A Teachable Moment

Former local teacher union pesident Morty Rosenfeld periodically attempts to make sense of the increasingly senseless world of public education.

Archive for November, 2014

I Had the Strangest Dream

I had the strangest dream last night. I dreamed that the leaders of our education unions met and developed a common set of objectives that they vowed to marshal their members to fight for until they are achieved. I dreamed they vowed to fight together to end the stagnation of their wages and to stop the erosion of their benefits. I thought I heard them resolve to actively support the movement to end high stakes testing aligned to the corporate core standards. I watched in amazement as they pledged to end their knee jerk support of political hacks in both major parties, deciding instead to support the growth of the Green Party and its call for a Green New deal for the people of New York. Shocking me awake was their solemn pledge to protect the craft of teaching from those who are trying to routinize it out of existence. It was indeed a very strange dream.

On a more realistic note, the world’s central bankers have decided that the international economy needs more inflation if it is to improve. If they succeed in reaching their target of two percent, the public sector wage settlements that are being made will cause some real suffering.

Wishing my readers a Happy Thanksgiving. I’ll be back on Monday.

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Missing a Teachable Moment

This is one of those days when I regret not still being in the classroom. The slightest spark of interest from my students about the grand jury decision not to indict Ferguson Missouri police officer Darren Wilson in the shooting of Michael Brown would have diverted me from my planned lesson. There is so much important stuff to talk about this case that I suspect this conversation would have taken to the Thanksgiving holiday. The physical evidence the grand jury considered, the unusual way in which the grand jury was conducted, the history of police treatment of racial minorities in Ferguson and the rest of the country and more. Should prosecutors have pushed for an indictment know that there would be violence if they didn’t? Might it be that this particular officer’s innocence or any white policeman’s can’t be appreciated by those who have experienced unequal treatment at the hands of the police? How can a police force function in neighborhoods where they are not trusted to enforce the law fairly? How should our society deal with this lack of trust? So many interesting questions to explore.

I find myself wondering this morning how many of our teachers feel comfortable today discussing this or any issue that departs from planned lessons that are written to conform to a pacing chart. While I know that some will do what I know I would have, I’m equally sure that many will fear to do so, not wanting to have to answer for straying from the curriculum. I wonder how many will straight-jacket themselves into missing a profound teachable moment.

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It’s What We Can’t Measure

There’s been seemingly endless talk about the discovery by a New York principal that the district data the state tracks on college acceptance and completion turns out to be pretty inaccurate.  Carol Burris in the Saturday Washington Post says the state numbers for her district were off by ten percent.

I don’t claim to know who is ultimately responsible for this latest data screw-up, but I know the upset is part of the sick competition between schools and school districts for the highest scores on any measure some usually self-appointed education guru offers.  It’s gotten to the ridiculous point where the local real estate agents feel obliged to spout the school district’s statistics to potential home buyers who often already have an opinion of the district based on some data-based school district guide purchased from Amazon.com.  I wouldn’t be surprised if some enterprising computer coder has written an app that tells you where you may want to live in order to provide your children with a data confirmed quality education.

When I think about the schools I attended before college, PS 221 in Brooklyn stands out as the best.  We took some standardized tests in those days which neither we nor our parents ever learned about.  I don’t ever remember my mother, who thought I was the smartest and the best, ever bragging on my test scores the ways parents do today.  What I recall is a place where most of the kids I knew felt comfortable being, a place that allowed me to begin to learn about things like classical music and art, a place a teacher taught us union songs and the Negro National Anthem, a school that had a garden that we visited regularly and had frequent interesting assembly programs.  I still remember being fascinated by the glassblower who made these amazing creations before my eyes.  It was a school that believed that six hours of schooling a day was basically enough for young kids and didn’t plague us with our of homework.  After school was for play.  Evenings were mostly family time.  No one talked to us about college and careers.  The teachers and adults in our lives knew we were kids.  They had aspirations for us, but their respect and affection for us were not tied to our meeting some milestone on the road to success.  We were encouraged, not driven.

The contrast of my elementary school with to schools today is frighteningly stark.  We need a way to talk about indicators of quality that have no easy statistical expression.  Often, it’s what we can’t measure that counts.


