-education regulations”, in which the chair of Connecticut College’s Education Department co-wrote that the “academy provisions” which were incorporated into ESSA (after initially being developed by the two charter lobbyist organizations New Schools Venture Fund and Relay Graduate School of Education) would exempt “entrepreneurial ‘start-up programs’ (i.e. teacher preparation ‘academies’) … from many of the requirements that states will enforce for other programs – such as hiring faculty who hold advanced degrees or conduct research, holding students to certain credit hours or course sequences, or securing accreditation from the field’s accrediting bodies.”

There is no doubt that the promoters of “corporate education reform” will be out in force on Wednesday spinning their praises for this unproven experiment in graduate teacher and administrator training. It is no coincidence that the recent CT Mirror Viewpoint from an aspiring New Haven teacher was published one week prior to your decision on this controversial request for approval. Apologies in advance to its author, but the piece has Achievement First written all over it. And, in case nobody informed you, AF’s Dacia Toll is one of the three founding members of the Relay Graduate School of Education and, from her Achievement First and 50CAN vantage point, sits on its Board of Trustees.

Like much that takes place in public education these days, this effort to secure state approval fits the “corporate education reform” agenda, is based on misleading information and deception, and will result in further undermining established teacher training programs while – at the same time – continuing to enrich those who seek to profit and privatize public education.

As always, it is important that you – as the appointed protectors of public education for CT’s students – analyze the information presented, review the underlying motives of those who provide testimony, and draw your own conclusions based on independent fact-finding and consideration of differing points-of-view. The CSBE has to rise above pressures to pursue and promote policies and practices that have never been proven effective and are not grounded in professional research. Please DO NOT APPROVE this application without a thorough, honest, and transparent investigation of the claims presented.

Thank you for your consideration.

Sincerely,

John Bestor
Cheshire , CT

 

Relay Graduate School is NOT the way to train teachers (By Carol Burris)

Comments Off on Relay Graduate School is NOT the way to train teachers (By Carol Burris)

Today’s initial Wait, What? post was entitled, Relay Graduate School of Education – Illegal lobbying marks effort to undermine Connecticut’s teacher certification law.

For more information about Relay School of Education, the Wait, What? post also pointed readers to fellow education advocate Wendy Lecker’s piece entitled, Drive up education degree is an insult to every student, parent, teacher and taxpayer

The following commentary piece provides additional background about the faux education graduate program run by the corporate education reform group known as Relay School of Education.

The article first appeared in the Washington Post  in 2012.  It was written by Carol Corbett Burris who served as the principal of South Side High School in New York. She was named the 2010 New York State Outstanding Educator by the School Administrators Association of New York State.  Ms. Burris is now the Executive Director of the Network for Public Education. (See http://networkforpubliceducation.org/)

Carol Burris wrote,

“Education is not the filling of a pail, but the lighting of a fire.” I keep this quote on my desk. No one knows who authored it — it is often misattributed to William Butler Yeats. Whoever created it was wise indeed for those whose vocation is educating students upon hearing it, recognize its truth.

An isolated shot of a bucket of sand for the childrens play time either on vacation, at the beach, or just at home in the sandbox. (Matthew Benoit)

However, educational research as well as the wisdom that comes from instructional practice, tell us that learning happens in the mind of the learner. There is an engagement, a lighting of the fire, which must occur for deep learning to happen. As a young and somewhat naïve teacher, I once argued with Madeline Hunter that if my teaching were perfect, all students would perfectly learn. She smiled and told me that I was wrong.

“Effective teaching increases the probability of learning, you cannot guarantee it,” she said.

She was, of course, correct. Hunter spent her life pouring through research to identify the teacher behaviors that increased the probability of learning. A psychologist by training, she opened a lab school at UCLA, became a certified teacher and practiced her findings by teaching elementary children in her school. She had a respect for the profession that blossomed from her own practice and from her scholarship. How horrified she would be by the thinking that reduces teaching to test-prep drill and professional practice to a numerical score.

