Teaching Underground

Teacher Job Satisfaction Low- So What?

2012-03-08T08:27:00.001-05:00

Teacher friendly bloggers and websites are all writing this week about the MetLife Survey of the American Teacher. (See Ed Week , Huffington Post , The Answer Sheet , Larry Ferlazzo for more) The take away headline is this "Teacher Job Satisfaction At A Low Point." Interesting headlines usually provide some bit of surprising information. Not this one.

Look at what is happening across the country: reduced funding, larger class sizes, more initiatives and mandates with less support, legislation to weaken the status of teachers, accountability movements that are detrimental to student learning, the list could go on.

While the headline about teacher satisfaction may fall on a few sympathetic ears, teachers in public education should realize that for many this finding will fall under the category of "who cares?" Our salaries are paid by the public. A public which has largely dealt with economic problems for nearly half a decade. This same public cringes at the gas pump, worries about mortgages going under water, faces uncertainty with employment, and otherwise lives in doubt about the economic future of their household and nation.

To this public, a likely response to the headline may be "Welcome to the club!" Our current economic situation is not an excuse for teachers to roll over and watch the systematic dismantling of public education, but general surveys of the working public show the same trend.

What is the appropriate reaction to this survey? Should teachers shout out for change and demand better conditions or is it time we realized that times are hard all around?

How Do You Make a Teacher Great?

2012-03-06T21:55:00.003-05:00

You make a great teacher by shaming or firing the bad ones. Written with tongue firmly ensconced in my cheek! But that is the approach currently in gaining favor in a growing number of states. Abolish tenure, hold teachers publicly accountable for test scores and make it easier to fire them. Allow me to inject some sanity back into the fray and add my 2 cents. "That's dumb".

Gates' work in education gives antitrust a whole new meaning.

"How do you make a teacher great? You don't." These words were spoken by Bill Gates during his speech at the annual TED conference. Everything Gates then proposes suggest that you can in fact make a great teacher. By doing things like getting rid of all the bad ones. Mr. Gates and I agree on many things and I admire his well publicized efforts to help and heal around the world. He penned a recent Op ed "Shame is not the Solution" condemning efforts to publish teacher ratings in New York. The numbers were released anyway and I know for certain that no good will come of it in terms of teacher effectiveness. Linda Darling Hammond does a much better job explaining why here. It took a lawsuits and media pressure to force the scores out and their validity is certainly questionable. Transparency is good, this was bad. Too bad no one seemed to care. Gates spoke out as did many others against putting the scores out. I and many others were a bit skeptical of his degree of conviction given Michelle Rhee also spoke against release the information. Was he genuine in his objections? Worth pondering.

Gates and his foundations are known for their heavy handed approach to advance efforts and reforms that he sees as a remedy the perceived ills of our profession and education as a whole. So based on what he supports actually we disagree on just about everything else when it comes to education policy. What is the difference between someone with billions of dollars like Gates and someone who makes less than $50,000 a year in terms of their awareness of education like me? Besides my amazing singing voice and skill with a fishing rod I have a firm grasp on what is happening in our schools. If you don't believe me contrast some of what Gates says with some of the information released from the VDOE. There's more to most stories than what you hear from the loudest people talking.

Gates at the TED conference works to answer among
other things "How You Make a Great Teacher?"

Gates is not all bad. He has saved more lives than I ever will and I admire his dedication to doing what he believes is good. But he comes from a world where software glitches are remedied by patches and working hard to debug programs. For each problem there is a practical and tangible solution derived from effort and re-invention. It is natural he applies this model to education. In his mind we are failing. He is wrong. In his mind bad teachers are responsible. He is wrong. Our profession is not immune from individuals who do not do their job well but simply "culling the herd" will do little to help where and how students need it. It will likely accomplish the opposite. Still the ratings measures and software systems pour from the minds of economists, statisticians, software engineers and other worlds who are curiously not involved directly with education. Are they really designed to improve education? Worth pondering again. More importantly what unintended consequences will these steps generate. Consider the tangible example shared by Gates of having students log on and access great teaching. On paper it sounds good. For the average kid it is a bit shortsighted and noticeably unrealistic. Worth pondering.

In Gates' mind we can test away our problems and use the data it provides to guide or way. That would put us back to the top of international comparisons. You guessed it, wrong again. Now going 0 for 3 in baseball is not a huge deal but when you are a billionaire who has a firm grip of the keys to the reform agenda and the ear of every politician, we've got problems. It has become difficult for the citizens of this nation to make informed decisions about our education system in our the current climate due to the negativity that has been aimed squarely at our schools. It is hard to find good balanced reporting that paints a holistic picture of where we are educationally and why. Maybe that's why the TU likes Jon Stewart so much.

Evidence Gates is moving away from his Charter support? What's next?

Gates correctly suggests that good teachers make a difference. But instead of working with them to strengthen our profession, he slaps us with some labels and walks away. He references the "Top Quartile Teachers" and admits that the way to measure variation with teachers is "based on test scores." Gates and those at his megawealthy(yes that is a word) and influential philanthropic Bill and Melinda Gates Foundation think it is data that will lead us to the promised land of learning where we apparently once stood as a nation. They have advocated for charters, privatization and multiple measures which seem contrary to free and appropriate public school. They argue the result will be a more learned population, better workers, international strength, restored prosperity...all that good stuff. I'll admit education is key to the success of our students and our nation.

What Gates either won't admit or doesn't realize is the path and measures he supports will attempt pave the road to improvement with the careers and enthusiasm of once good but now demoralized teachers. Ultimately dooming any such approach to failure. Education develops people not computers. It is not a business. Methods advocated by Gates will irrevocably alter how kids approach learning and not in a good way. It will undermine quality public education and simply define us as improved numerically. What makes things worse is Gates is quickly becoming the prophet to many like-minded school reformers and their 8 fold path is heavily laden with testing, value added measurements, elimination of job security, and numerous other things which few classroom educators can support. Ask yourself this: If we all want the same thing(improvement) then why is that reformers calling for such measures do not typically inhabit classrooms?

