A Teachable Moment

PCT President Morty Rosenfeld periodically attempts to make sense of the increasingly senseless world of public education.

Become a Teacher?

I came across a news item this morning reporting a decline in the number of North Carolina students choosing to become teachers and indicating that some state leaders are beginning to see the decline as a crisis. Reports like this have been coming in for some time from all over the United States. Few, if any, of these reports talk about any reasonable approach to solving this growing problem in a nation whose teacher workforce is aging. The simple fact is that in most places, teachers are under-paid relative to similarly educated people and, almost more importantly, their working conditions are deteriorating precipitously.

Wherever they turn, teachers are depicted as a lazy, ill-educated incompetent lot who must be tested and developed. More and more, their jobs require less and less creativity with a shift away from direct instruction and towards becoming facilitators of students either learning on their own or through technologically mediated means. Increasingly, teachers are employed to train children for college and careers rather than educating them to be enlightened citizens of a democratic society. Were I a young person seeking a career, teaching would be the last thing I would contemplate. For a lifestyle that often doesn’t permit them to live in the communities in which they teach, teachers are subject to endless ridicule by craven politicians like Andrew Cuomo who have neither the intellect nor the guts to take on the social issues that cause thousands of children to enter our schools already years behind their peers in cognitive and linguistic development due to the mere fact of being born poor. At their work place, teachers are often supervised by people who themselves spent little time in the classroom who are quick to second guess every move they make. All too often, if they are committed to maintaining high academic standards, they are plagued by parental complaints that spring from a belief that any thing that makes their children feel bad is tantamount to bullying. It’s becoming more and more of a thankless job that everyone thinks he can do better than you.

I think young people are seeing these conditions and choosing to go in other directions. To halt this trend will require restructuring the way schools are organized in ways that give teachers real autonomy over their work, respect for the difficulty and arduousness of the work (How many laypeople know how physically hard it is to stand and talk for five to six hours a day?), opportunities to perform different roles in their schools and a package of salary and benefits that permits them to live decently and take care of and educate their own children. All the talk by policy makers about increased support and staff development is at best palliative and avoids the central fact that the job offers fewer rewards than it used to.

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Poverty, Poverty, Poverty

Here in New York, our governor is holding state aid to education hostage to his demand to screw the state’s teachers in any way he could imagine, from curtailing their tenure rights to tying their evaluations ever closer to the scores of their students on high stakes tests of doubtful reliability. No one with the brain of a flea would expect any of the governor’s proposals to substantially impact education outcomes, but he like too many of our elected leaders can’t face the real problem of far too many children in our public schools – POVERTY! For anyone who cares to know the effects of poverty on children, there is an ample literature documenting the debilitating effects of growing up poor, from the physiological and neurological to the economic and emotional. Simply put, people who are born poor tend overwhelmingly to end up poor – not as some would have it by choice, but by our societal indifference to their plight. The last of our national leaders to talk understandingly about poverty and its effects was Lyndon Johnson, who marshaled significant resources to launch a war on this stain on our nation’s honor. Much of our political class has succeeded in convincing people that his war was a failure, forgetting the dramatically positive impact on the conditions of the elderly and the fact that the war was ultimately curtailed by the demands of our ill-fated adventure in Viet Nam. I’m thinking about this subject this morning having read an impassioned plea by Charles Blow in the New York Times to put aside partisan differences and recognize that we have a moral obligation to millions of poor American children. Blow’s words increased my contempt for politicians like Andrew Cuomo who blame teachers for their political cowardice that prevents them from dealing the ongoing tragedy of poverty in America.