At the Relay Graduate School of Education (RGSE), teacher education that balances research, theory and practice has been replaced by ‘filling the pail’ training. Designed to serve the needs of three charter school chains — KIPP, Achievement First and Uncommon Schools— RGSE has no university affiliation, yet awards masters degrees in New York State.

In order to enroll in their program, one must teach, uncertified, in an affiliated school. Traditional public school teachers need not apply. Degrees are earned by online video and reading modules, attending discussion groups and by the uncertified teacher’s students’ test scores. If the test scores are not up to snuff, the teacher does not earn her degree. There are no classes in educational theory or history, nor any indication that the candidate must complete a masters thesis requiring research and reflection. It is cookie-cutter training grounded in one vision of instruction — the charter school vision. Each candidate’s pail is filled with the same techniques.

I invite readers to watch the Relay Graduate School of Education video entitled “Rigorous Classroom Discussion,” [Relay School of Education removed the video after this piece was published] In the video, the teacher barks commands and questions, often with the affect and speed of a drill sergeant. The questions concern the concept of a “character trait” but are low-level, often in a ‘fill in the blank’ format. The teacher cuts the student off as he attempts to answer the question. Students engage in the bizarre behavior of wiggling their fingers to send ‘energy’ to a young man, Omari, put on the spot by the teacher. Students’ fingers point to their temple and they wiggle hands in the air to send signals. Hands shoot up before the question is asked, and think time is never given to formulate thoughtful answers. When Omari confuses the word ‘ambition’ with ‘anxious’ (an error that is repeated by a classmate), you know that is how he is feeling at the moment. As the video closes with the command, “hands down, star position, continue reading” there is not the warmth of a teacher smile, nor the utterance of ‘please’. The original question is forgotten and you are left to wonder if anyone understands what a character trait is. The pail was filled with ‘something’ and the teacher moves on.

I do not fault the teacher in the video for her style. She is performing as taught by a system that, in my opinion, better prepares students for the dutiful obedience of the military than for the intellectual challenges they will encounter in college. In schools taught by RGSE teachers, the Common Core State Standards will be, I fear, merely heavier rocks in the pail.

As I watched the video, I thought about the rich discussions, open-ended speculative questions, ample think time and supportive feeling tone that I find in the classrooms of the teachers at my school. I remember the same culture in the middle school where I taught. Both are diverse schools that serve students with little as well as students with much. Suburban parents would be horrified by the magic finger wiggling and drill techniques used in the video clip. How sad that charter school students are treated as if, were they were given one second to think, the teacher would lose control. How horrifying that student grades and punishments are put on public display. The dignity of the learner comes in second to his or her compliance.

This, however, is the inevitable outcome of a system that is insular and that never looks beyond the practice of charter school leaders. Teacher education programs should bring together a diverse group of teacher candidates — from both city and suburb, and from private, charter and public schools. These programs should facilitate an exchange of ideas that fuels reflection and inspires inquiry into one’s own practice. When, a teacher preparation program is instead designed with a singular, data-driven focus, the fire that comes from the discussion of ideas of education’s great thinkers are but embers in a pail. “I can study Vygotsky later,” said an Empower Charter School teacher in an article on Relay in The New York Times. We can only hope that for her students’ sake, there will still be room left in the pail when ‘later’ comes.

Relay Graduate School of Education – Illegal lobbying marks effort to undermine Connecticut’s teacher certification law

6 Comments

The charter school industry and their allies in the corporate education reform business are chortling over the news that the State Board of Education is meeting on Wednesday, November 2, 2016 at 9:30 a.m. in Room 1D of the Legislative Office Building Room to approve an underhanded effort to allow a major education reform company to end-run Connecticut’s teacher preparation program.

According to the State Board of Education’s agenda, Governor Dannel Malloy’s political appointees will hold an executive session, on Wednesday, and then immediately re-convene to adopt a motion that would allow the charter school industry’s Relay Graduate School of Education to operate in Connecticut.

Recently rejected in both California and Pennsylvania, the Relay Graduate School of Education corporation has set up shop in New Haven, Connecticut where it offers selected charter school personnel and others with a drive-through Master’s Degree in Education.