Do I sound scared. I am. I am fearful of what they are turning our profession into. I fear my own children will face a diminished quality of schooling based on a narrowing focus. The job and system I have labored in for more than a decade is being threatened by ill conceived legislation, short sighted leadership and profit driven corporations intent on getting their share of the tax income. Finally an utter inability to separate good ideas from bad makes people in the know very nervous. The current path cannot coexist with quality public education as we know. So the lines are drawn.

It's clear which side the TU stands on this and other similar issues. You cannot simply make a great teacher. You can make someone better and find ways to help them improve their professional practice. Efforts to do so should not pit teachers against each other and must not be devoid of sound human judgement. Beware attempts to use metrics to judge people.

I enjoyed the part of the video where Bill Gates plays Oprah and hands out free books. The response from those in attendance is lukewarm at best and the applause are noticeably timid. Maybe they wanted cars?

What if we spent testing funds on smaller classes?

Great teachers to me are like wizards or magicians. Trying to "can" what they do and replicate it on scale is futile. To be honest much of what keeps me from being better is simple. What is missing is TIME. I do not have the time to accomplish what I want to , and increasingly I do not have time to accomplish what I need to. Why? In part because of the measures stemming from efforts to make teachers great.

I'll close with simple advice to any education reformer who sees it differently. When your work gets tough and you feel uncertain of what exactly you are working towards. Stop. Take two weeks off and don't even think about things related to school reform during that time. Then quit and go find some other institution and profession to destroy besides education. Those of us who are working in schools will reform ourselves just fine.

Virginia Snow

2012-03-05T14:06:00.006-05:00

AHS with some snow, we had school that day

I have always appreciated living in central Virginia. We have the best of all things here and Charlottesville is routinely listed among the top places to live in the country(I do not think that is a good thing). Our weather is a good example. I am a native but must admit that both parents arrived from northern latitudes. So snow is in my blood. It is no big deal to me. But snow around here means total insanity. Bread and milk fly off from shelves at an alarming rate. Students in class lose all self control when they see the white flakes coming down. The carnage and disabled vehicles along the shoulder of the road looks similar to a scene from Mad Max, only everything is white instead of brown.

Just park that anywhere.

Two years ago when "snowmageddon" struck I am pretty sure that I witnessed several scenes reminiscent of Lord of the Flies. Heavy snow pretty much shuts the place down. Worse than that is when we get just a few inches. The typical southern driver get overconfident and seems to think their SUV can go as fast as they want with impunity. Watching people slam on the brakes when things get slippery is so comical it is not funny. What really gets things going around here is when snow is in the forecast. The news and media spin everyone up into a frenzy and people prep for some sort of pending invasion. I think our northern neighbors find it quite amusing.

My dog Otter "swims" through 2+ feet of snow

But it is not all bad. Once in a great while Mother Nature will decide to play a trick. Such was the case this morning. After a long night of grading papers I turned in around 12:30 AM and as I did I checked the weather online. A clipper system was predicted to push south of us and maybe drop an inch or two in nearby counties. Any snow would turn to rain after a brief period. We were predicted to get only "snow showers".

At 5:54AM when the county's automated system called to announce a 2 hour delay I took the dog outside and there was not a flake in the air. We received the second call at 7:51AM to announce school was canceled we had about 2 inches. By the time I had the kids bundled up and we went outside it was up to 8 inches. As a teacher I must say the unexpected snow day is a beautiful thing. Sure it throws a wrench in SOL testing schedules, makes it tough for parents who have to work, fouls up countless plans that hinge on a Red/Blue Day cycle and we will likely have to make it up. But a surprise snow day brings a euphoric response among teachers and kids alike. A welcome diversion and break from the routine, at least for the TU.

Should we expect a few more snow days? Who knows. I would have preferred this one back in January but I am not complaining. That in like a lion thing sure seems true so far. This month involves a lot of change. March has reminded us that the weather can be pleasant, unpredictable and sadly sometimes violent and deadly. But today at least it brings a welcome respite. I am not worried about school related matters and instead will enjoy one the best things about being a teacher. So to all the teachers across the south where it doesn't snow and all the northern ones out there where snow is routine, I send my condolences. I'm off to take a nap and make some microwave popcorn.

Friday Afternoon Inspiration- Redux

2012-03-04T14:48:00.000-05:00

I know this isn't the normal stuff of the Teaching Underground, but yesterday I shared a video of the "Reading Rainbow" intro at the end of my post. It seemed too good to be coincidence that I ran across a similar video just today. I couldn't help but share. Another great Jimmy Fallon parody- Jim Morrison and The Doors cover "Reading Rainbow."

Friday Afternoon Inspiration

2012-03-02T15:50:00.001-05:00

You made it! Another week down. Twelve to fifteen to go? Depending on where you work. I'm usually drained on a Friday afternoon, maybe you feel the same, but it's the good kind of exhausted. Sometimes you get burned out, sometimes you give too much, sometimes you just want to quit. But I hope that at least today, you know that you've given all that you've got and all that you've given will be taken by your students, carried out into the world, and multiplied as they take their lessons from the classroom into life.

In college, a friend of mine argued that "Levar Burton is the most influential man in America."

"What!? The guy from Star Trek with the cool glasses?"

"Yes, but no. The same guy, but not because of Star Trek. It's Reading Rainbow."

"It's a kids show."

"Exactly. Levar Burton has the attention of so many kids every day when they get home from school. If he wants to make a difference, he's in a greater position than anyone else in America to do it. He influences the minds of a generation of youth."

Maybe not exactly an "expert opinion", but the conversation has stuck with me for over twenty years. Every day I influence the minds of a generation of youth. Probably more than 100 kids a year care more about what I say than the President. Decisions that I make every day will impact the quality of life for over 100 kids more directly than legislative decisions. One hundred children-citizens of my county will learn from me whether they can name the members of our school board or not. Lot's of people can claim that they are "in it for the children" but I'm in it so deep that my contribution can be measured.

So while I will hope that this Friday night will allow me to slip into the "comfy clothes" at an early hour and find the bed before ten. I also appreciate the fatigue.

This weekend I will not rest from the exhaustion of last week. I will rest to prepare for the next.

Happy Friday from the Teaching Underground.

Leap Year 1996- True Story

2012-02-29T06:30:00.001-05:00

I was about six weeks into my student teaching experience. Twelfth grade U.S. Government, so most of my students were either already eighteen years old or almost there. As class began, we paused for our daily viewing of Channel One.

