This still makes me laugh…..


RTTT and Duncan’s backroom deals (via Kilroy’s delaware)

UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF INSPECTOR GENERAL September 24, 2010  Control Number ED-OIG/A19J0001  The Department’s Implementation of the State Fiscal Stabilization Fund Program   Grant File Maintenance "During the course of our audit, we located official correspondence that was not maintained in the official grant files. This included communications between Governors, State legislators and/or education officials, Congressional … Read More

via Kilroy's delaware

“Where I Stand” (Sabrina) (via Failing Schools)

"Where I Stand” (A School Reform Survey) Name & role: Sabrina, 4th/5th grade teacher & community activist What “reform” means to me, and why I think it’s important: I think reform should be an ongoing process of making sure what's happening in schools matches our ideals (fairness, justice) and helps students be productive members of society. I think it's important to understand how our school system works, and build on what works well, in … Read More

via Failing Schools

Charter School Video #HeartofLA #

Cool Vid from some 8th graders in LA

NBC’s Education Nation: Policy Summit or Puppet Show? #RTTT #edreformfail @RodelDE

NBC’s Education Nation: Policy Summit or Puppet Show? |FROM  How The University Works:a weblog with video by Marc Bousquet

I’d like you to imagine the following. Suppose we are going to have a national summit on health care. Do you not suppose that a substantial number of the voices included would be from professionals in health care, including doctors and nurses? Would you have 3 people with just the head of the AMA to represent doctors?

Or how about legal reform – would not lawyers scream if such a conference were organized without a substantial portion of the main participants being members of the profession representing the range of opinions within the legal field?

Why then is it when it comes to education that people think it is appropriate to have major discussions about education without fair inclusion of the voices of those who bear the greatest burden for the education of our children, the parents and the teachers? –Kenneth Bernstein, Cooperative Catalyst

So I tied off my upper arm and mainlined anti-nausea drugs Sunday and Monday in order to stomach hours of biased, dishonest, irresponsible NBC hate propaganda paid for by, you guessed it, for-profit higher ed vendors and foundations devoted to privatizing public schools.

Just as Obama’s pursued the Republican party line on education, NBC has taken a page from Fox News and Oprah. Their lineup on a two-day policy summit with a dozen conference panels –you know, the kind of panels usually filled with folks with credible expertise in the topic–features politicians, astronauts, tv anchors, musicians, corporate executives, and charter school entrepreneurs.

NBC did include one or two figures associated with parent organizations. Just not those representing the the real views of most actual parents–you know, the real parents who on balance are unhappy with Obama’s education policy, who fired a mayor to get rid of Michelle Rhee, and who–when given the chance to vote–overwhelmingly support teacher-run schools over charter-school operators.

But somehow they completely failed to include practicing teachers, scholars of learning, or even recognized analysts of education policy.  All day Monday and Tuesday, the only figure in the summit remotely acquainted with the scholarship of learning wasRandi Weingarten, AFT president. She had to do double and triple duty, since she was simultaneously the only voice for practicing teachers, or for any policy recommendation other than those endorsed by Duncan’s Race to the Top.

Burn the Witch!

Incredibly, Weingarten played the same role all day Sunday. On Meet the Press and other programs, she was consistently positioned as a solitary voice against a solid bloc of panelists and journalists pounding away at the Duncan-Rhee party line. NBC positioned her on the extreme edge of the outdoor panel, literally in the wind, with her hair flying sidewise like the Wicked Witch piloting a broomstick.

Later, she faced an even larger panel completely united against her, this time featuring the propagandists who scored her appearances in Waiting with Superman with ominous chords redolent of Darth Vader.

They can feature both the director and composer of the film who painted her as the captain of the Death Star but not one credible authority on the positions being pushed by the film?

Interestingly, despite the outrageous set-up, on both programs Weingarten spoke more than any other participant–nearly as much all of the other participants combined.

Seems the shows’ hosts had to ask her to talk to nearly every point precisely because she was the only person who could provide any other perspective.

Perhaps also because she was the only person who actually had anything to say?

A Failed Hit Job

The one place where NBC allowed teachers–not scholars of learning or credible policy analysts–to have a few words was in a carefully scripted “town hall” program, segregated from all of the marquee shows and policy conference.

They stacked the audience with school administrators and charter-school teachers, all primed to spout their propaganda: “Teachers are under attack and we should be!” shouted one, on cue. “We young teachers don’t need tenure to do our jobs,” said another.

Even in the complete absence of journalistic scrutiny, the stories of these plants didn’t stand up to their own telling.

One charter-school hero stood up to mouth the no-excuses “challenge education” mantra that anybody can overcome any learning obstacle if they are confronted with sufficiently absurd expectations.

As an example, he cited his willingness to offer free day care to one of his students’ siblings in his classroom from 7am to 7pm, freeing the student from family-care responsibilities and allowing her to do her homework.