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Democrats in a Party That Isn’t Democrat Anymore

For most of my adult life I’ve been a Democrat, believing that democratic socialists like me could be more politically effective advocating progressive ideas within the Democratic Party rather than trying to advance them from the outside. My political ideas were strongly influenced by Michael Harrington whose book The Other America led to the War on Poverty in the Johnson administration and whose works on the capitalist system continue to serve as a lens through which I see the current world.  I seemed clear in the 60s when I was coming of age that we could move the Democratic Party to the left to address the social ills of our nation and thereby create a more just and equitable society.  We could end poverty, racism and maybe even war, advancing socialist ideas which if branded socialist would be immediately rejected in a country which equated that term with the system in the Soviet Union.


I have for some time been rethinking my allegiance to the Democratic Party.  I’ve felt obliged to do that because while I still see some leaders in that party who share some of my goals for America, by and large the best Democrats of today behave like the Rockefeller Republicans of my youth.  I find it increasingly impossible to relate to a party that has no clear vision of how to end the stagnations of the American worker’s wages and the frightening maldistribution of wealth and income that threatens our existence as a democracy.  I’m ashamed to belong to a party in which Andrew Cuomo is a leader, a leader who sees public education as a monopoly and our teacher unions as essentially the enemy of the children they teach.  I want to participate in a political organization that’s guided by high ideals for a better society, one that attracts citizens to vote by offering them ideas that evoke hope and pride, a party, to borrow an expression from New York’s Green Party, which puts people and planet before profit.


The belief is growing in me that what is left of our labor movement has to cease allowing itself to be owned by a Democratic Party that no longer speaks to our needs and which in many respects is hostile to them.  Practicing the politics of the lesser of two evils, we find ourselves supporting hacks whose forget us the day after they are elected.  We need to build a political organization that will either push the Democrats back to being the party of working people, or one which will challenge Democrats and Republicans, thereby giving voice to a progressive agenda.  The Green Party in New York offers some real possibilities, especially for the education labor movement.  Teachers are an inherently idealistic lot.  They are passionately committed to public education, a more often than not deeply committed to protecting the environment and in general have been immune to the venomous stupid-talk about the evils of government. Additionally, a growing number of them are unaffiliated with either of the two major parties are therefore more open to political alternatives.  When I asked the members of my local to support Howie Hawkins and the Green Party call for a Green New Deal, I was pleasantly surprised to receive almost no push back.  Most of our members were comfortable with supporting free public education k-16, an end to fracking, a plan to make New York total free of dependence on fossil fuels by 2030 and most of the rest of the Green platform.  I’ve begun to talk to our local leaders about working to build the Green party on our state.


At a recent meeting of the teacher union leaders in my area, some were lamenting the fact that many of their members are not motivated to vote despite their best attempts to motivate them to do so.  Maybe, just maybe if we supported candidates from a party that unequivocally stood to things that would improve conditions for our members, maybe they would have a reason to vote.  Many of them are Democrats in a party that isn’t Democrat anymore.

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New Orleans Charters Ignore Student Needs

A very disturbing piece on Public Radio this morning on what is happening in New Orleans where the school system is almost completely composed of charter schools which are not meeting the needs of significant numbers of special education students who find themselves essentially educationally abandoned. Listen to the piece and see if you don’t agree that the people responsible for this situation should be held criminally liable for child abuse.

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Organize What?

Both national teacher unions and most of their state affiliates are focused on organizing. Suddenly, unions have discovered that they need to return to their organizing roots if they are to meet the challenges posed by a corporate school reform effort backed by almost limitless funding that allows for the almost complete saturation of their message in the media. I’ve sat through countless meetings at various levels of these organizations, never really catching what it is our unions are attempting to organize around. I’ve been amused at such meetings to invariably find that a meeting of leaders called to talk organizing end without the participants being asked to work on some specific organizing activity.