I don’t know if Channel One is still around or not, but if you’re not familiar with it, sometime in the 1990’s schools could subscribe to this service. In exchange for wiring each classroom and providing a television, schools would broadcast a short “news” program each day that students had to watch. That’s just set-up, here’s the story.

At the end of the broadcast on February 29, 1996, the hosts of the show gave an on camera “shout out” to a friend on his birthday. They said that it was a special birthday because even though he’s sixteen years old, this was just his fourth birthday.

I was happy at least that the class was paying attention, but one of the student’s didn’t get it.

“What are they talking about Mr. Turner?”

“It’s leap year, so this kid was born on February 29. We’ve only had a February 29 four times since then so even though he’s sixteen, he’s only had four actual ‘birthdays.’”

“What? How has he only had four birthdays?”

“I’m sure he’s had birthdays, but if his actual birthday is February 29, then it only happens every four years.”

“Why is that?”

“Leap Year, we add a day to February on leap years.”

“For what?”

“Do you know what leap year is?”

“No.”

That’s the story. Remember, eighteen years old, regular education classroom, senior in high school. I’m not poking fun or belittling this student, but sixteen years later, I still have a vivid memory of this event.

At the time I remember thinking “you can’t teach that.” Leap year is simply a fact that exists. I don’t remember when, how, or why I learned it. If it hadn’t been taught in school, I would imagine that after experiencing leap year at ages 6, 10, and 14 that I would have been expecting it at age 18.

I started to wonder why this student didn’t know about leap year. Is there a standard somewhere in the elementary school curriculum? If so, can we pin-point the right teacher to blame for his lack of knowing about leap year? If there is no standard, should we create one to make sure this sort of thing doesn’t happen in the future?

At the time, I thought this: if an 18-year old hasn’t had the natural curiosity at some point in his life to wonder why this year has more days than normal, then how can I be expected to generate enough curiosity to make this student care about the government that directs his life in so many ways. I didn’t have any problem blaming this student for his deficiency of knowledge. If he doesn’t care enough to learn, how can I be expected to teach him.

I imagine that most people would find one of the preceding two paragraphs offensive—either blaming the system or blaming the student. I think both of them are flawed. When teachers blame the student for failure it becomes an excuse to give up. When politicians and ed reformers blame teachers for failure it becomes an excuse to ignore more critical problems. In either case, introducing blame sets up an adversarial system that encourages admiration of problems without moving forward into realistic solutions.

Luckily I found this the other day. So in the spirit of Kahn Academy, there shouldn't be an excuse for anymore American children to not understand the concept of leap year. All they have to do is log on and watch:

Can Math Learn from History?

2012-02-27T21:32:00.004-05:00

That's the Truth Truth
Holy $#!%, We Are Bad Teachers

Having written twice previously about the trials and tribulations of being a teacher of an SOL course in the posts above, I thought it appropriate to revisit the topic given some changes that occur this year. Throughout this post, I share some old and new math SOL questions with commentary for your testing pleasure.

With the revision of the State Standards in Social Studies last year, our scores plummeted. To make a long story short history teachers, including myself, came out smelling really bad in our state. More than other subjects, we are hamstrung by either the inability or unwillingness of the state to make the tests more transparent(they did release a whopping 7 questions to help us out and demonstrate how things are different). I guess that's not all bad because we can't "teach to the test" as much, but it doesn't help our student's scores. Not only has the VDOE released fewer past test and test questions, they have done little to clarify or define scoring and performance practices for history in more concrete terms. It makes my job harder, hurts kids and confuses parents.

What did I miss? Why does Isiah have erasers in his pocket?

Not much has changed since last February within our subject and there have been no obvious efforts at the state level to improve the situation from last year. These standards and how they are measured with the corresponding Standards of Learning(SOL) tests are as much a puzzle as ever. No further developments in terms of Detailed Performance Level Descriptions to explain things to parents. Social Studies isn't even listed.

As a department within our school we certainly looked at our individual results and are doing our best to adapt. This is true of every subject area but when they change the test, it is tough. Increasingly it seems no matter how hard we try or how well we do, it will be defined as not good enough. I suppose the higher ups in Richmond just figured we'll deal with this and get it figured out. I do not intentionally malign them, but at the least they are far distant from anything resembling the educational front lines. They sure don't seem to solicit or consider teacher feedback. If they did they'd be motivated to end the cat and mouse game that such high stakes testing has become. So social studies teachers are doing our best to manage.

Can't we just see if 5th graders can do 421 + 619 =_________

This year it is the math standards and tests that have changed. So what would I say to Virgina's math teachers... "uh oh". Math tests will measure new standards that "include technology-enhanced items that require students to demonstrate content mastery in ways that were not possible with multiple-choice tests." So these tests are harder, more rigorous and take much longer to complete. They are more wordy and for kids with poor reading skills, the climb becomes even steeper. If things play out in math like they did in social studies, it'll get rough. Math matters for AYP after all. Maybe that's why they shared some SOL Practice Items. I don't follow this stuff too closely but as score reports from first semester start to trickle out, the whispers in the woods are that things don't look good.


I like Fred, he fishes, but the creel limit on bass in VA is 2 per day

Which brings me to my not-so-bold prediction. Math scores for the 2011-2012 cycle will encounter a precipitous drop. Not sure how that will play out but I suspect it will prove significant. Virginia's math teachers and most importantly our students will not look good. Throw in the new "college ready achievement level" on certain end-of-course tests and the table is set for kids to not feel good about how they are doing.

Across the nation and in particular in VA there is an effort to develop STEM(science, technology, engineering and math) education. I wonder how these results will affect that effort. How will this play out in the media? Can we afford even more focus shifted to math at the expense of other subjects? I think back to my own high school experiences in math and can speak with certainty that more math is not always good for everyone. When I see my former math teacher walking down the hall, I still just apologize. Honest.

Parents, students, the media, principles and politicians all will react differently to drops in math scores. But be certain, teachers are the ones who will need to react the most such a scenario. Such is the Value added world that came to Virginia in 2011. Will this lead to better math instruction? Or will it result in more focus on the test and prepping for it? Time will tell what the result of such an emphasis will be.