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The Duty of Civil Disobedience

I was at a regional union meeting yesterday, a meeting called to organize our response to Governor Cuomo’s declaration of war on teachers and our union. While there were an number of good ideas discussed, and while I was pleased to see by the attendance that our local leaders perceive the threat posed by the Governor’s proposals, I continue to be struck by the our reluctance to embrace bold action. There appears to be an underlying belief that if we can just find the right words, if we can schedule the right meeting, make the appropriate number of lobbying visits to our elected representatives, we will be able to prevail against a politically skillful, determined governor who is clearly seeking vengeance for our failure to support him in his last election. One local leader appropriately asked what our position was vis a vis the opt-out movement, to me one of the most potent weapons we have in the battle against high stakes testing. Our representatives to our state union running the meeting and some union staff there carefully parsed a few sentences in response when to my mind what was called for is a two pronged, full-throated embrace of the parent led movement. While I spoke about my local’s work in support of the opt-out movement and our goal to double the number of our students talking the exams from 20 percent last year, it is clear that our state union is reluctant to do more than utter platitudinous statements about parents’ right to opt their children out of the tests.

Last year over 60,000 students did not take the state examinations, over 20,000 here on Long Island. The simple fact is that there cannot be any bad consequences for either students or teachers if no one takes the tests. If we as educators believe that the current state regime of high stakes tests is detrimental to the emotional and intellectual growth and development of the children in our schools, then we must first of all keep our own children from taking the tests. To do otherwise is simply hypocritical and destructive of our credibility on this and other education issues. This belief also obliges us to encourage the parents of our students to do the same. I’m well aware that that the ability to do that varies from district to district. What all can do however is find ways to let parents know that we will not hold it against their children if they opt-them out. There are many parents who are uncomfortable opting their children out, knowing that student scores count towards their teachers’ evaluations and thinking that teachers will be angry if their kids don’t show. There are countless ways for teachers to let parents know at meetings, during phone calls etc. that we understand and appreciate their stance in withholding their children from the tests.

Our unions were formed by acts of civil disobedience. We won the right to bargain collectively by engaging in illegal strikes and other prohibited activities. Injustice invariably draws civil disobedience to it. I deeply believe that it will take many small acts of disobedience by and ever-growing coalition of believers in the centrality of public education to our democracy to save it from people like Governor Cuomo and the Wall Street interests who are funding the war against us. We ignore the duty of civil disobedience at our peril.

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AFT Doubles Down on Testing

The case has never been stronger for a merger of our two national teacher unions under new, member oriented leadership. With reauthorization of the ESEA on the agenda of the new Congress, we again have the very unfortunate circumstance where the NEA and AFT are carrying a different lobbying message, neither of which resonates with the members in the nation’s classrooms. That was again evident this morning with the joint announcement by the AFT and the Center for American Progress that is sure anger many, if not most, of the rank and file. While the two organizations agreed on a bunch of mushy platitudes, central to their announcement is mutual support of annual testing as part of the reauthorization of the ESEA soon to be before the new Congress. To be fair, less of the testing they support would be part of teacher accountability schemes, but this nuanced position even if achieved in new legislation would accomplish little to nothing to undo the damage high stakes testing has done to even our best public schools. This proposal would simply increase the stakes for teachers and students on fewer tests. Maybe there’s a strategy here, but it’s not one that seeks to capitalize on the growing public anger over testing and the Common Core State Standards. It does nothing to marshal the ideas and energy of our members in the battle to preserve our profession. It does alienate us from the parents who have been working with us to end the scourge of high stakes testing. More importantly, it will further weaken the bonds of the membership to the organization.

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The Unbashed Superintendents

Governor Cuomo talks about tightening up the teacher/principal professional performance review (APPR). Chancellor Tisch counters with doubling the percentage student test scores count towards the evaluations and increasing the teacher probationary period from three years to five. Our education leaders are racing to outdo each other in the sport of bashing teachers and holding them accountable for social pathologies they not only had nothing to do with creating but which they fight to overcome daily.