My latest reminder of this irony occurred yesterday at a meeting of local union leaders, many of whom have been engaged in a series of state union sponsored meetings aimed at building local organizing capacity. At one point in the meeting, I found myself listening to the all too usual lament about how the members of their local unions don’t want to do anything. I was particularly taken by a younger leader who talked about an organizing effort that was aimed at building better attendance at union meetings. She had clearly put considerable effort into getting a turnout that never materialized. Although it puzzled her, she drew the correct conclusion that members were clueless as to why they should bother going to her meeting. Somehow, despite her state and national unions encouraging her generation of leaders to organize, there is no clear understanding as to what it is we are organizing around.

When I began to teach in my district, my local that had already had a strike to win the right to bargain collectively for the teachers (its first organizing idea) was organizing around the central idea of a starting teaching salary of $10,000. Most of the salary schedules in the area began at half that. With a Master’s degree and two years of experience, I began at $8,300. The simple, straight forward demand for a starting salary of $10,000 was an idea that resonated with all of us who were struggling to make a living, many of us requiring second and third jobs to make ends meet.

Our unions are having trouble organizing for lots of reasons, but central to the problem has been our failure to establish a few clear goals to organize around and a strategy for achieving them. Deep down we know that the scourge of high states testing and its linkage to teacher evaluation is a natural, but somehow our efforts never get much beyond our state and national leaders talking about it. While some of our locals actively encourage the opt-out movement, we don’t robustly encourage our locals to participate. While union media cover rebellions against testing like the recent one in Seattle, no effort is made to promote such activities elsewhere. A generation of teachers is on the verge of losing the last vestiges of the freedom to practice their craft, they being increasingly straight-jacketed with programs aligned (how I have come to hate that word aligned) to the Common Core State Standards that their state and national organizations have helped to promote, and our members have no clearly articulated goal and strategy for saving their profession.

So by all means, let’s organize, but until our members clearly understand what it is we hope to accomplish, I fear we are just squandering our money and our credibility in the organizing efforts we are making.

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Moving Voting Out of School – Bigger Deal Than Expected

The Plainview-Old Bethpage Board of Education meeting was unusually well attended last evening. At first I thought parents turned out to listen to a presentation on an upcoming vote to bond over 50 million dollars in school improvements, but I was to learn that most were from our Old Bethpage School who had come to protest the way in which the district handled the presence of the voting public on Election Day.

Americans have been voting in public schools for generations. Public schools are ubiquitous, providing spacious rooms and parking facilities unavailable elsewhere in most communities. As public spaces, they don’t have to be rented and so provide an in expensive way for our society to provide the opportunity for its citizens to exercise one of their most sacred rights, the right to vote for those who represent us.

Listening to the anecdotes of the Old Bethpage parents, I could easily understand their concern. Their talk of people wandering around the schools, in some instances using student bath rooms is totally unacceptable. All of this in the still unsettled aftermath of Sandy Hook. Yet, I simply don’t understand why it is impossible to manage the flow of voters into and out of the school without them coming into unacceptable proximity to the students. Some security personnel and portable crowd barriers should enable us to alleviate the safety concerns of any reasonable person. While I’m sure that what I’m about to say will not be appreciated in some circles, I have always believed that an unrecognized benefit of school based voting is the opportunity it provides children with the first hand opportunity to see democracy in practice and to have their teachers talk about voting and its centrality to our society. Every year, in age appropriate ways, the wonderful elementary teachers I had talked to us about what was happening in a particular election, of giving us a sample ballot and allowing us to vote. From the time I got the vote to this day, I think I missed two opportunities to vote, both time during my Peace Corps service. I believe very deeply that the Election Day lessons my teachers taught and having two voting parents were responsible for my meeting my obligation as a citizen.

If that’s not enough to convince people of the importance of keeping voting in the schools, I learned something this morning about voting I never knew and I suspect most of my readers don’t know either. Where we vote can influence how we do it. In doing a little research before writing this post, I discovered a report of a Stanford study on the influence of location on how people vote. It turns out, that where people vote can have enough of an influence on the outcome of the election to decide close elections. As one of the researchers said, “Environmental cues, such as objects or places, can activate related constructs within individuals and influence the way they behave…” Thus, people are more likely to support a tax increase to support schools if they vote on the proposition in a well maintained school. Hold a referendum in a Catholic church on whether or not to permit stem cell research, and you are more likely to get a negative response. Although for me there always and continues to be broad educational benefit to holding elections in public schools, this research suggests that even more care is in order before we respond to the passionate demand of many parents to remove voting from our schools.