While laudable, his willingness to address the poverty of the student’s family in this way is however not, as they say, a scalable solution to the problem. Um, duh, most teachers have families of their own that they can’t and shouldn’t neglect to offer twelve hours of day care to others.

Right on the surface of this vignette is the cruel hypocritical absurdity–that those who are already sacrificing (the half of teachers who don’t quit in despair in the first five years) are not just asked but are really being forced to sacrifice more.

For instance, we could solve a lot of poverty-related issues if physicians or tv journalists or Wall Street banks turned their facililties into day-care centers and staffed them after hours.

Hey, let’s just say that everyone should work twelve hours a day for a teacher’s wage!

Any takers? I didn’t think so.

Nose Ring vs Soul Patch

NBC made the mistake of letting a few actual veteran teachers in the room (actually a tent on Rockefeller plaza). And the atmosphere was apparently charged: anchor Brian Williams called the room “a beehive, a cauldron of activity and emotion,” and joked about being in “physical danger.” (He also called one reporter “honey,” and flirted with one of the teachers on stage. Patronizing and chauvinist much? Guess we really are heading back to the Eisenhower era.)

Because NBC failed to make sure everyone in the room was an administrator or a twentysomething working-slash-volunteering before law school at a charter, we saw a couple of flashes of honest teacher feeling and insight.

These included thoughtful defenses of tenure as due process and analyses of the real issues (funding, poverty, support for professional development, workload, retention).

You could have heard a pin drop on Fifth Avenue when one California principal described her guilt at hiring a new teacher on the salary she was allowed to offer: “I basically condemned her to never owning her own home,” she said.

Astonishingly, one teacher that made it onto the show because she was acquainted with the anchor actually compared Davis Guggenheim to Hitler’s most brilliant propagandist, calling him “the Leni Riefenstahl of 2010.”

Personally I think that kind of comparison isn’t worth the backlash, but I think it could prove the most telling moment of the week.

In my experience, persons reaching for the Nazi comparison are intellectually or emotionally stunted, or else desperate. Since this apparently kind and thoughtful, intellectual person was evidently not the former, I think she was struggling to communicate–in the few seconds she was permitted -the stifled frustration and outrage of the tens of millions of parents, teachers, scholars and students who are being hurtled toward yet more schoolroom misery by this tsunami of pro-Duncan propaganda.

If you want to capture the essence of the tension that kept erupting through this scripted event, just fast forward to the middle of program, the second featured panel.

Comprising a charter-school reading teacher in blond dreadlocks and nose ring, and a public-school science teacher of the year sporting a soul patch, the panel was intended to talk about teaching technique.

Asked to describe how she succeeded as a teacher, Nose Ring was unable to manage a syllable describing or defending her teaching practice. She floundered helplessly (”well, you just show them how far behind they are in the world”) until the moderator let her off the hook, summarizing her philosophy: “Just teach ‘em hard, huh?”

Invited to share his own teaching tips, Soul Patch, a public school teacher of the year, gently rebutted much of the propaganda previously circulated. American top students, he pointed out, perform at the same level as the top students anywhere in the world. The problem is inequality and unfairness, he observed.

Asked to celebrate the Duncan-Obama grim focus on STEM fields, science teacher of the year Soul Patch demurred, pointing out that his own practice and education research showed the importance of “right brain” creativity, of “movement and music right in the science classroom.”

Anti-social media

Up until a firestorm of complaint forced them to open the forum, NBC aggressively censored the one place where teachers and parents were mainly allowed to participate–on a Facebook page promoting the event. Even established columnists for national mainstream education journals like Education Week were repeatedly “unfriended” or had their comments removed.

Obama’s Today Show interview

This was only about twenty minutes on education before Lauer moved on, but kudos to Lauer for acting more like a journalist than anyone else NBC has put forward.

To his credit, Lauer only gave the administration props for the one initiative (pre-K schooling) actually supported by research, and showed that research in the video package.  He challenged the president on the unfair demonizing of teachers and teacher unions in Waiting for Superman. He pointed out that most charter schools underperform union schools.

Above all, he kept the focus on funding and support, quoting Clinton: “It’s not just a money thing, but it _is_ a money thing.”  Obama tried to counter with the Republican bromide that it “isn’t a problem we can spend our way out of,” and began mouthing accountability and competition cliches.

But Lauer kept at it finally getting the President to concede that there is no problem recruiting teachers into the profession–just a massive problem retaining them.

Most young teachers find they “can’t afford to stay” in the profession, Obama confessed, “especially when it comes to having families of their own.”