I like orange Lollipops. Does that matter?

In November the VDOE shared a release that indicated math scores for VA students were improving on the NAEP . What's bad about that is that it will mean little to principals, teachers and parents when the scores start rolling in. I am glad I am not a math teacher(I've always been glad of this actually). So under NCLB, AYP and Race to the Top, Math is far more important than history. It counts. But as subjects they are equal. I feel for young math teachers. The slow removal of protections of due process and tenure like those proposed this year in our General Assembly have been well documented and I think the landscape of the future for young math teachers will be especially perilous. Growth Percentiles will be skewed by the change.

The letter below is an effort by one knowledgeable administrator to try and prepare parents for the questions that will certainly arise from an almost certain decline.

http://www.waynesboro.k12.va.us/documents/parents/SOL-Parent-Letter-Secondary.pdf

So to my math colleagues I say, "I feel your pain."

Who cares? The carnival is the same night as the Justin Bieber concert.

Not only do I not know the answer, but I've decided to never buy flowers again. Keanu Reeves was good in The Matrix.

Movies about Teaching(or just schools in some way)

2012-02-24T17:04:00.006-05:00

Action, Romance, Sci-Fi, and Musical are among the dozens of movie genres listed on the IMDB website. The TU feels compelled to argue for the inclusion of at least one more. Teacher Movies. Movies about teaching, like the profession, defy simple explanation. Yet perhaps they like no other medium convey what the job can really be like. If you watch all these simultaneously...maybe then you'd get a glimpse into the average teacher's day. In a world where teachers no longer have any allies, sometimes a movie about what you do can get you through.

We are no Siskel and Ebert but we do watch a lot of movies. Ergo, we are experts. In no particular order here is the not so anticipated Teaching Underground list of definitive Teacher movies with contributor commentary included. Enjoy.

Feel free to add your own favorites in the comments section

Stand and Deliver(1988)

Lindsay’s take:

Jaime Escalante, are you serious? Could he have been more awesome? Edward James Olmos does an amazing job portraying one of the most inspiring teachers ever. I got past the comb-over and really admire that Escalante for the difference he made in kids lives. I never took Calculus but bet I could learn a great deal from him. He died last year and TU tips its cap to him and this movie. By the way Lou Diamond Philips has been in more movies than anyone, ever.

Turner's take:
I was young enough to confuse Olmos' role in this film with his role in Miami Vice. Pretty confusing. I did learn the power of expectations from this film. But we sometimes only take half of the formula from this film. The expectations alone didn't make those kids succeed. They worked hard. I like that the film emphasizes how much learning is about a relationship between students and teachers.

Chalk(2006)

Lindsay’s take:

"Real Teaching Leaves a Mark" Perhaps the most unappreciated of the films on our list. Morgan Spurlock's “Office” style film was oh so close to completely nailing it. Honestly it is probably the most realistic movie. But I was left wanting a little more follow through with some of the humor in the story. But if you are a teacher, you HAVE to watch it. Ignore what offends and just laugh at the stupidity of half of what we endure. You can almost get a sense of the terror when things go south.

Turner's take:
My favorite teacher movie! I completely relate to the first year teacher in this film. Perhaps my only criticism of the movie would be that they had to plant hidden cameras in my school to gain so much inside information on it. Either that or we have more similarities than we think among public schools. From what I've read, this movie was actually made by teachers on a ten thousand dollar budget. Well worth it.

“You’re a horrible teacher” “Well you would know cause you’re a horrible student”

Lean on Me(1989)

Lindsay’s take:

Morgan Freeman does what he always does. And he makes the arrogant but admirable Joe Clark jump off the screen. I am glad I don’t work for Clark. But this movie is deep. What lies beneath? State takeovers, school reform, racial and economic disparity, failing schools…it was there all along. Why didn’t I see it? Clearly I’ll have to go back and watch this one again through the lens of a teacher in today’s world. Moral of this movie: Bull Horns = Respect Oh and know your schools alma mater, or else.

Turner's take:
Morgan Freeman patrolling the halls with a baseball bat. That's all I've got to say.

Mr. Holland’s Opus(1995)

Lindsay’s take:

Now I subbed for a music teacher when I first started and it was nothing like this movie. #1 Dreyfus isn’t crazy and all band teachers have to be crazy. Certifiable. #2 Siskel and Ebert gave it two thumbs up. This film came out as I was finishing up my education and I realized at some point while watching that hey…teaching? That can be pretty amazing stuff. (I was naïve) Funny how Holland “fell” into teaching. Not sure I did either. That’s about where the similarities end. Gotta admit being a little creeped out by the whole Rowena situation and bummed when I found out Louis Russ died. Full range of emotions, I give it two thumbs in the ear.

Turner's take:
I think the value of this film is the understanding the importance of "non-academic" subjects in education. It also shows just how different the tasks of teaching are from one subject area to the next. Other than that, I've got to admit, it isn't one of my favorites.

Dead Poet’s Society(1989)

Lindsay’s take:

I ‘m not ever sure what this movie was actually about. But it was really good. Man Mork did a great job. And when they stood on that desk at the end. Enough to make a shy kid like I was at the time pick a fight with a bully. I think that every teacher is required to stand on their desk at least once in their career. Wait…he got fired? I really can't explain why I haven't been then. “Oh Captain, my captain!”

Turner's take:
Usually I stand on my desk when I need to bang on the ceiling to get the language teachers upstairs to quiet down. But, this movie showed that education is really about growing into one's self much more than filling a brain with facts.

"Carpe Diem"

Ferris Bueller;s Day Off(1986)

Lindsay’s take:

Maybe, just maybe the most culturally significant. They just don’t seem to write characters like this anymore. Ferris, Cameron, Sloane, Mr. Rooney and everyone’s favorite Ben Stein as everyone's favorite “Economics teacher”. Required joke at some point in every class is the line “Bueller, Bueller” The experts throw in "Anyone? Anyone? Voodoo economics.” This film is about one man’s struggle to take it easy…our crafty protagonist gets through it all and beats the system and shows what can really happen when you take a day off from school. This movie is dangerous. Basically a guidebook to fool parents. It should be banned. I am glad it is not because it features my all time favorite actress Mia Sara who plays Sloane(who I maybe had a crush on then) If Mia reads maybe she’ll find my E-mail on here…just saying. I always felt bad for Cameron and not sure I really liked Ferris. Maybe I should only feel bad for Mr. Rooney? Or Charlie Sheen who really stretched himself as an actor in this one playing someone whacked out on drugs.