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Regents Keep Doubling Down on Testing

My readers know that I have long advocated doing away with the New York State Board of Regents as just one of the many layers of education bureaucracy that creates many problems for local school district and is essentially politically immune to the political influence of the public. This morning’s news is but the latest example of the total disregard by Merryl Tisch’s posse for the public’s sentiment on the issue of high stakes testing. Tomorrow the Regents are planning a vote on whether participation by school districts in field tests should be mandatory, or whether they should remain voluntary, with more and more districts choosing to opt out of them because of the growing burden of testing of their instructional programs. Field tests are examinations created by a testing company, in this case Pearson, to try out questions that may be used in later iterations of their high stakes tests.

No doubt The Regents are planning to make them mandatory, hoping thereby to push back against a rapidly rising opt out movement that threatens their Common Core test and punish approach to public education. If you are as determined as I am to end the tyranny of a Regents reform effort that is as divorced from the welfare of children and school districts as it could be, please consider sending our Regents a message about why requiring field testing is just their latest mistake. Here are their email addresses:


After you send your email, you may also wish to send a message to you elected representatives telling them that you support the abolition of the Regents, preferring that we have education policy makers responsive to the public.

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Absenteeism and Poverty

Those school reformers not motivated by the desire to privatize public schools for the profits to be made might want to look at and think about a new report released by New School scholars entitled “A Better Picture of Poverty” in which the effects of chronic absenteeism in New York City Schools is documented. The report located some 130 schools serving k-5 students in which a third of the school population has been chronically absent for 5 years in a row. Imagine the cumulative impact of missing significant amounts of instruction year after year. How do teachers cope with essentially itinerant students who are present one day and gone the next. The research shows that even the kids with better attendance suffer as teaching time is taken up by the desperate attempt to catch the chronically absent up. While the study was done in New York City, there is little doubt that the problem it documents is much the same in most of America’s blighted urban areas. On many occasions, I have heard my friend Phil Rumore, the head of the Buffalo Teachers Federation, talk about the centrality of chronic absenteeism to the problems of the Buffalo Schools. The reasons for the absenteeism vary from homelessness to not having clean clothes. How could anyone be stupid enough to believe that social pathology of this magnitude can be remedied better teachers?

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Leaders Who Won’t Lead

The other day, I posted an article on my Facebook page noting the criticism of some Hudson Valley school superintendents about the Common Core State Standards and the high stakes testing integral to this corporate sponsored school reform. My comment on the article was, “If New York’s superintendents got together, the Cuomo/Tisch/King attack on our public schools could come to an end. Imagine coordinated resistance by teachers, administrators and superintendents.” Last evening, at a forum on the Standards held in the South Huntington Public Library, four Long Island public school leaders, Superintendents Tom Rogers of Syosset and Lorna Lewis of Plainview-Old Bethpage and Assistant Superintendent Lydia Bellino of Cold Spring Harbor and Associate Superintendent Lydia Begley of Nassau County BOCES, displayed the kind of risk averse edutalk that passes for knowledge in some circles but which is ultimately a cover for a gross ethical failure to assume their appropriate role as defenders of our public schools and the children they serve.

Not a day goes by that several of our teacher members don’t contact me with some problem related to the Common Core State Standards. Most of the complaints stem from what teachers are convinced are the developmentally inappropriate expectations behind the Standards. I have a whole repertoire of stories of crying, puking children who are severely stressed and who talk about hating reading and or math. In our district, 20 percent of our students’ parents were so concerned about the negative effects of the state’s high stakes tests on their children that they opted them out of the entire testing process last year. Yet, these so-called school leaders on the panel last night had not a word to say about any of what they have to know is taking place daily in the schools they are paid to oversee. While the silver tongued Dr. Rogers warned the audience several times that the panel’s comments should not be construed as agreement with everything the state is asking schools to do , and while he and the others maintained that they express their disagreements with the state through vehicles comfortable to them, the fact of the matter is these highly paid leaders will not lead in the battle to protect their school districts because of fear as to what such public advocacy could bring by way of reprisal from Albany. “We’re doing what we can while we just follow Albany’s orders,” appears to be their flimsy defense.