Have you noticed how in all this moaning and groaning about ineffectual teachers and to a lesser extent principals we hear little or no bashing about superintendents of schools, the leaders of these supposedly failing education institutions. As they are responsible for hiring the apparent hoards of ineffective teachers standing in front of America’s classrooms, why don’t we tie their evaluations to the same student scores? Why don’t we devise an APPR for them that includes say fifty percent student scores and a rubric that divides leadership into its component parts? The leadership rubric could be completed by having the employees of the school district each fill out a computerized form on which they award points, one to four, for the various qualities of leadership essential to the smooth running of a school district. For example, on a scale of 1 to 4, where 1 is ineffective and 4 highly effective, does the superintendent offer a clear vision of where he/she wishes to lead the district and the reasons this direction is desirable? Can the superintendent’s word be counted upon? Do you feel that the superintendent appreciates your work is and defends it from those who attack it? You get the point. It’s not hard to do. Maybe Ms. Tisch can from her own pocket hire some people to construct a uniform rubric – like the law school students hired to work on the teacher/principal APPR.

The adoption of such a superintendents’ APPR would push them from the sidelines in the battle to save public education and our profession directly into the combat. I’m unsure how many of them would be an asset in our cause, but it would sure improve the capacity of many to have some empathy for what teachers are experiencing today if they were subjected to the same stupidity that is being inflicted upon us.

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Tisch Matches Cuomo’s Ignorance and Then Some

The morale of the teachers I engage is frighteningly low. There is a growing anger in them that if left unchanneled will turn in on them and make their situation even worse. From everywhere come voices of criticism and disparagement. New York’s teachers having yet to fully absorb the ridiculous evaluation scheme foisted upon them a few years ago heard from their angry, spiteful governor just before Christmas vacation that he wants to change that system yet again to produce a higher number of ineffective teachers than is produced by the current system. Our dilettante chancellor of our state university, a person who is as qualified to preside over the state’s education system as I am the Federal Reserve System, although I vaguely remember writing an economics paper comparing the role of the central bank in different economic systems, not to be outdone by the governor has responded with a call to increase the use of student test results in teacher evaluations, extend the probationary period before tenure is granted to five years from three and the making hearing officers in tenure cases employees of the state to expedite the process of firing ineffective teachers. Not a single thing either of these leaders has proposed will improve education in our state in the slightest. All that they have already accomplished is to undermine citizens’ faith in their public schools and make the incredibly difficult job of teacher that much more onerous.

As I read Merryl Tisch’s response to Governor Cuomo, I found myself remembering the young person I was when I was trying to figure out what to do with my life. But for the fact that New York was willing to substitute my Peace Corps teaching experience for the certification requirements at the time, I would never have been a teacher. If I had had to take more of the content-free education courses then required, I would have done something else. When I think of how I would have reacted to the requirements today, requirements which Tisch wants to increase, I know beyond doubt that I would have taken my life in a different direction. Frankly, I think anyone who sets out to be a public school teacher today is nuts. There are so many hoops to jump through, all for the possibility of getting a job with working conditions that erode on almost a daily basis for at best modest remuneration. It is increasingly becoming a job in which one has no professional autonomy, where the work is becoming so routinized that it is difficult to call it education. I saw the other day where enrollments in ed schools has been declining the past few years. That’s surely a sign that young people are beginning to understand what the work of teaching is becoming.

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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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Send All Leaders in Albany a Message

Andrew Cuomo has spent most of his re-election campaign hiding in plain sight. He’s made very few appearances, has managed to avoid all but one debate and any close scrutiny of his record. So it was a little surprising to read of his anti-teacher outburst to the Daily News, flipping the bird to the UFT and NYSUT for failing to endorse him by talking about a new round of tougher teacher evaluation proposals that he will submit after his reelection. So, on the eve of the election, with polls showing him 20 points or so ahead of his closest challenger, New York’s bloviating bull thrower of a governor decides to poke his finger in the eyes of Mike Mulgrew and Karen Magee, even though those two leaders surrendered to the governor when they failed to ask their governing boards to endorse Zephyr Teachout in the Democratic primary or Howie Hawkins in the general election. That’s the kind of timidity that invites bullies like Andrew Cuomo to prey.