"You still Here? It’s over. Go Home. Go.”

Turner's take:
"Save Ferris!" A parent told me just the other day that she'd given her son permission to miss a week of school to go skiing in Colorado with some friends. He's a good kid, good grades, works well with others, etc. She felt a little guilty, but I would do the same thing. Now sometimes a kid skipping school or parents letting them do it is just irresponsible. But sometimes a little break from the routine can turn into quite a life shaping experience. Just ask Ferris.

The Breakfast Club(1985)

Lindsay's take:

“Hey Hey Hey Hey oooooooooo Oh……….”(Click to Play)

This movie like that song help me escape back to a time when life wasn’t so complicated.

Can a movie end any better? This is the oldest film on our list and as a pre-teen in 1985 this was one of those John Hughes’ films that potentially changed lives. Not sure how but that doesn’t matter. Anthony Michael Hall was and probably still is one of my biggest idols. At the time I am not sure I got have the humor in here but I laughed none the less. For the serious among you take this as a cautionary tale about leaving kids unsupervised. For the not so serious they never actually ate breakfast…hmmm?

Turner's take:
This film made me think that I definitely wanted Saturday detention when I got to high school. It's easy to forget how much emotional baggage we carry as teenagers. Watching a film like this every now and again helps put you back in that place and hopefully understand that some of the things about teenagers that we find trite and silly are really significant markers in their lives.

Billy Madison(1995)

Lindsay’s take:

A good escape and I am pretty sure it is a true story. Sandler movies are well Sandler movies but perhaps no other film collapses the process of education so well(really?). Chris Farley does his thing and too many one liners to recount.

There is for me no greater line in filmaking than when during the academic decathalon the following is spoken by the judge. As a tennis coach and fan, Bridgette Wilson gives me yet another reason to appreciate Pete Sampras.

Turner's take:
I know it's from a different film, but I'm so glad that Sandler refers to the Medulla Oblongata in The Waterboy. My psych students remember it so much better because of it. As silly as the film is, watching a grown person invade the life of school kids at least makes you think about the reason and purpose of education in the first place.

Honorable Mention that we considered
School of Rock
Dangerous Minds
   Coolio's best song

To Sir with Love
   (before our time)
Freedom Writers
   (never saw it...too artsy?)

When Is a Teacher Not a Teacher?

2012-02-21T19:18:00.002-05:00

I just sat through a professional development lecture from a lawyer on teacher and school liability issues. Overall, it was an informative and helpful experience. It raised several questions often missed in the public discussion of education. Primarily, when is a teacher not a teacher?

The issues discussed in this ninety-minute session were vital to the integrity of the teaching profession and the mental, emotional, and physical growth of our students. None of it addressed student learning or achievement. The primary focus of the talk centered on expectations and liability in the teaching profession.

Being a lawyer, the speaker’s point of view represented a “better safe than sued mentality.” The speaker strongly encouraged teachers to avoid “friending” students on Facebook and talked about how our personal and professional lives should maintain a clear boundary.

I don’t accept students as friends on social media sites, but I did think about the teachers’ role in the larger community. As I age into my profession, I am teaching students who have become real friends through connections we’ve made while living in this community. I’ve taught two of my nieces and a third is currently a student at my school. My children’s friends, who’ve been to my home and who’s parents I consider my own friends will soon enter my school. I may find my own children in my classroom in the near future.

Increasingly, I have students sitting in my classroom who I’ve watched grow up. I’ve gone to church with them, lived in the same neighborhood with them, cheered for their sports teams, and more.

These connections remind me of how much responsibility I have both in school and out to the youth of my community and nation. A lawyer will recommend that we keep a clear boundary between our personal and professional lives, but the reality is that with time, a teacher who remains in the classroom and grounded in their community can’t maintain such a clear boundary and continue to be an effective teacher no matter how hard they try. This means that if they continue in the profession they must maintain a personal life that is beyond reproach.

It is a tremendous burden. Most great burdens result in triumph or tragedy… and sometimes both.

Jon Stewart Takes on Arne Duncan

2012-02-17T08:15:00.000-05:00

In case you missed it, The Daily Show with Jon Stewart hosted education Secretary Arne Duncan last night. No time to comment this morning, but Valerie Strauss at the Answer Sheet has a few words about the appearance. We've embedded the video here for your viewing pleasure.

Part One:

The Daily Show With Jon Stewart

Mon - Thurs 11p / 10c

Exclusive - Arne Duncan Extended Interview Pt. 1

www.thedailyshow.com

Daily Show Full Episodes

Political Humor & Satire Blog

The Daily Show on Facebook

Part Two:

The Daily Show With Jon Stewart

Mon - Thurs 11p / 10c

Exclusive - Arne Duncan Extended Interview Pt. 2

www.thedailyshow.com

Daily Show Full Episodes

Political Humor & Satire Blog

The Daily Show on Facebook

Say Something

2012-02-14T15:53:00.002-05:00

Lloyd Dobler would say something.

If you don't, someone will. This truism could be applied to countless scenarios but fits well the field of public education. Fact is that there are plenty of folks out there saying stuff about education. The media, politicians, reform leader profiteers, philanthropists are all weighing in. Most of their ideas do not originate or even consider input from teachers. Some of these folks are more celebrity than educator. While some know what they are talking about, there is no shortage of poorly informed ideas.

Teachers are fond of keeping their views within our classroom walls though on occasion we pass along articles to each other originating from those that are critical of those within our profession. Some of that criticism fuels our fire to improve. What teachers and public schools face in today's climate though is a different animal entirely. Getting down to brass tacks there are those out there doing and saying things harmful to teachers and teaching and it is incumbent upon teachers(and others) to speak up.

