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In order to preserve the vibrant sense of democracy in the United States, to retain a competitive edge in the global economy, and to preserve the Constitutional ideal that All men are created equal, we believe that it is necessary to promote excellence in education. The first step is to ensure that all school age persons, residing in the United States of America, have access to free, public education of the highest quality. To ensure this, teachers need to have a plethora of high-quality resources available to them for free.
(Originally Published at Gapers Block. www.gapersblock.com - promoted by webmaster)
The Chicago Teachers Union (CTU) displayed its version of Chicago-style democracy at its House of Delegates meeting at the Plumbers Union Hall June 7th. The focus of this particular meeting included a crucial vote for the upcoming budget, one that takes on the Herculean task of rectifying a deficit of $2 million. Delegates, who are elected by the faculty and staffs of their respective schools to vote on union matters, were inundated with fliers assigning blame for the debacle, handed out by potential political appointees.
The most notable flier, issued by CTU President Marilyn Stewart's faction of the union, the United Progressive Caucus, which was emblazoned with the pornographic allusion, "Debbie Does... Dallas Does..." insinuated that the blame lies in the hands of past CTU president, Deborah Lynch for "overspending by $2.5 million in her last year," according to the flier. It may be interesting to note that regardless of this figure, which was credited to the independent auditing board currently reviewing the CTU's finances, Lynch left office with a $5.6 million surplus. In the April edition of CTU's newspaper, the Union Teacher, it was noted that another contribution to the current deficit was the Lynch administration's mistake of reducing member dues (which was a "problem" promptly "fixed" by the UPC when they took the reigns in 2004).
This is understandable. This is Chicago. Elected officials are always campaigning for the next election, and feel the need to continuously smear potential future opponents. Lynch is a member of an opposition caucus, the Proactive Chicago Teachers.
This is not the same case for the "Dallas" referred to on the flier. Ted Dallas is the current Vice President of the CTU. Ted Dallas is not only a member of the UPC, he built the organization that campaigned for the UPC slate in when it first took power in 2004 and again when it was reelected in 2007. The flier accuses him of thousands of dollars in questionable spending over the course of his term as vice president. Dallas found out quickly that there are no friends when it comes to the "not-meism" of Chicago-style democracy.
The flier ends with the cautionary question, "Do you trust the two of them to give you accurate information on the 2008-2009 budget???" The UPC was anticipating the two other camps doling out information to the delegates prior to the budget vote.
The action on the floor of the House of Delegates was distinctly Chicago-style democracy; one delegate, quoted by the Sun-Times, likened it to the "Jerry Springer Show." Stewart chairs the meetings, and questions by delegates regarding budget transparency were shot down as "being out of order" by Stewart and verified by the CTU's parliamentarian. A few innocuous questions were answered. Those questions were read from crib sheets. One question in particular ("How is this budget different from last year's budget?") was asked by two different members. This led to jeers from delegates throughout the crowd. One vote, regarding extending debate, was called by a stand-up sit down vote, tallied by sergeants-at-arms (who are political appointees of the UPC) was recounted multiple times, confusing delegates. A number of observers in the balcony used this chaos as an opportunity to count the votes themselves to verify accuracy, were promptly told to stop by a sergeant-at-arms, and then removed from the Plumbers Hall by the police.
The final vote was made by physically dividing the delegates to a "yea" side and a "nay" side on the floor and the vote was tallied. The budget passed. There are disputes as to the actual vote count, but regardless; the vote was a clear example of Chicago-style democracy.
The floor was filled with field representatives, union staffers and sergeants-at-arms, all of whom are political appointees of the CTU, and under the current administration, members of the UPC faction. This places delegates in a sticky situation. If they are opposed to the budget (or at least would like to see it before voting on it) and want to vote their conscience, they immediately become dissenters in the eyes of the UPC. Staffers, et al, see the faces attributed to the votes, and know who could be potential appointees and who will be dealt sticks.
Field Representatives are the liaison between the school site and the union leadership. Each delegate is the representative of his or her school. If a delegate is seen as a dissident, he may find calls unreturned or grievances delayed, making him look inept in the eyes of his constituents, who then have the option of not reelecting him. They may then choose to elect a more politically feasible representative. Clout oozes its way from City Hall to the Plumbers Hall.