New York’s teachers need to send a message to Cuomo, the members of the legislature and to their union leaders that they are tired. They can do that on Election Day next Tuesday by going to the polls and voting for the Green Party’s Howie Hawkins for governor. For Hawkins, it’s people and planet before profits. So it’s no to more charter schools, the Common Core State Standards, high stakes testing, the property tax cap, the gap elimination and hydraulic fracking and yes to renewable energy, due process for teachers, a progressive system of taxation, a $15 per hour minimum wage, the Triborough Amendment, universal health care and local control of schools. Should Hawkins receive votes equal to or better than his current polling numbers of about 10 percent, and should organized teachers continue to work after the election to build the party that embodies its values, the Greens will become a growing power to be reckoned with by the governor and legislature. He can easily do that, if New York’s teachers decide to stop wasting their vote by staying home or voting for the lesser of two evils and instead voting for what they believe. Our union movement is dying for some idealism.

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Social Capital and Student Achievement

One of oft repeated stupidities of the education reformers, most notably Arne Duncan, is the goal of having a great teacher in front of every classroom. There are about 3 million public school teachers in the United States. Assuming we could all agree on what qualities constitute a great teacher, what are the odds we could find 3 million of them? To paraphrase newly elected National Education Association President Lily Eskelsen Garcia, there are people who seriously believe that it is possible for 100 percent of any population to be above average. They believe such things because all things are possible to people who don’t know anything about the subject they’re talking about.

So, if we agree that the goal of a great or even above average teachers in every classroom is a self-contradictory objective, is there another approach to school improvement that offers real possibility of success? A recent article in the Shanker Blog by two University of Pittsburgh researchers summarizing their studies in public schools suggests an approach that will ring completely true to teachers but will not be easily swallowed by our education bureaucrats who believe that all wisdom flows down from them. Professors Leana and Pil argue that “…organizational success rarely stems from the latest technology or a few exemplary individuals. Rather, it is derived from: systematic practices aimed at enhancing trust among employees; sharing and openness about both problems and opportunities for improvement and a collective sense of purpose.”

These researchers show that what they call social capital is essential to school improvement. Social capital consists of the “…relationships among teachers, between teachers and principals, and even between teachers, parents and other key actors in the community.” In schools with rich social capital, teachers have time and the inclination to talk to each other about their work. They feel confident confiding in others about gaps in their knowledge or know-how. They have a sense of working in common cause. Studies conducted by these investigators show strikingly significant gains in student achievement when teachers have a robust social capital support system.

If Leana and Pil are correct, and my experience says they are, then the function of school leaders is to promote the development of social capital in our schools. Yet, current trends are moving in the exact opposite direction, with evaluation systems that single out individuals rather than promoting cooperation and what union guys like me refer to as solidarity. School leaders seeking to promote the development of social capital spend much less time scrutinizing teachers, putting their time and effort into creating a climate of trust and information sharing. Does that sound like the leadership of your district?

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Ed Dep’t Doubles Down on Stupidity

If one needed any further proof that education policy in the Obama administration is bankrupt and that Education Commissioner Arne Duncan is totally unfit to lead the federal education efforts, surely the decision by the feds to revoke the state of Washington’s waiver from the demand of the No Child Left behind Act that mandate that every child be proficient in reading and math should remove any doubts one might have had. Yet this is precisely what Duncan has done because the Washington legislature refused to pass a bill tying teacher evaluations to the test results of their students. Thus, even schools in which test results improved very significantly have been rated failing and 20 percent of the federal funds must now be set aside for tutoring or sending students to schools not deemed to be failing. There is just one word for actions like this – STUPID!

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Time for Regents to Fade Away

Isn’t time for New York to do away with the Regents? Isn’t it time that citizens be able to hold their elected representatives accountable for education policies rather than having the un-elected Regents as a buffer between the citizenry and the people we elect? How different things would be if that were the case. With polls increasingly showing waning public support for New York’s education policies, we could conceivably change them as soon as January first. Instead, led by the imperious Ms. Tisch, the Regents are talking about doubling down on the abject stupidity of tying teacher evaluations to student results on high stakes tests that are increasingly divorced from any sane notions of the age appropriate education of children. It’s time for the Regents to fade into the history of education in our state.