Like just about everyone else out there teachers tend to think they work really hard. Avoiding this debate, what is agreed upon is that the teaching profession is a tough one that has a habit of wearing people down. Lots of good talented people quit. Not all teachers are saints. But they are not robots either. No great teacher goes through lessons in a mechanical manner detached from their surroundings. The simple act of teaching involves giving. Most people can only give so much. Famous for what some call "whining", teachers might deserve some criticism for our self-pity. But it is out of necessity in an effort to find support among shared hardship. It is also true that unless you teach, you just cannot understand all the job involves. Those who did so for 3 years on their way to getting credentialed up to administration simply can no longer comprehend like those knee deep in a classroom. The camaraderie and awareness of what teachers need gets lost in translation, differing priorities and perspective.

These differences are magnified when discussing the contrast between those trying to shape education and those working in it. The average teacher rarely engages directly in policy making, choosing instead to dutifully labor in the calling they love. This may no longer be possible given the assault on the profession. Ill informed individuals along with powerful and self interested groups have set sights on remaking the "school" dynamic in a way more beneficial to business and their own ideological principles. The battle front for this has been the media and in the legislature. Nationally, at the state level and locally much is being done to undermine faith and support in one of our most significant public institutions, the public school system.

He is a "General" after all.

The voices rising against pubic education often cite international comparisons, test data and carefully select facts to convince scores of people that in fact little is being done right. They can be convincing, especially without response. Unions and other education advocates have proven unable to match their volume or effectiveness or have abdicated their responsibility to maintain their influence. They instead end up as targets themselves and are named as among the chief problems with the system. There are causes for concern. But we are leaving the enumeration and resolution of those to people far from the schoolhouse door. Its analogous to entrusting military policy in the Middle East to an arms manufacturer or maybe the Surgeon General. Or a large school system to a magazine publisher...nevermind.

The future for our schools is far from certain. What is clear is that if substantive and effective changes are to occur teachers must speak up. Their views and experiences must be the bedrock of the future. As virtuous as any voices may seem if they are not formed with the thoughts of the simple teacher in mind, they are flawed. Until such time as this occurs it is only natural that things head in the wrong direction. The course will be guided solely by carefully selected data or knee jerks.

Teachers must be advocates for their students and schools on a broader stage. They must educate themselves and voice their views at a level equal to that of the philanthropist billionaires, well connected lobbyist, high minded edupreneurs and opportunistic politician if policy is to be well informed and beneficial. The debate needs balance, reason and common sense injected. So get informed. Take action. Speak up. Now is the time for all good teachers to come to the aid of education. If they do not, a disproportionate degree of influence will remain in the hands of the privileged connected few who lack expertise and perspective to really know what is good and what only sounds like it.

Hey Virginia Teachers-- Great Job!

2012-02-10T16:06:00.000-05:00

Growth Model evaluations, loss of continuing contracts, budgetary woes getting you down? Never fear teachers of Virginia, the Teaching Underground is ready to give you a pat on the back. You’re doing great! Keep up the good work and don’t let the political rhetoric and imposter reform movement ruin your day. Here’s a short list of Virginia's achievements in the past year.

Reported by CNBC, Virginia ranks as America’s number one state for business. Among the reasons for this ranking:

This year, Virginia powers back to the top spot with the best overall score in the history of our study — 1,660 out of 2,500 points. Texas slips back to number two with a respectable 1,578 points. In Education, Virginia jumps seven points to rank sixth, reflecting an effort begun in 2009 to reduce class sizes.

First of all, it’s nice to see that someone realizes that class size matters, but it’s also nice to see an acknowledgement that in Virginia, education isn’t to blame for our shortcomings. What is you ask?

Not all is rosy in Virginia. The state fell eight spots to number 26 in Quality of Life, which, among other things, measures healthcare. The number of uninsured residents in Virginia has risen steadily in recent years.

What else are we getting right in our Virginia schools?

Oh, yes, Education Week rated Virginia schools fourth overall in the nation this year. Across five categories, Virginia scored an overall grade of 82.6 compared to the national average of 76.5. Guess what categories reflect the most room for growth.

One of our three lowest scores came in Spending- 71.1 percent. Accountability was 93.3. The argument used to be that we expected money without accountability. I guess one out of two isn’t bad. Speaking of one out of two, our lowest score was a 50 percent in college readiness, but…

… according to College Board’s “Connection” web newsletter: “In an encouraging national trend, all but four states showed that an increasing number of public school graduates participated in the AP Program. Maryland again led the nation with the highest percentage of its graduates (27.9 percent) participating in AP and scoring a 3 or higher on an AP Exam. Following Maryland in the top 10 were New York (26.5 percent), Virginia (25.6 percent)…

So Virginia ranks third in the College Board’s ranking of the percentage of graduates scoring a three or higher on AP exams, positioning themselves to earn college credit in high school.

We hear a lot of talk nationally about the importance of STEM, so Virginia schools' performance in the area of Science education is important. According to the Science and Engineering Readiness index-- developed by Susan Wite from the Statistical Research Center at the American Institute of Physics and physicist Paul Cottle of Florida State University-- Virginia ranks 6^th with a score of 3.73, above average.

The SERI score is a scale of 1 to 5 reflecting how well states perform and allow opportunities for success in physics and math education and teacher qualifications.

According to The Fordham Institute report, The State of State Science Standards 2012, Virginia is one of only five states scoring a grade of A- or better.

Virginia didn’t do well on one ranking system. The American Legislative Exchange Council (ALEC)—which heavily influences the legislative agenda in Virginia— ranks Virginia schools 26^th, by using the sole measurement of NAEP test results for low income fourth and eight graders. Worse, they give Virginia a grade of C- because of Education Policy in the areas of Standards, Charter Schools, Home School regulations, Private School Choice Programs, Teacher Quality and Policies, and Virtual Schooling. This report is supposed to provide a road map for legislators to follow to bring about educational excellence in their state.

Based on Governor McDonnell’s education proposals for 2012 it would appear that Virginia is following that road map. So instead of recognizing the quality of public education in Virginia by congratulating teachers, principals, and superintendents on a job well done, we get empty words of gratitude and a policy plan that reflects the empty assumption that Virginia schools are failing.

It may not be worth much, but to the public educators of Virginia, The Teaching Underground says, "Keep up the good work. You've achieved much and we're sure you know that as educators we always seek improvement. Be proud of your efforts, continue to appreciate your students, their families, and communities, and despite policy-makers and pundits who seem bent on proving differently-- Know that your hard work, expertise, and experience makes a positive difference to the Commonwealth."