This drama will continue as attempts are being made to oust Dallas from his position as vice president of the Chicago Teachers Union. The charges were brought on by two UPC members of the CTU, accusing Dallas of bringing the union into disrepute. A trial by CTU executive committee was scheduled for June 12, but it has been postponed. Dallas is in the process of organizing his own faction of the UPC, who have been blogging tirelessly about making the spending records of the rest of the union officers public. This begs the question to "Stewart's UPC," "Is the goal to bring Dallas to justice, or are you using Chicago-style democracy as a vessel to smear a political opponent?" School may be out for the rank-and-file of the teaching community, but it's going to be a long, hot summer for the union leadership.
Comments
Jinny Sims, Former President of British Columbia Teacher Federation, will be in town June 7th, 2008. She will discuss the power and influence that a strong, mobilized union of teachers can bring to a world of privatization, high stakes testing, and a proliferation of charter schools.
Chicago Public School Teachers are highly advised to attend this event. Bring a friend and an open mind.
June 7th, 2008
5:30 PM
Casa Aztlan
1831 S. Racine
Chicago
Come out and support AREA-Chicago, a grass-roots organization fighting the good fight in Chicago.
Release Party for AREA Chicago Issue #6
Saturday June 7th, 2008
2pm-4pm
@ Paseo Prairie Garden
directly adjacent to the south exit of the Logan Square 'el' exit
at the intersection of Kedzie/Milwaukee at the West End of Logan Blvd.
(view map here http://xrl.us/PaseoGarden) **If there is rain, meet at 2129 N Rockwell St**
AREA Chicago #6: City As Lab
A Local Reader on Experimental Policies on the Ground in Chicago
In this issue of AREA Chicago we have attempted to look at Chicago as a policy laboratory in which experimental public policy in the areas of housing, labor and education are tested on the residents of Chicago.
The articles in this issue attempt to trace a lineage of Chicago's prominent policy experiments and its policy designers. The issue focuses on several case studies, including the complicated transformation of our local economy and public school system. These case studies focus on how Chicagoans are pushed to the limits and what kind of responses that has elicited from activists.
With contributions by/about:
Nik Theodore, Jamie Peck, Neil Brenner, Pauline Lipman, Renaissance 2010, Plan for Transformation Connections, Kenneth J. Saltman, Disaster Capitalism, Bill Wilen, Henry Horner Homes, Chicago Housing Authority, Beth Gutelius, Lisa Sousa, Commercial Club of Chicago, Micah Maidenberg, Mortage Crisis, Michael Van Zalingen, Brian Holmes, Chicago School of Sociology, Precarity Chicago, Nick Krietman, Deindustrialization, Aaron Sarver, Virginia Parks, Gentrification, Ryan Hollon, Low-Wage Labor, Nic Halverson, Yonquero workers, Vinay Ravi, UNITE HERE, Eric Triantifillou, Charter Schools, Kenzo Shibatta, Therese Quinn, Erica Meiners, Jesse Mumm, Sonjanita Moore, Euan Hague, Peter Zelchenko, Erika Mikkalo, Jim Nelson, Margo Coulter, Helena Marie Carnes-Jeffries, Diana Cruz, Marisel Melendez, Amelia Ramos, Neil brideau, Jason Reblando, and more.
This issue was co-edited by Aaron Sarver, Daniel Tucker and Micah Maidenberg
Art by Neil brideau, Dave Pabellon, Jason Reblando, Beth Gutelius
Table of Contents
::City As Lab::
Nik Theodore/Jamie Peck/Neil Brenner....City As Policy Lab
::Policy Studies::
Pauline Lipman....The Ren2010/Plan for Transformation Connections
Kenneth J. Saltman...Schooling in disaster capitalism: how the political right is using disaster to privatize public schooling
Bill Wilen....Henry Horner Homes and Chicago Housing Authority
Beth Gutelius and Lisa Sousa....Commercial Club of Chicago + listing of companies + organizational chart
Micah Maidenberg....Mortage Crisis in Chicago. Stats and interview with Michael Van Zalingen
Brian Holmes....On Chicago School of Sociology's Influence on Urban Planning Policy
Introducing Precarity Chicago....short article about the new group doing research around precarious life
::Steel 2 Services::
Aaron Sarver....Intro: How did any job become a good job?