As for Relay Graduate School of Education, Seton Hall Professor Daniel Katz wrote a scathing article about the education reform entity reporting;

It is a “Graduate School of Education” that has not a single professor or doctoral level instructor or researcher affiliated with it. In essence, it is a partnership of charter school chains Uncommon Schools, KIPP, and Achievement First… Relay’s “curriculum” mostly consists of taking the non-certified faculty of the charter schools, giving them computer-delivered modules on classroom management (and distributing copies of Teach Like a Champion), and placing them under the auspices of the “no excuses” brand of charter school operation and teachers who already have experience with it.

Not only is the Malloy administration’s upcoming action bad public policy, it now appears that the Relay Graduate School of Education is violating Connecticut law on two fronts.

Although officials from the highest level of the Relay School of Education have been lobbying top officials of the Malloy administration, the New York based company has failed to register with the State Ethics Office, as required by state law.

Connecticut law clearly requires that any individual or organizations engaged in lobbying MUST register and file monthly reports with the Office of State Ethics. A requirement that Relay has failed to fulfill.  The Ethics agency explains that,

“Administrative Lobbying  is  any lobbying that affects, among other things, the rules or regulations of an executive agency, and the actions of an executive or quasi-public agency regarding a contract, grant, award, purchasing agreement, etc.;”

In addition to illegally seeking to impact Connecticut public policy, Relay is also violating state law by beginning operations in Connecticut prior to being granted the required permission.

Sadly, the effort to undermine Connecticut’s teacher preparation system and the value of teacher certification is nothing new for Malloy and his administration. Malloy has consistently sought to divert scarce public funds to the charter schools, while degrading the value of Connecticut’s teacher preparation programs.  In this case, he achieves both goals.  The Vice Chair of Relay Graduate School’s Board of Directors is none-other-than Dacia Toll, the CEO of Achievement First, Inc., the charter school chain that has pulled in millions of dollars in Connecticut taxpayer funds as a result of Malloy’s policies.

You can read more about the Relay School of Education via Wendy Lecker’s article – Drive up education degree is an insult to every student, parent, teacher and taxpayer

10 courageous Democrats almost stop ethically challenged Erik Clemons from serving on State Board of Education…but small group of Republican legislators save Malloy’s nominee

Comments Off on 10 courageous Democrats almost stop ethically challenged Erik Clemons from serving on State Board of Education…but small group of Republican legislators save Malloy’s nominee

Thanks to ten courageous Democratic members of the Connecticut House of Representatives, Governor Dannel Malloy’s ethically challenged nominee for the State Board of Education, Erik Clemons, was on the verge of being rejected by the General Assembly earlier this afternoon.

It would have been a huge victory for honesty and ethics in government, as well as for those who believe in public education.

However, Governor Malloy won this stunning battle – an issue that received no media coverage except here at Wait, What? – thanks to ten Republican legislators who crossed over to vote with the majority of Democrats and in favor of Malloy’s choice to serve on the state board that sets education policy in Connecticut.

As has been repeated reported on this blog, Erik Clemons is the charter school advocate whose company is benefiting from a lucrative, no-bid contract that is funded through, and monitored by, the very government entity that Malloy has appointed him to serve on.

As reported yesterday, the House vote on Erik Clemons’ and the ethical issues that should have prevented him from serving on the State Board of Education were scheduled for a vote today.  (See How will CT legislators vote on Malloy’s ethically challenged State Board of Education appointee?)

When the vote was taken, ten Democratic Members of the Connecticut House of Representatives put ethics, honesty and Connecticut’s children, students, parents and public schools above Malloy’s political agenda.  The Democratic legislators voting no were;

Representative Baker

Representative Conroy

Representative Gonzalez

Representative Hampton

Representative Morin

Representative Nicastro

Representative Rose

Representative Sanchez

Representative Tarcyak

And Representative and Deputy Speaker of the House Godfrey

 

However, Malloy’s victory came thanks to the following Republicans who voted to disregard the serious ethics issues and in favor of Malloy’s nominee and their anti-public education agenda.  Republican legislators voting to put Erik Clemons on the State Board of Education were;

Representative Hoydick

Representative Kokuruda

Representative Legeyt

Representative Noujaim

Representative O’Neill

Representative Pavalock

Representative Perillo

Representative Piscopo

Representative Wood

Representative Yaccarino.