Stop reading. That's it, really. I know that statements like that always have a "but" following that essentially negates every positive comment. Not here. Good job. Knuckle Bump. That's the end of the story.

The Rap on Arne Duncan

2012-02-08T16:24:00.002-05:00

You may be aware that in December the TU took a trip to attend the National Council of Social Studies Conference in DC. One thing we looked forward to was hearing directly from Secretary of Education Arne Duncan. Perhaps even having the opportunity for him to hear from us. That did not happen. TU thinks he ducked the teachers but the official version is that he was "called to the White House." Seems other teachers and education advocates had similar experiences.

To be fair Duncan has made efforts to hear from teachers. But does he listen? He seems to ignore much of what he hears. TU and many others wonder if really understands the policies that he supports(Race to the Top). He gave a recent speech at Harvard where he addressed the issue of teacher evaluations, a major plank in the reformers platform. Duncan stated “Teacher evaluation should never, ever be based on test scores.”

So we are left to ponder if leaders know what they are supporting. Haunted by a Geoffrey Canada statement "there is no plan". The following video was created by two teachers frustrated by current efforts by reformers like Duncan and even calling for a replacement. It lacks a catchy hook and the beat leaves much to be desired. What it does have is the ability to sum up how many educators feel about the Secretary of Education Arne Duncan and overall current trends in Education Reform.

Crisis of "their" Creation?

2012-02-06T16:05:00.002-05:00


Problems sure, but an "education crisis"?

    One of TU's previous posts proposed that the popularly held feeling about our schools is inaccurate. Ask just about anyone out there about how we are doing and there is a startling degree of uniformity from the majority of respondents. "Failing". What this says is that those preaching the message of gloom and doom surrounding our nation's schools have been amazingly successful. The rub is that while there is need for change, the idea that schools are all in crisis is simply not true.

   The catalyst for the message rose partly from the chronic gaps in performance between American schools and foreign schools on international tests. Beginning several decades ago it gained more momentum when among other issues, concerns over performance among racial and economic groups drew more attention. Goals 2000, No Child Left Behind and now Race to the Top seemed designed to provide evidence of failure. This was leveraged into a frantic call for dramatic reform. It could be argued some schools and some kids are in a state of crisis. More accurately some communities are in crisis and schools reflect that. But a national crisis involving all our schools? Who stands to benefit from such a conclusion?

   Many argue that it is the children in our schools. Possibly true, but opinions differ greatly on this. To date, a call to action and the reforms generated by this "crisis" have failed to effectively remedy the ills so often mentioned as the cause of our failure. The merits of reform generate a great deal of impassioned argument. Their implementation has unarguably generated a powerful response among teachers. The response from those at ground level so far lacks a visible leader(Diane Ravitch is one exception) or influential outlet equal to that of reformers. This causes the teacher voice to lack clarity and platform causing any concerns they do express to be ignored or to go unheeded.

   In the hands of the failure reformers, what is heard from teachers is interpreted by the public as "all the things that teachers and unions oppose"and played as support for the status quo. That turns many people off to teacher concerns, even if they are valid. What teacher is opposed to what is good for kids? None worth their salt. Schools and teachers constantly strive to do better, always have. The questions remains what path is best to bring this about.   Despite the uncertainty and opposition, the movement toward rapid and sweeping change gains momentum. What the source of this momentum? Or should we again ask who is source?

   Reformers, that's who. Individuals like Gates, Duncan, Rhee, Bloomberg come to mind. Democrats for Education, Stand for Children, Teach for America along with innumerable foundations with varied missions all share the mantra of crisis. One group less visible to those not in schools that stands to benefit from a failing schools assumption is for profit education. Whether it be a testing company, edupreneur, software firm, education management group or a large corporate style foundation, many have staked a claim to public funding and are working hard to steer it where they want. They are advancing their cause by spreading the crisis message.   There is no shortage of talkers seeking and conferences out there putting the failure message front and center. Large sums are being spent on advertising or lobbying of politicians who have all too easily bought into the rhetoric of failing schools in order to leverage their own political gain. So they too feed the crisis beast. Supporters of this corporate privatization approach contend private groups can do a better job. Opponents might point out they also tend to cost more in the long run and siphon funds away from students. In the process untold damage is being done to a vital institution. Ultimately what matters is results. Testing is the core of what's used for comparison by reformers and much is left in terms of rating their true value. Most teachers express doubt as their validity and how scores are being used.

What will be the result of such a major shift in education?

   The result of this approach to education is potentially harmful. Informed voices of reason are overshadowed by the call to fix the perceived failure. In a society that demands success the public expects measurable results and buys into this crisis mentality accepting more radical measures. The blanket thrown over the public schools labeling them as failing is one from which they cannot escape on their own. They will need the public's help to stem the tide of education "de"-form. That would be a challenge with the national crisis mentality. This path prevents focus and identification of issues that could be resolved independently and successfully. Beneficial changes have occurred but you have to search for them. In sum the smothering perception of failure has more done damage than good to schools and the people in them. At the bottom of the education chain, in the local community and classroom, it has created to more problems than it has solved. That's where any change worth its salt must originate, in the school. Such innovations today are hard to come by with all the reform mandates. So this perceived crisis has led us to the brink of a real crisis.

    Much is currently being done wrong. Testing, privatization, top down corporate style reform is replacing much of the identity that was the strength of the community public schools. Change and improvement are welcome if beneficial but there is little inclusive dialogue on how to go about this. True education reform is nothing new and nothing to fear. What would John Dewey think of where we are headed? Have we have allowed certain groups and influential individuals to convince the American public we are failing so that any and all change is deemed as good. One prime example would be the celebration of school closures? How can anyone hold that up as a success? The deep divide among those in the school and those who seek to control them is evident in such a scenario. Testing scandals and debate about actual turnaround results of key reformers like Klein and Rhee are evidence the issues are far from settled.