Nick Krietman....Global City and Deindustrialization
Aaron Sarver....Learning from LA: Interview with Virginia Park about the living wage/wal-mart struggle in Chicago and LA
Ryan Hollon....Introduction to the Low-Wage Labor Market
Nic Halverson....Odelay Yonquero: a day in the life of scrap metal haulers
Ryan Hollon....Interviews Vinay Ravi a lead organizer for UNITE-HERE Local 1
::The Changing State of Schools::
Daniel Tucker....Intro and Update on Local School Councils
Eric Triantifillou....Teachers Labor in Charter Schools
Kenzo Shibata.... Policing Our Schools: Data driven evaluations
Therese Quinn and Erica Meiners....Military in CPS
::Changing City Narratives::
Jesse Mumm...."Redoing Chicago" introduction about gentrification
City Wide Interview....10 replies to our question "How long have you lived in Chicago and what has changed the most and the least here in Chicago over that time period?"
Interview responses from: Sonjanita Moore, Euan Hague, Peter Zelchenko, Erika Mikkalo, Jim Nelson, Margo Coulter, Helena Marie Carnes-Jeffries, Diana Cruz, Marisel Melendez, Amelia Ramos
Those of you who followed the narrative of "Republic Revolutionist" Newt Gingrich in the early nineties should be familiar with the name Rick Berman. Berman was the lobbyist behind the front group American Beverage Institute, a non-profit formed with the effective (but not expressed) goal of defending the Alcohol industry against the tyranny of MOTHERS AGAINST DRUNK DRIVING.
His connection to Gingrich was his contribution of $25,000 to Kennesaw State University, a public college, for a class Gingrich taught titled "Renewing American Civilization." The donation was made on the condition that Gingrich push the agenda of Berman's Employment Policies Institute, another front organization that advocates against a living wage for America's workers and is in favor of keeping the minimum wage low.
Berman has also lobbied against standards for pesticides, for the tobacco industry, and against the Americans with Disability Act, among other endeavors.
This resume, and a shiny dome, has led to the nickname "Dr. Evil."
The Good Doctor has his sights set on a new target:
Evil's new front group, The Center for Union Facts, blames teachers unions for the plight of the American educational system. Shame is the tactic of the organization. Evil has put a bounty on the heads of 10 union teachers.
The center is soliciting nominations for the nation's 10 worst unionized teachers, and says it will give $10,000 to each of the 10-if they agree to stop teaching forever.
Berman refuses to disclose who is funding his work. Unlike the transparency required of labor unions and school districts, his job can be done completely in smoke-filled rooms and coat rooms.
This begs the question, who benefits from the end of collective bargaining in the educational systems throughout the U.S. and who could afford to throw around $100,000 for the bounty along with the other costs of the campaign, including $1 million for a billboard in Times Square?
Charter Schools Administrators?
Educational Profiteers?
Insane millionaires?
To support his stance, The Good Doctor compares the teachers unions to the Nationalist Socialist Party of Germany.
"I think people who deny what's happening with our education system are a little bit like Holocaust deniers.
It's clear that there are some poor teachers in the various educational systems across the country. Is Berman's idea the best possible course of action for correcting this societal ill?
Should we take things a step further and force these teachers to wear the scarlet letters "BT" on their shirts?
This is a case of a situation going to far. It is time for our union leaders to stand up and counter this attack on their members.
(Great Article by Ramsin Canon, originally published at GapersBlock.com. - promoted by webmaster)
Imagine the early days of the railroad, where regional railroads were springing up according to reasonably high-traffic intercity routes. There was little ability to regulate the railroads, because so many of them were interstate - it was a real test for the federal government. Eventually, the government was able to prevail on the railroad industry to consent to interstate standardizations and regulations that allowed the creation of a nearly unified, national system which vastly increased efficiency. The most important of these regulations was the standardization of the gauge of the rail line - the distance between the two tracks. For a while, different companies, states, even counties would have different rules, and so tracks were all sorts of messed up. Trains couldn't easily go between certain states or regions, and only certain engines could be used on certain trains, thus limiting competition among the engine-producing companies. Vertical monopolies were begging to be created. Those railroad gauges - they were a big pain in the ass.