The most informative part of the evening was the comments and questions of the parents in the audience. Not surprisingly, there were no questions or comments even remotely indicating support for the Standards or the testing baggage that comes with them. One comment from a teacher/parent stands out this morning as I replay the evening. She spoke as the parent of a child with severe learning disability who is unable to achieve anything higher than the lowest possible scores on the state examinations but who nevertheless is expected to meet the same standards as every other student. She spoke movingly about how no matter how hard her child works, she will fail and will never receive a high school diploma. How many thousands of kids like her daughter are in the same predicament? When they do fail, they will become nameless statistics used to demonstrate the failure of the public schools when in fact the real failure resides with the policy makers in Albany and the local school leaders who will not publically say what they know. Some of us are determined to see to it that that never happens.

It would be extraordinarily helpful to our cause if the leaders of our school districts joined us to save the institution of public education, an institution that has been personally very good to them. A few of them are publicly with us, and the rest have an open invitation to stand up and do the right thing at such time as the burden of conscience becomes more difficult to bear than the fears of damage to one’s career. With them or without them, whether we have the unbridled commitment of the state or national teacher unions or the local or state PTA’s, parents and teachers will win the battle to save our public schools and protect the children they were created to serve.

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Rich Child, Poor Child

The Obama administration announced today a new effort to attempt to get highly qualified, experienced teachers into the classrooms of our neediest schools. Once again, the administration appears to be saying the teachers are the problem rather than unaddressed festering social issues that are beyond the scope of public schools as they are currently configured. My colleague, PCT Treasurer Jane Weinkrantz, analyzes this latest attack from the President and Arne Duncan in this guest post. MR

The Obama administration’s July unveiling of the “Excellent Educators for All” initiative to place more “excellent” teachers in low- income schools has just been updated. However, the initiative still suggests that the President and his basketball buddy, Arne Duncan, still haven’t gotten a realistic grip on how the American education system works and why it succeeds where it succeeds and fails where it fails. The program demands that states create plans to distribute effective teachers more equitably among high and low income school districts. Here are the edu-vapor bullet points straight from Duncan’s press release:

• Comprehensive Educator Equity Plans
◦ The Department is asking states to analyze their data and consult with teachers, principals, districts, parents and community organizations to create new, comprehensive educator equity plans that put in place locally-developed solutions to ensure every student has effective educators.
◦ Chief State School Officers will receive a letter today from Secretary Duncan asking them to submit their new plans by April 2015. These plans were first created in 2006 and are required by Title I of the Elementary and Secondary Education Act.
• Educator Equity Support Network
◦ The Department is investing $4.2 million to launch a new technical assistance network to support states and districts in developing and implementing their plans to ensure all students have access to great educators.
◦ The network will work to develop model plans, share promising practices, provide communities of practice for educators to discuss challenges and share lessons learned with each other, and create a network of support for educators working in high-need schools.
• Educator Equity Profiles
◦ To empower communities and help states enhance their equity plans, the Department will publish Educator Equity profiles this fall. The profiles will help states identify gaps in access to quality teaching for low-income and minority students, as well as shine a spotlight on places where high-need schools are beating the odds and successfully recruiting and retaining effective educators.
In addition to the profiles, the states will receive their complete data file from the Civil Rights Data Collection (CRDC). States will be able to conduct detailed analyses of the data to inform their discussions about local inequities and design strategies for improving those inequities.

Just to be clear, I want every child to have an excellent teacher. I don’t think income should be a factor in teacher quality. But, we all know it is. Look at any real estate advertisement. We may love the granite countertops, the central air or the “park like grounds,” but without the “EXCELLENT SCHOOLS!!!” part of the caption how eager are we to move in? When we purchase homes, American families buy the best schools we can afford. Think about the number of times someone you’ve met has said, “So what district are you in?” and commented “Very nice,” or sniffed with disdain, depending on your answer. We take pride in our zip codes because of our school districts. So what types of schools do the people who can’t afford homes and really can’t afford anything else get? They get schools with high teacher and administrative turnover, building code violations, crowded classrooms, outdated materials and failing standardized test scores.