Had the Republicans stood together on this critically important issue of principle and refused to allow an individual to sit on the State Board of Education when that person and their company benefits from funding that is overseen and approved by the State Board of Education, Clemons nomination would have lost by a vote of 68 in favor of Malloy’s choice and 72 opposed.

More on this breaking story as it becomes available.

For the full vote go to:  https://www.cga.ct.gov/2016/VOTE/h/2016HV-00014-R00HJ00027-HV.htm

 

NOTE:

Fellow public education advocate Wendy Lecker and I have written extensively about Clemons’ conflict of interest and Malloy’s attempt to, once again, throw ethics aside.  Here are links to those articles:

Malloy turns to charter school industry for names to appoint to the CT State Board of Education (Wait, What? 3-5-16)

CT legislature’s nomination committee votes 10 to 4 today to confirm Erik Clemons to State Board of Education. (Wait, What? 2-18-16)

It’s a CONFLICT OF INTEREST to serve on the State Board of Education while collecting hundreds of thousands of dollars a year via the State Department of Education (Wait, What? 2-17-16)

Company run by Malloy appointee to the State Board of Education collects $517,128 in funds allocated by the State Board of Education. (Wait, What? 2-16-16)

New State Board of Education member collects multi-million dollar contract via State Board of Education (Wait, What? 1-5-16)

Malloy gives Charter School Industry another seat on the CT State Board of Education (Wait, What? 12-23-15)

More shocking and disturbing reports of Connecticut school officials misleading parents and bullying children on Common Core SBAC testing!

3 Comments

This week’s request by Wait, What? for information about how public school districts in Connecticut are handling parents who want to opt their children out of the unfair, inappropriate and discriminatory Smarter Balanced Assessment Consortium (SBAC) tests has generated numerous reports that school administrators in a number of districts continue to mislead parents about their fundamental and inalienable right to opt their children out of the testing madness. (See:  Students, Parents, Teachers – Are SBAC testing opt-out requests being handled appropriately in your school?)

Even more shocking are the new reports that additional school districts are actually bulling and abusing children whose parents have opted them out of the SBAC testing scheme.

Immediate action is needed to stop the abuse, along with an independent investigation to determine who has been involved in these practices.

A number of schools are informing students and parents that any child who has been opted out of the Common Core SBAC tests by their parent will be forced to remain in the testing room throughout the test periods, despite the fact that such a tactic violates the Mandatory SBAC testing regulations and protocol. (See:  ALERT – Students opted out of SBAC testing must be provided alternative location during testing.)

Requiring students to stay in the testing room is unfair to both the children who have been opted out and the children who are still taking the test.

In addition, there are apparently a growing number of districts that are telling students who have been opted out of the SBAC testing that they MUST SIGN-IN to the SBAC test on testing days before they will be released from having to complete the rest of the SBAC test.

While this unethical maneuver will make it appear that the school district has met their “mandated” participation rate of at least 95 percent, students who are forced sign in – in order to opt out – will be left with a zero for an SBAC test score, a label of “failure” that will become part of their academic record.

PARENTS PLEASE TAKE NOTE!   If you have opted your child out of the SBAC test make sure that the school is not forcing your child to sign into the test BEFORE being released from the test!

With the Malloy administration continues to use the State Department of Education to undermine Connecticut’s students, parents and public schools, the lack of outrage on the part of many of Connecticut’s elected officials is truly stunning!

With Connecticut General Assembly in the middle of the 2016 legislative session, legislators have an immediate opportunity to stand up against Malloy’s State Department of Education.

Connecticut’s Attorney General George Jepsen is also in a unique position to demand that the State Department of Education and local school districts end their illegal SBAC related activities.

As students, parents, teachers and Connecticut citizens look on, the question remains – will Connecticut’s elected officials take action to protect their constituents and their public schools?

Older Entries