I won't bother pointing out how government regulation in this instance actually protected an industry from inefficient regional monopolies that would have slowed infrastructure growth, as well as natural property rights that would have made it impossible. You could argue that the industry could have come together and agreed to standardizations collusively - as the medical profession more or less does with the American Medical Association, for example. You'd be right to argue that; much of the standardization was initiated by the railroad bosses themselves. Nevertheless, the national railroad system was created by regulation, though it was heavily financed by private industry.
Not the point. On with the thought experiment: Imagine if no such regulation, whether self-imposed or nationally imposed (in any case they were publicly and nationally financed through land grants and other measures) had taken place, and instead competing lines maintained different standards. People in certain parts of the country would end up practically locked out of other parts; if there were too many gauge changes, too many engine changes and lines routing redundantly as separate railroad lines competed for lucrative commuter areas, we'd end up with de facto segregation not only of people but resources. It would not be a worthwhile proposition to ship from one region to another.
This constraint of opportunity not only hurts the individuals affected, it has an overall detrimental effect on the republic. Fluid movement of individuals and ideas - and capital and labor - across the country with minimal complication (or danger) was a necessary factor in creating a two-ocean empire within 40 years of a civil war that almost obliterated a fragile republic.
A child's mind is no commodity, but it does take "equipping" if you will. Frameworks can be built up. The child's mind can be patterned, molded and given cognitive tools. For all its failures as a science, psychology has done wonders in identifying the best ways to teach children to think.
There are basic cognitive abilities children need; given these abilities, we can then subsequently let young adults sink or swim according to their social skills and work ethic - things they can only learn from parents and siblings. Knowledge is out there for the taking; you can take it or leave it. But you have to know where it is, and how to get there. That is the value of early education, by which I mean education through the second cognitive developmental phase, through the age of 7 or 8.
Notice, too, that this is an explicitly qualitative thing, not a quantitative one. Counting how much knowledge a kid has is not necessarily linked to how much he could have, and is less important than whether he has the ability to get there. You can correct habits and exploit passions; but if a kid doesn't know how to learn and reason, you'll only get so far.
We have a responsibility, as a group of human beings choosing to govern ourselves, to the next generation, who must by dint of our choices govern themselves. That responsibility would be well served by equal early education. We humans, as stupid as we are, will always mess things up. Usually pretty bad. The Greatest Generation inherited the Roaring Twenties, got the Great Depression, won the Second World War, and then handed the Baby Boomers the Cold War. The Baby Boomers got the Cold War, ended that, built up the Internet, handed us (Gen X-Y-Z or whatever) unconfronted climate change and a "global war on terror." That'll always happen, in perpetuity forever. Get used to it.
What we can give our kids, though, are the tools of a citizen of a republic. We can teach them how to reason - to understand the difference between evidence and superstition, and how the former is superior to the latter. We can teach them that laws have real power because they come from the people - not because "the government says so." We can teach them to value science and art for their constructive and critical capabilities, as well as their profitable ones. We can teach them, in other words, to be skeptical, reasonable, curious citizens. We can do this; it's perfectly imaginable. Getting to kids and creatively equipping them to question everything based on reason, to demand evidence and to be intellectually honest will do more than infinite Pell Grants and subsidized loans. A kid can be given these kinds of tools by their seventh birthday, into what child education specialists call the "Concrete Operations" phase.
The teachers who teach kids at those ages need to be forced to go through more rigorous education, and their salaries raised accordingly; those first five or six years of education, from 3 to 7 or 8, are arguably more important than the years spent in college.
Early and elementary education is the tracks; college is the dining car. Without those tracks, nothing runs, and if they're not all the standard gauge, we are how far people can go. But in a society with enormous and largely ignored class segregation, we're very willing to let different areas - or classes - have different grades, meaning the little engines that could will never really be able to go anywhere outside of their class, at least in a meaningful way.
Social mobility in the US is much better than in most of the developing world, but has already slipped behind much of the European Union and Canada, and is actually declining as educational quality and family income become more and more correlated. Capitalism without social mobility is an illusion masking aristocracy. As free market schemes like vouchers invade the public education system, de-funding a standardized public education, the correlation between affluence and education will only intensify. People have been increasingly trained to see education as a marketplace, where parents and eventually students themselves can just pick and choose what "works best for them" - meaning, of course, what they can afford, because who would ever choose a slightly worse option of education if they could afford a better one? - instead of a part of our republican experiment, as important an element of a working republic as a reliable, equally accessible transportation system. A prohibition of movement cannot exist in a republic - because then we'd be prisoners to the state - but we allow a prohibition of enlightenment, as we gleefully link up the tracks of the well-heeled and leave the rest to shuttle back and forth in maddening frustration.