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Regents Double Down on State Tests

If you thought the New York State regents were a ridiculous pack of imbeciles, think again. You may well have denigrated the cognitive powers of the world’s imbeciles.

As parents and teachers grow increasingly aware of the damaging effects of high stakes testing and the linkage of that testing to the evaluation of the state’s teachers, what do our Regents do? The attempt to meet the mounting pressure on them to reduce the amount of testing by asking districts to base 20% more of teachers’ evaluation on the state examinations. Just as we are learning from experience that, as we expected, there is essentially no relationship between the growth scores teachers receive and their ability to teach, our Regents move to double down on.

This is clearly beyond imbecilic. It speaks to their complete incompetence to oversee education policy. If these people had to stand for election, as I increasingly believe they should, they would be gone at the first election.

Last year over 60,000 children were withheld by their parents from taking the state examinations. Let’s hope this year that number doubles. Let’s also hope that New York’s voters send Governor Cuomo a message through the Democratic primary and the general election, a message that he and Speaker Silver take to heart and one which causes them to end the ignorance that is being palmed off as education policy.

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NEA RA – Some Thoughts

Some thoughts on the recently concluded NEA Representative Assembly. They’re more first impressions rather than carefully thought out ideas, but I know that I will be thinking and writing more completely about them in the future.

I both understand and am angered by what I see as the blind support of African American NEA leaders for many of the administration’s ed policies. They appear to broadly accept the Obama/Duncan view that the Common Core State Standards are going to significantly lift minority children out of poverty. How that happens, no one seems to articulate beyond repeating incessantly that if we hold all children to high standards, they will meet them.

When the teachers in my upper middle class district tell me that about a third of our students are floundering with the CCSS, how can anyone believe that children who begin school with a documented achievement gap are going to thrive academically when highly advantaged children aren’t? Where in the CCSS is the magic that is going to raise up the children who until now have been largely forgotten by society. This time, I fear, African Americans will be had by one of their own, not that that makes this stupidity any less revolting.

The RA passed a resolution calling for the resignation of Arne Duncan, something some of us tried to pass three times before only to be defeated by NEA leadership fearful of offending the President and losing their seat at the table, albeit at their master’s feet. The mood has clearly changed. What’s needed is leadership to galvanize the growing anger of the membership into a movement. Incoming President Lily Eskelsen Garcia has all the skills to do that. Whether she has the brains and heart to do so is unknown. If she like too many leaders becomes the mouthpiece for NEA Executive Director John Stocks, nothing good will happen. Stocks talks about organizing at every NEA meeting I’ve been at. The more he talks about it and the more I get to talk to staff who are assigned to his “organizing” priorities, the more convinced I am that he is in way over his head. With all of the talk about organizing, once again the NEA assembled close to nine thousand union activists to a meeting and did nothing to send each one home with a task to do around a national organizing drive. It’s enough to make people like me crazy.

Finally, there were several new business items that sought to investigate the magnitude of the contributions of people like Bill Gates to the NEA. Those efforts were beaten back, but I sense the members’ desire for transparency in this regard is growing. They know their leaders have essentially been co-opted and seem to want to expose the extent to which they have been sold pernicious ideas about testing and teacher accountability by corporate elites with no legitimate interest in improving the nation’s schools. Were I Lily, I might open the books on this issue to signal an abrupt, clean break with the policies of the past.

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A Small Step Forward

So New York now has a moratorium on the consequences of the Common Core high stakes tests for both students and teachers where student scores cause a teacher to be judged “developing” or “ineffective.” That’s not a small thing to the teachers in some districts who were clobbered last year.

However, it is, as NYSUT President Karen Magee suggested, a first step in what has to be a process of finding a teacher evaluation system that hold teachers accountable for what they can be reasonably expected to do. This legislation does nothing to stop the absurdity of forcing all children to meet a set of standards that take no account of what children are able to do at various stages of their development. Neither does it give us a sane testing policy, one aimed at informing instruction rather than disciplining and punishing.