A friend of mine teaches in a charter school in the South Bronx. She tells me stories of crowded classrooms, hungry children, violent children, kids who don’t speak English or have learning disabilities yet receive no services, a fractured discipline system, building safety conditions comparable to the Triangle Shirtwaist Factory, a sometimes scary walk from the subway to her school and, not surprisingly, an out-of-control teacher turnover rate. She is an intelligent woman and a dedicated teacher. In Plainview, she would be highly effective; at her school, most of her students failed the state assessments and we know test scores are the final and true arbiters of efficacy.

In Davonte’s Inferno: Ten Years in the New York Public School Gulag, Laurel M. Sturt, a New York City teacher who spent ten years working in an elementary school in the Bronx describes the revolving door of faculty as follows: “The want ads should read, ‘Seeking selfless, tireless, individuals with unbounded idealism, energy, stamina, and a capacity to be abused, maligned and underpaid.’ Indeed, the attrition rate is already huge, in urban districts about twenty percent a year, with about half of teachers nationwide leaving before the end of their fifth year. The instability from that high turnover, destructive to any learning community, but particularly to those in poverty (a change in teachers negatively affects learning outcome), costs in the billions of dollars annually from wasted teacher training, the expense of new training, and the loss of accumulated expertise from teachers who leave.”

Teacher burnout in low-income districts is much higher because the work is so much harder and the kids face so many more challenges just to get to school each day. Sturt chronicles children who came to school hungry, dirty, sick, sleepless, abused, homeless, with parents in prison and pretty much any other Dickensian condition you can imagine. There is a vast difference between that type of school and a school where, every August, teachers send out elaborate school supply lists that can total $50-$100 with the realistic expectation that everyone will have those items on the first day of school. The difference is money. Any child, but probably particularly a poor one, could tell you that. The middle class and wealthy can afford to give their children the support they need to thrive physically. I mention that before thriving academically because let’s face it—you can’t learn much when the loudest voice you hear belongs to the growl of your stomach and the heaviest thing you own is the weight of your own eyelids.

Yet, President Obama and Secretary Duncan think the difference is teachers. If they can just find the right teachers to teach in those poor schools, all will be well. Yet again, anything that’s wrong with education is something that is wrong with teachers. Poverty is not the problem. In fact, it’s OK to be hungry and homeless if you’re reading on grade level and passing your ELAs. If President Obama had announced a plan to make sure every low-income child has a full stomach, a bed to sleep in, a coat in the winter and a notebook to bring to class, I’d be thrilled. As it is, he’s announced a plan…well, not really a plan…if you look at those bullet points, there’s nothing there that could be called a plan. There are just some vague ideas: states will share “promising practices” which means that states will have to think of some promising practices—we’re not even feeling confident enough to call them “best practices” yet— because the Department of Education is flat out of suggestions. So, OK, President Obama and Secretary Duncan have issued a decree that states come up with plans, using guidelines that barely exist. Chad Aldeman, an associate partner at the nonprofit Bellwether Education Partners, told The Huffington Post. “The guidance released here — it’s honestly pretty fluffy, it’s just a non-binding plan.”

The non-existence of a plan isn’t even the real problem. Changing the players won’t change the schools, as long as the children remain deprived. The big change the President revealed today is painful in its naivete and commitment to delusion. He announced that states now have until June 2015 rather than April 2015 to submit their Educator Equity plans, giving states two more months to devise a solution to what is ultimately the problem of poverty. That should be plenty of time.

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Teachers Are the Last to Know In Plainview-Old Bethpage

New York’s Regents have apparently granted a waiver permitting high school students to take one or both the Common Core aligned English Regents Exam or the older examination based on the New York State standards. Should a student take both, he will be credited with the higher score of the two.