Allowing for any variety of "market fluctuation" in the quality of early education in particular is a strike directly at the republican form of government. This may not have been true of the agrarian and trading society we started as, but in an industrial and tertiary economy like we have now, to distribute cognitive tools to children according to their affluence is a form of economic violence. It is empowering some to rule, and others only to be ruled.
This is a national issue that has a direct impact on the quality and strength of our republic. But the national mood is not one likely to support fundamental structural change - god knows it's not a concern of our national "leaders" - so we should turn our attention to the states.
Illinois is currently in the top 50 percent when it comes to quality of early education (defined as 3- and 4-year-olds) according to the National Institute for Early Education Research (NIEER). This is based on the resources allocated to such programs, which are funded by the state government. How nice - an easy standard measured across the state because of a common funding source. Of course, this is exactly what non-early education (timely education?) lacks. According to A+ Illinois, a funding-reform coalition, our state ranks 47th (that's out of 50) in the level of state support for education generally - meaning that the school you go to has more to do with the house you live in than the results we as adults want to see from our children.
The fight over fair funding in Illinois led to the (semi-) dramatic "showdown" between Governor Blagojevich and state Senator Reverend James Meeks, an Independent-cum-Democrat who threatened to run in the gubernatorial election (thus likely splitting the Governor's base) if no real school-funding solution was forthcoming. The face-saving solution that emerged was something, but only in the literal sense - it was some thing.
To allow for patchwork funding systems and education infrastructures that are inherently separate and unequal is to tacitly admit that some Americans are not whole citizens. It would be to deny access to the railroads or highways; to deny the right to send mail or use a river.
When thinking about these education issues, it's useful not to lazily equate cash with results. Conservatives love to point to liberals' desire to "throw money at a problem" such as education, and they aren't wrong (though they are of course hypocrites, much to the delight of the Pentagon). Increasing the funding at poor schools doesn't change the fact that those schools would exist in poor communities, where families are more likely to be broken, parents less likely to be educated, external opportunities for structure and creative expression extremely limited. The Children's Learning Institute published a report that found that "lack of readiness" is a serious problem for kids embarking on their education, and that that readiness has a correlation to economic, social, and familial "risk factors." We cannot as a society legislate parenting; we can only minimize the potential negative impact. There is no utopia at the end of the railroad, in other words. But that doesn't mean you can't try to get as close as you can.
Let's also not turn this into "punishing" successful communities. This is not a zero-sum proposition; the argument is not that all of our kids need to be brought down to the same level, but rather that all kids must begin their educational experience with the same tools; not only for the economic dividends, but for the health of the republic. So equipped, the "Formal Operations" phase of a kid's development - his pre-teen and early teen years, when educational attainment and cognitive abilities can be sort of "tricked out" with all the bells and whistles - will give him ample opportunities to set himself apart.
Natural talent, strength of parenting, and economic opportunities will all obviously still play a role - our kids would still be able to compete with one another - but the competition would be more pure, because all parties would have the same basic tools. It makes the entire pool better because the competition is sharper. You don't pat someone on the back for beating a one-legged man in a race.
Creating a standardized, highly specialized early education-through-early elementary school program, uniformly funded and tracked quantifiably as well as qualitatively (through peer review processes, preferably), seems as critical to strengthening our national infrastructure and strengthening the republic in the modern service economy as building the railroads did on the precipice of the Industrial Revolution. The first step is recognizing the profound importance of that education, and understanding it as a right of citizenship, no different than equality before the law or equality in the voting booth. Call it equality of enlightenment. The second step is to pull together all the leading minds on childhood cognitive development and design a national program. The last part - where it gets fun - is picking a fight with the economic snake-handlers and free market fundamentalists who loathe public education and get a reasonable funding system.
"He said if the TAKS scores were not as expected he would kill the teachers," ..."He said 'I will kill you all and kill myself.' ...'You don't know how ruthless I can be.'