I’m sure Governor Cuomo thinks NYSUT now owes him an endorsement for his generous easing of the consequences of high stake testing on our members. I hope we’ll be smarter than that. I hope we’ll put time, money and effort behind a candidate who will offer a vision of a real, developmentally appropriate education for every child in our state, an education that prepares our children to learn, not to qualify for the next school or job, one that enables them to be engaged citizens of a society in which the quality of life improves with each generation.

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Respecting Teachers’ Judgment

This post belongs to a series I have been writing intermittently about standards teachers could support. Other posts are Searching For Standards Teachers Could Support, Teacher Written Standards would be Age Appropriate and Public Schools and Citizenship.

Teachers could respect standards that respected their professional judgment. Any set of standards presumes a predictable classroom environment in which they are to be applied. In any school, however, as social beings, children and teachers come to class usually prepared for the planned lesson but sometimes not. Sometimes, those are the best days of all. I was reminded of this the other day as I came across a tweet by a 5th grade teacher in a neighboring district who wrote, “Successfully tossed today’s plans aside and introduced my class to the works of Pete Seeger.. this beats CC any day.”

We call these things teachable moments, but that term doesn’t catch what’s going on here. For the 5th grade teacher quoted here, Pete Seeger’s death was a moving event – Seeger having been important to him in ways we can’t begin to calculate. His relationship with his 5th graders is clearly such that he “needed” to share his knowledge and feelings about this great musician who played crucial roles in most of the great social movement of the last sixty years. His love and respect for Seeger’s work was important to share with children he clearly cares about.

His lesson on Seeger was a success in this teacher’s eyes, but any teacher can tell from his tweet that he knows the education bureaucracy he works for with their assessments, pacing charts and progress monitoring wouldn’t appreciate his deviation from his Common Core lesson plan. I’ll go with tis teacher’s standards any day. If you want to hear the voice of what my standards point to as a highly effective teacher, check out his Twitter feed at @rrato.

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The Political Ground Shakes

The news this weekend was the board of directors of NYSUT, the state teachers union in New York, voting no confidence in Commissioner of Education John King and calling for his removal. This vote came shortly after the state senate’s education committee told King that he must either pause and fix the implementation of the Common Core State Standards or the legislature would. The political ground on which Chancellor Tisch and Commissioner King stand is starting to shake. Unless they are prepared to make major changes to the state’s testing regime, including uncoupling student test results from teacher evaluations, and the implementation of the Common Core, it can’t be long before they are swallowed up as state politicians running for election this fall scurry to avoid being devoured by a progressively angry public. The next rumble will come in a few weeks when numbers of parents refuse to let their children take the state assessments. That will be the parental vote of no confidence which our legislators will surely hear.

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Cuomo’s Merit Pay

While there is much to take issue with in Governor Cuomo’s budget, his proposal for teacher merit pay is the most revealing of his complete and total ignorance when it comes to education. Having brokered the devil’s deal on teacher annual professional performance reviews (APPR), he now proposes to double down on that fraudulent process by giving teachers rated “highly effective” a bonus. Talk about believing one’s own bull! Take an evaluation process that no responsible educator believes in and use is as the instrument for determining merit. Great for teacher morale! Great for encouraging teaching to the test. Great for wasting taxpayer money. Great for contributing toward the mockery education policy in New York has become.

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Leave It to Cuomo

Like in a tire ripped open by a New York pothole, the air is rapidly escaping from so-called education reform movement in New York. With parents and teachers becoming increasingly aroused to action against the Common Core State Standards and the tests aligned to them, with members of the legislature beginning to respond to the ire of their constituents, with New York City under its new mayor poised to undo the Bloomberg corporate reforms, this is the time our Governor, Andrew Cuomo, decides it would be wise to call for the demonstrably failed concept of teacher merit pay to be grafted on to the equally stupid annual professional performance review process that ties student test scores to teacher evaluations. Is there no end to Cuomo’s pandering to the corporate reformers? Probably not, as they are the ones who have filled his campaign fund with millions of dollars, probably enough to scare off any serious challenger.