In what has become all too typical, a decision was taken at some level of our district’s governance to recommend to different sub-groups of eleventh graders that they take one or the other of these examinations in June. While one would think that the teachers in the high school English Department would have been consulted, and while the letters sent home to the parents of the sub-groups of eleventh graders imply teacher participation in the decision, the fact is the people teaching the children were never consulted. So, when these letters state that “…these decisions were based on discussions between various constituency groups…,” I guess the only conclusion to be drawn is that teachers are no longer considered one of the district’s constituencies. They need not be consulted before matters concerning their students are decided. This is but the latest administrative stunt that has eroded the confidence of the staff in the leadership of the district. Is there an award somewhere for the district that consults its teacher lease? I have this feeling that I’ll be hearing a board of education member brag about it at some upcoming meeting.

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Kid Deserve Time to Eat and Relax

As I do most mornings, I check on the Long Island Opt-Out Facebook page to see what members are up to. This group and its leader Jeanette Deutermann were responsible for organizing probably the largest boycott of state high stakes tests in the nation last year. In my district, Plainview-Old Bethpage some 20 percent of the kids skipped the exams.

This morning there was a post about how some districts are cutting lunch periods short and skipping phys ed in elementary schools to get more test prep in. A parent from my district reported that her child often returns from school with her snack which she says she didn’t have time to eat because students had a “working snack” period, and she didn’t feel she had enough time to finish the assignment and eat.

In our high school students are made to feel guilty if they take an unassigned lunch period. A publicity driven superintendent of schools hungry for the notoriety provided Newsweek or other pop-culture vehicles who rate schools in part on how many kids take AP classes. Teachers who know that in one way or another they will be judged on their test scores pile on the homework to the point where anyone who care to know realizes that even if high achieving high school students do homework until past midnight, they still need to get to school early to have time to grab what they couldn’t possibly finish from someone who has it. Those with better organizing skills, arrange for a division of labor on the assignments with a group share in the morning. While some lament the dishonesty in all of this, the greatest dishonesty is subjecting young people to a kind punishingly long day, more arduous than most of their college days will be, and more about endurance than education. If we can’t tell that something is seriously wrong when even little kids report that they don’t have time to eat and relax, then we have abdicated our responsibility to care for our young.

What a sorry state of affairs when there needs to be a rebellion to ensure that every child has 4o0 minutes or so to eat and talk with friends.

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An Analysis of Cuomo’s Victory

Following up on yesterday’s post on the takeaways from the Election Day, former Plainview-Old Bethpage social studies teacher and retired PCT member Joseph Marcal sent me his analysis of the gubernatorial election results in New York.

An analysis of the results of the election of Governor Andrew Cuomo shows how dissatisfied many Democrats are with him even though he won the election. In 2010 Cuomo received just short of three million votes which was 62.6% of the total vote. In the past election, he only received 1,942,705 votes which was 54% of the vote. By contrast both Carl Paladino in 2010 and Rob Astorino received almost the same vote of around 1,500,000 for both Republicans.

Why was the Cuomo vote so much lower”? The answer is in three parts. First Howie Hawkins of the Green Party received only 1.3% of the vote in 2010. In 2014 he received 4.9% of the vote. Hawkins went from almost 60,000 votes in 2010 to 175,000 votes even though there was a much lower voter turnout this year. Second, over 80,000 voters who voted in this election for other offices withheld their vote for governor. In other words they found no candidate for Governor worthy of their vote. Third,the fact that so many Democrats stayed home and did not vote at all while the Republican turnout was about the same indicates dissatisfaction by Democrats who simply passed on this election.

While Governor Cuomo can bask in his victory one can see the dissatisfaction of so many voters. How else can anyone explain the very low voter turnout, the rise of Howie Hawkins and the sharp decline of votes for Governor Cuomo this year?

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Election Takeaways

What to take away from the almost across the board Republic victory last night?

Clearly Democrats don’t have a message, at least not one that resonates with a population that feels itself disconnected from the improving economic statistics. Wages continue to stagnate to the point where Republican snake oil about economic improvements trickling down from the job creators to workers is more hopeful than the message of a party that increasingly finds it difficult to distinguish itself from the opposition on any issues other than hot button social ones. Progressive purity on the social issues doesn’t help people pay their bills.