New Braunfiels Middle School principal John Burks allegedly made these remarks to his staff during a meeting. The staff was in shock, prompting one brave teacher to file a report with the police over the alleged incident.
These scores determine how many funds are given to a particular school. Ironically, many of these funds are used to prepare students for the tests. The test are produced by Pearson Educational, the masterminds behind the highly-flawed IMPACT attendance reporting system.
These scores put the principals under immense pressure. However, if the allegations are true, Burks was willing to go on record as to taking the lives of others in the pursuit of keeping his job.
This is a new low that has been reached in the pursuit of making the grade for NCLB. Typically, when a story is reported about threats of violence at schools, it's a matter of a disaffected student who wants to make a name for himself. This story somehow eluded the national news outlets such as the Washington Post, which is owned by NCLB profiteers, Kaplan Inc., a company that invests heavily in the campaigns of Rep. George Miller, the sponsor of the bill.
The educational money machine has hit a new extreme.
I would like for you to (anonymously) take some time and comment about the extremes your administration has taken to raise those scores.
Tommy Thompson and Roy E. Barnes, Co-Chairs on the Commission on NCLB of the Aspen Institute, a non-profit organization, unvieled their plan to fix NCLB
Some Key Points:
New Category for Teachers: "Highly Qualified Effective Teacher" (HQET).
What would this entail? Does this require more time collecting CPDUs? Would they work on a more effective model, such as National Boards? Why hasn't anyone proposed making national boards mandatory for 3+ year teachers?
Professional Development for teachers not fitting into this category.
Again, will this be from passing notes and texting while someone presents a PowerPoint on classroom management? Or will coaching and guidance in the classroom be involved?
ACCOUNTABILITY TO PRINCIPALS! They propose the category of "Highly Effective Principal."
I am flabbergasted. I have never once seen the blame being placed on the bosses. The concern I have, is will this be modeled after Chicago's failing COMPSTAT program? If this is the case, this means that the increased pressure will be on the teachers again. Principals, who have access to the documentation can work their magic to make put the blame on their staffs. Will there be an administrator board of review?
Requiring all schools similar expenditures for Teacher Salaries.
Will this mean the same amount of position numbers? Or will this perpetuate the problem of third-year tenure-track teachers being riffed and replaced by first-years who are much cheaper? Who will be the veteran teachers of the future?
Recruitment and Retention Plans for Schools with high turnover rates
Again, what does this mean, specifically? Higher pay? Smaller classes? Planning to plan is not a plan.
Voluntary National Models for Assessment that states may adopt
If this is such a great idea, why not make it mandatory? You are the federal government, you can mandate this if you think it will work.
Improvement of Assessments
Does this mean assessments based on real-life skills? Can we anticipate problem-based assessments?
Allowing student achievement growth to be factored in adequate yearly progress
Again, the figures would help on this one.
Comprehensive Interventions to schools struggling to meet standards
Does this mean that funding will no longer be cut from these schools?
Empowering members of the community in efforts to enforce the law
I guess every city hall can use a new suggestion box.
States shall partner up with the federal government in developing new data systems
China has a central educational information system that works quite well. Will the members of Congress have friends developing software of similar quality? Or will we have what we have in chicago?
Secretary of Ed, Margaret Spellings comes up with an innovative solution:
"We know for sure that kids can't be successful in school if they don't know how to read and read well."
Evidentally, her boss doesn't feel the same way. In his proposed federal budget, our commander-in-chief cut $66 million for Even Start, a program that supports early literacy training for young pre-schoolers.
Perhaps we can send George Miller and Ted Kennedy in as ambassadors and they can unleash NCLB on them. At least then our children can compete with theirs for the good telemarketing jobs of the future.
Rep. Donnelson contends that closing these doors to these undocumented members of our community will somehow serve as an immigration enforcement strategy, and that those who are impacted by the bill will just finish high school and go home to their country of origin.
According to Pennsylvania Secretary of Education Gerald L. Zahorchak, this success was the result of:
-- Improving our school funding system by ensuring that all students have
access to quality classroom resources.
-- Adopting statewide high school graduation requirements to ensure that a
Pennsylvania high school diploma means that students are ready for college and
high-skill careers.
-- Expanding early childhood education programs like pre-kindergarten,
full-day kindergarten and elementary school class-size reduction.