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Weingarten’s About-face

I congratulate AFT President Randi Weingarten for finally coming to the conclusion that value added measures of teacher performance are a sham – there being no research that establishes their validity. While I welcome her to my side in the battle against obsessive testing, as the elected leader of a union I belong to, it’s not that easy to forget the damage her support for the linkage of student performance on standardized tests to teacher evaluation has caused. It’s much easier to forgive Diane Ravitch who was never elected and paid to represent me. Despite serious opposition to her position from the rank and file, Weingarten persevered, sincerely believing that she was right – that she had insights many of the members lacked. She proved to be wrong.

Should the insurgent candidates in the upcoming NYSUT elections prevail, they will do so in large measure because of their perceived failure to handle the testing/teacher evaluation issue appropriately. As NYSUT makes up about half of the AFT membership, it will be interesting to see if Weingarten meets a similar fate.

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TEACHER WRITTEN STANDARDS WOULD BE AGE APPROPRIATE

This post is part of the series of posts seeking national standards classroom teachers and parents could proudly support. The introduction to the series can be found here.

Despite all of what is essentially propaganda to the contrary, classroom teachers were not hands-on participants in the drafting of the Common Core State Standards. If they had been, we wouldn’t have parents and teachers across the nation in an uproar, particularly those dealing with young children.

We know beyond a doubt that children develop at different rates. In an ideal world, not all children would start school at 5 years of age. We would observe their development carefully and begin to formally educate them when they were ready. In a system of public schools that must accommodate millions of children, that isn’t practical. We have begun them all in most places at five, but we provided some broad flexibility in at least the early grades so that kids with lags in aspects of their development were accounted for and hopefully caught up to their peers. That is, the expectations for the various grades were flexible enough that kids of a broad spectrum of abilities could still be considered to be doing satisfactorily.

With the Common Core Standards, at least as they are being implemented in New York, that is far from the case. We have what I call the compounded educational felony of age inappropriate standards promulgated nationally by people with, to be kind, very limited understanding of the cognitive development of children, passing them on to incompetents like we have in Albany to be interpreted and expressed in the so-called modules on the State Ed website. That leaves classroom teachers with little children who can barely hold a pencil properly coloring in bubbles on answer sheets to verbal math problems which they can’t read with any degree of precision. It leaves them shoving vocabulary words down the throats of children who may parrot the words back but who are not ready yet to store them in working memory.

Finally, no teacher I know would have just dumped the Common Core State Standards without first thinking through the learning gaps that need to be filled in the transition to this new approach. Just yesterday, I was talking to a colleague who teaches 6th grade math in a district serving a high percentage of children who live in poverty, kids who for a variety of reasons have gaping holes in their learning. She reminded me that math knowledge is acquired sequentially. Miss some basic concepts in first grade, and you’re probably going to have difficulties in grade 2. Unaddressed, the gaps grow exponentially. Try as a child to deal with math that is served up in non-traditional ways, ways in which many elementary teachers find it difficult to understand and the learning gaps are multiplied by at least several factors. Send these kids home with homework that their parents don’t recognize as math, and you have guaranteed that numbers of them will see themselves as bad at math for the remainder of their lives. Many will actually be. As bad, parental support for public schools is undermined as parents send their kids to schools that frustrate them and diminish their self-confidence.

Good, highly experienced teachers, teachers from inner city, rural and suburban schools writing national standards and planning for their implementation would have foreseen these problems and attempted to plan for them. The standards would have been informed by the essential skills of people with broad experience and knowledge of what children at a given age can be expected to do. We could still have such standards, if the Obama administration would come to its senses, shed itself of the influences outfits like the Gates Foundation and other corporate interests and work with our two national unions to recruit real teachers to rewrite the Common Core State Standards that in their current iteration will accomplish nothing.

Even then, however, we would still be faced with national disgrace that a quarter of our nation’s children live in poverty.

posted by Morty in Uncategorized and have No Comments