Saving Schools from the ‘Supermen’ #RTTT @GovernorMarkell

Sabrina Stevens Shupe: Saving Schools from the ‘Supermen’

There is a Crisis in America’s schools,” the story goes. In 1983, the Reagan administration told us that our nation was at risk. Since then, we’ve been told loads of distressing things about our public schools. We’ve spent more money and more attention on education in response. Still, the story goes, our schools are failing, failing, failing. The teachers are terrible, their unions protect them, and we need superhuman efforts in order to stop them and save America! (Cue the cape-wearing Supermen wielding the powers of free market forces, centralized decision-making, test-based accountability and standardization!)

If you haven’t figured it out by now, I’m pretty skeptical of this story. I’m even more skeptical of some of the people telling it.

To understand why, it’s helpful to know a little bit about me. I’m an elementary school teacher who worked in a so-called failing school until this past May. I became a teacher because I believed certain elements of the story (namely that bit about bad teachers). I believed schools were in crisis, and that the best possible use of my time would be to work to change them for the better. I still believe in the urgent need to improve schools, and I still plan to devote my life to doing so.

But do I buy this crisis narrative? Am I waiting for Superman? Absolutely not.

From my experience working in a “failing” school, I can say that you’d be hard-pressed to find more committed, intelligent, and caring people than the public school teachers I feel privileged to call my colleagues. Teachers work tirelessly to do right by their students. It is not for lack of skill or effort that some schools “fail.” And teachers’ unions don’t necessarily inhibit excellence. States whose teachers are mostly unionized tend to outperform those whose teachers aren’t, and some countries that outperform America have unionized teacher corps as well.

So what is this really about?

The kind of school reform that gets significant airtime right now — a combination of school closures and/or conversions, merit pay, test-based accountability, executive control of schools, and standardization — is a corporate one, and the corporate interests that created it are also funding the PR campaign to sell it. The Gates, Broad, and Walton Foundations, along with for-profit education organizations and hedge fund managers, have helped fund the creation and promotion of movies like “The Lottery” and “Waiting for ‘Superman,’ ” events like NBCs Education Nation, and “grassroots” activist groups like Stand for Children, Education Reform Now, and Done Waiting. They donate to politicians as well.

Now, some will say, “Who cares? What’s wrong with applying business concepts to schools?” Three things, mainly.

One: None of these reforms work. (Note that corporate reformers never subject their own children to these gimmicks.) We’re embracing “reform” strategies the rest of civilization is trying to escape! Consider how Finland, currently on top of the world, accomplished that feat:

The process of change has been almost the reverse of policies in the United States. Over the past 40 years, Finland has shifted from a highly centralized system emphasizing external testing to a more localized system in which highly trained teachers design curriculum around the very lean national standards. This new system is implemented through equitable funding and extensive preparation for all teachers. The logic of the system is that investments in the capacity of local teachers and schools to meet the needs of all students, coupled with thoughtful guidance about goals, can unleash the benefits of local creativity in the cause of common, equitable outcomes.

Remember, these people are not education experts — they’re businesspeople. It shouldn’t surprise us that their reform agenda doesn’t systematically improve education, but does present greater business opportunities.

Two: This very ideology — “ditch the old regulations, weaken worker protections and let the free market work its magic” — brought the rest of our economy to its knees. The sacred ideals of the business crowd failed us in the business world, and that’s their area of expertise! Do we seriously want to hand them our public schools — the cornerstone of our democracy — and just hope the children fare better?

Three: Speaking of democracy… whatever happened to democracy? Corporate elites became unspeakably rich by gaming our democratic and economic systems. They used their money to create legislation favorable to their interests, then gambled away our jobs, our homes, and our financial security. Their plunder eroded the tax base that supports public institutions like schools. Now that schools are starved for resources, some are offering us a portion of our money back in the form of grants and donations — if we accept their un-proven reforms or un-democratic reformers. (We then have to hope that these new education leaders have good ideas, or that they’ll resist the temptation to implement whatever faulty reforms their wealthy patrons offer in the future.)

We deserve better. What’s more, we can have it — if we focus our attention on the real problems we face. The inconvenient truth about school “failure” is that it’s a symptom of the greater problems affecting our society. We’ve stopped investing in the common good, and created a system that benefits the few at the expense of the many. The countries now “surpassing our educational attainments” did just the opposite.

Corporate reform strategies created this mess — they will never solve it. We can have the real reforms championed by actual educators and communities (like resource equity, smaller class sizes, better teacher training, increased teacher collaboration, and so forth) if we resist this corporate reform agenda and stop wasting money on gimmicks. Don’t be conned by the “Supermen.” Unite with your fellow Americans to demand the kind of equitable, humane educational system we deserve.


The Heart of Los Angeles (via Joe Posnanski)

The Heart of Los Angeles The evening sky does not darken in Los Angeles in late summer so much as it dulls into lighter and lighter shades of blue. In time, the blue goes cloudy white, then gray, then very slowly fades to black; you can almost hear a director shouting: "We're losing our light." It is the end of summe … Read More

via Joe Posnanski