-- Providing financial incentives for successful principals in high-need
schools.
-- Requiring teacher preparation programs to provide more field experience and
holding them accountable for how well their teachers do once they start
working in schools.
Where are the basal readers and timed readings? Where are the constant short writing prompts? Where are the after-school test-prep programs run by educational profiteers?
Did he leave them out of the story? Or were they left out of the curriculum?
National Education Association, the Nation's largest teacher's union advocates a new approachto Education in the wake of NCLB:
"Today, six years after President Bush's failed experiment, America's educators are saying it's time to stop gambling with children's futures."
California Governor and former predator-hunter Arnold Schwarzenegger offers a more positive spin on the law in his state of the state address:
"California will be the first state to use the powers given to us under the No Child Left Behind Act to turn these [failing]districts around."
But will the law, which is up for reauthorization, be back?
"Accountability" is the buzz word in the world of school reform apparently. It is to schools what "change" is to the current primary race. Everyone has their own definition of what it is, and everyone knows it's a good thing.
"Chicago's been lucky for having a real reform history and maybe even a little innovation tossed in with that," says John Easton, executive director of the Consortium on Chicago School Research at the University of Chicago. "We were ahead of No Child Left Behind on accountability."
Evidentially, "accountability" trumps "innovation." Campaign managers and political consultants take note, the term "innovation" holds little weight. We want accountability, we want change, but we're still unsure if innovation is all that necessary. Thank you for framing the national dialog, consultants. You've made it really easy to say nothing.
Monty Neill, of the National Center for Fair and Open Testing, has his own opinion of the "accountability at cost of innovation" argument:
"Chicago took the jump-start on No Child Left Behind," he says, citing in particular the city's program of shutting failing schools and opening new ones, many of them charters and contract schools. "It's a spurious reform effort with a lot of Statistical sleight of hand."
According to Secretary of ED Margaret Spellings, those who are opposed to NCLB are anti-accountabilty
After we've punished those who are accountable for this mess, can we get back to teaching our children?
President Bush visited Chicago on the 7th and visited Greeley Elementary, a school that rated well using NCLB standards. He used this opportunity to applaud the 6-year-old education bill and reportedly was in the city to enjoy some of our deep-dish pizza.
Many feel this was an attempt to rebuke Democratic presidential candidates who vowed to reform the bill, Bush is quoted:
"If Congress passes a bill that weakens the accountability system in the No Child Left Behind Act, I will strongly oppose it and veto it."
I hate my alarm clock. I hate it a lot. If I were stronger, I would no longer have a snooze bar that works. I wasn't even sleeping in that late. I would be up at nine each day, which is still much later than five-thirty. I guess that's what I get teaching on one end of the city and hiking miles and miles south for work.
Welcome back, Teacher-Professionals! Time to wipe the crust from your eyes and get your pedagogue-on. I know it was nice sleeping in, sipping lattes and making new friends, but now it's time to get up, fill your thermos from the Krups and stare at the same 100 or so shiny, happy faces each day. Remember, spring break's just around the corner.
(Mr. K begins a series of posts on finding employment in the political spiderwebs of this thing of ours. - promoted by webmaster)
So. I completed all my course work in the fall of 2005 and student taught in the spring of 2006. Before I started in the classroom I needed to be placed somewhere. I had an opportunity to set up my own student teaching position at an award winning high school in the north suburbs. I informed the people at my college's Council on Teaching and Education. The surly women behind the desks told me in no uncertain terms that if I pursued my own placement I would be dropped for the program. I was angry, it wasn't the first time they had gotten in my way, but I let it slide, after all, Chicago is the 3rd largest school district in the country. Less than a month before student teaching I got an email from the aforementioned Council demanding a resume due to the fact that some school I had not even requested required a resume for student teaching applicants. I was upset at the short notice, but wrote one and had it in their inbox the next morning. A week later I was told I could not be placed and they had no idea what they were going to do. A woman who was the facilitator to my group of student teachers called the department chair at the high school she used to work for in the suburbs to see if they had any teachers that would be kind enough to take me on, turns out they did but I had to have an interview. Two weeks before I was to start student teaching I interviewed at the high school with the department head and my future mentor teacher. I passed the interview and was ready to begin.