Where were the Democratic candidates talking about the crying need to improve paychecks to improve demand to cause companies to hire more workers to meet that demand? Where were the candidates proposing massive public works projects to rebuild the crumbling infrastructure of our country, building that is easily financed with the low interest rates in effect today? Where were the Democrats addressing the problems of the long-term unemployed, many of whom will probably never have decent jobs again? Where were the Democrats marshaling the parents and teachers who are outraged by the well-heeled education reform lobby that is rapidly transmuting education into training, training that they aim to privatize as soon as they can engineer the failure of the public schools. Where were the Democrats boldly talking about the enormous contribution of the 11 million or so undocumented workers in our country who deserve an opportunity to stand tall in the light of day and be recognized for the Americans they have become? The answer to these and other such questions is NOWHERE!

Here in New York Governor Lesser of Two Evils gets another 4 years. Has anyone met a voter who is enthusiastic about that? Those of us whose skin crawls at the mention of his name can take some solace in the fact that his vote was clearly much less than he was hoping for. Those of us who supported Howie Hawkins and his call for a Green New Deal never though he could win but hoped he would carry a progressive message to a state once very hospitable to those ideas. That the Greens will now be in third place on the state ballot, ahead of the Working Families Party sell-outs, is about the only thing that made me smile this morning. Hearing their leader on the radio this morning excoriate Cuomo for his failure to live up to his deal with the WFP to work to elect Democrats to the state Senate was an example of fine dining on crow.

Those who believe that Hillary will save us in 2016 need to remember that she is tied to many of the Wall Street interests that Angry Andy is. Is she willing to call for the kind of policies that are necessary with rising wages, policies that will not be popular with many large contributors to he campaigns? Will she excite with hope those who didn’t bother to vote yesterday, believing that their effort didn’t matter, that is would change nothing? I have trouble with inevitability.
There is clearly more to take away. I’m looking forward to studies of the contribution of voter suppression on the election, for example. But enough for one dismal day.

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From Public Funds to Private Coffers

I’m almost at the point of thinking that the Common Core State standards are behind the country’s recent economic growth. Have you ever seen so much hocus-pocus, so much mystification of the simple as we are witnessing with the implementation of the Standards. New tests, new texts, new professional development courses, more consultants, more public relations to attempt to quell the growing rebellion against the Standards, more , and more and more. More taxpayer dollars being squandered on what teachers and the public are seeing ever more clearly as a business and not an education plan.

I’m thinking about this deplorable situation this morning having met with a group of teachers yesterday who reported that our high school hired some 30 substitute teachers yesterday to provide Common Core training to about a third of the staff. Two more days, I’m told, are to come. What is it about the Standards that they remain opaque to the bulk of the staff after countless meetings and staff development sessions? Wouldn’t a sound instructional innovation be readily understood by teachers who all minimally have an MA or MS degree? It becomes clearer and clearer that the real shifting going on is from public funds to private coffers.

Don’t forget to vote today. Think GREEN!

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A Green New Deal

In 1944 Franklin Roosevelt believing that the allies would shortly win the war, proposed an economic bill of rights for the American people. Here’s a grainy video of the speech, remarkable in that there isn’t a politician of one of the major parties who would dare to make anything like it today.

This speech is very much the center of the Green Party’s platform that seeks to put people and planet before profit. Howie Hawkins and the Greens echo Roosevelt’s speech in their call for a Green New Deal, adding to Roosevelt’s economic proposals a plan to protect the environment through a job creating plan to make New York powered by renewable energy by 2030.

It’s deeply disturbing to realize that 70 years after Roosevelt’s speech, the Democratic Party has no room for the kind of commitment to economic justice that he was talking about. Hawkins and the Greens and independents like Bernie Sanders are owed our gratitude for keeping these progressive ideas alive. If the polls are correct, Hawkins will get about 9 or 10 percent of the vote tomorrow, the largest vote for a minor party candidate ever. Just imagine what he could have done had he the 35 million dollars Cuomo raised from those who call themselves Democrats but have used their financial success to effectively reverse the New Deal and the security it sought for working people.

Bernie Sanders is making noises about running for president in 2016. Should he do so, he will have my support. He, and to some extent Elizabeth Warren, have the kind of moxie to motivate people to believe once again in the possibilities of a rendezvous with a glorious and just economic destiny.

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