   Not working directly in education it is difficult to grasp the scope and scale of the issues involved.   Reformers at the top believe they understand them. Using public ignorance as a tool, reformers have essentially been given the keys to the kingdom. Emboldened by this authority they roll out increasingly drastic and irreversible ideas. More and more monocracies are tolerated. They decided schools were failing. They launch more efforts to convince others of this fact. They used this environment to assume even more control, a dangerous amount in many cases. They've done little to include educators in the reform process and have created a polemical landscape rife with accusations and even fear.

Those promoting the failing mentality have become opportunists and seek sources of public funding. Diverting public monies to their latest effort with seemingly little accountability. Sounds familiar doesn't it? Their high profiles in many cases have set them up for lucrative positions when they jump ship, leaving others to clean up the mess and do the heavy lifting. The darlings of private foundations they set to work weakening aspects of the teaching profession so they opening the door for their ideas unopposed. They work hard to influence Congress and state legislatures that their ideas warrant support thereby completing the cycle. Outcome based measures of quality have become misguided, vague, ill defined and subject to manipulation. If this acceptance of unproven and unwise change continues to be tolerated what will be left?

The simplicity of a national "crisis" approach is appealing. It taps into the belief that educating our kids is among our most important tasks. How we choose to go about doing that is increasingly becoming narrowly focused, controlled, defined and implemented. If we fail even a single student it is indeed a terrible thing. But that does not equate failure for the school and certainly not systemic nationwide failure. Schools accomplish much that cannot be measured. Are we constructing a system that seeks to "educate" kids but falls short of things that will truly help them better themselves? With the current trends are we really able to prepare them to function as citizens and serve the greater good? We are creating a system built around failure. Continuing to do so will only create more problems that need to be solved. Depending on the measures used you may or may not think we are in crisis. What is certain is that a growing belief in that fact threatens to leave an actual crisis in its wake. Then again maybe that was the point of those creating this crisis?

High School Students

2012-02-03T16:00:00.004-05:00

They say the darndest things. Art Linkletter and Bill Cosby usually dealt with younger subjects than we do but working firsthand with students in high school you gain some invaluable insights. Get a sense of things by watching the clip below. So after reading all the evidence in favor of Value Added...just watch this and maybe you'll understand how we can sometimes feel. :)

Don't read too much into this. It's obviously meant to be funny.

As we enjoy an occasional laugh at their expense we must be able to laugh at ourselves. We keep in mind how much we love our jobs and the opportunity to work with our students. Oh and we too have been known to say the darndest things.

Ellen Spotlights Chester Teacher

2012-02-02T12:38:00.001-05:00

On today's Ellen show, teacher Sara Ferguson of the Chester Upland School district in Pennsylvania appeared as a guest. Everyone in America should know this story. It is not just a sad story about deficiencies in school funding. It is a story that provides an excellent contrast to the common perception of teachers in America today. These teachers continued to work and serve this community EVEN WHEN THE MONEY RAN OUT! If you weren't able to see the show, here's the five-minute clip of her appearance.

video platform video management video solutions video player

To Play, or not to Play...

2012-01-30T21:04:00.001-05:00

That is the question, before the Virginia General Assembly as among the many bills being considered on education is one that will impact whether or not home-schooled student-athletes in the state are allowed to compete/participate in public school sports programs.

Read more details below:
http://www.wtop.com/?nid=41&sid=2392927

Take the survey and share comments through the survey (or simply post a comment at the end of the post.)
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What Me Worry?

2012-01-29T12:55:00.004-05:00

Let's get rid of the bad teachers. It can't hurt can it? Honestly, who can argue with a plan to recognize excellence and eliminate roadblocks for getting rid of incompetence. After all, if you're a good teacher, you've got nothing to worry about. Right?

Current legislation in the Virginia General Assembly (HB 576 and SB 438) seeks to enact such a law. Here is a summary of what it will do:

1- any teacher during their probationary period may be dismissed without notice or reason; this includes any teacher, regardless of experience, in their first year in a new district.

How it's different from today- currently, probationary teachers have the right to "notice" and "hearing" if dismissed during the current school year. It is already possible to "non-renew" a probationary teacher.

2- all teachers will work on an "annual contract" and "continuing contracts" will be eliminated.

How it's different from today- essentially, new teachers have "annual contracts." This means that dismissal during the year requires documentation and good reason for dismissal. "Continuing contract" teachers may be dismissed, but even a non-renewal requires "notice" and "hearing" and cannot occur without a justified reason. On the annual contract, as long as a teacher is notified by June 15, they can be refused a contract for the following year.

3- evaluations must follow the Guidelines for Uniform Performance Standards and Evaluation. These standards are new as of 2011 and call for teacher evaluations to be tied to student growth. Measurements for student growth are not clearly defined and differences in testing, or lack of testing in some areas make this provision very different from teacher to teacher. All teachers must be evaluated yearly, new teachers twice a year.

How it is different from today- local school boards must create a system to address student academic progress and the instructional skills and knowledge of teachers. Furthermore, local boards decide the frequency and type of evaluation for experienced teachers.

This is just a brief summary. I encourage you to read the entire bill, or at least a better summary found here.

I consider myself a pretty good teacher. Not the best, probably in the top half. Should I worry? I remember my first year. An administrator (not my direct supervisor) had heard from students that students were out of control in my class. The administrator couldn't offer any specifics, but required me to complete a discipline plan and come back for follow up in three weeks. I never heard another thing about it, and the follow up didn't happen. I wonder if that happened after this law passed whether this nebulous assumption that my classroom lacked discipline could have led to dismissal.

In my fourth year, a new chair was appointed to our department. In our initial meeting, he said, "I'm sure that you're aware of the concern about your teaching, so we'll continue to work on that." He was shocked that I was shocked at this statement. I hadn't heard a thing. Luckily, he was willing to observe my class and try to discover the problem. A former department chair really had it in for me. Apparently the administration was aware of these supposed problems, but rather than investigate, they assumed it was true. I was able to request several evaluations to show that I was doing my job, but if that happened today, perhaps it would be easier to wait until June 15 to let me know I don't have a job in September.

Most of this proposed legislation simply ups the stakes of the system without providing the additional training or input to make it work appropriately. To borrow from the gun lobby, we don't need new laws, we need better enforcement of the laws we have. Bad teachers can be dismissed under current law. It is just a matter of providing the support to schools and administrators to effectively use current systems of evaluation and applying them appropriately.

This proposed legislation will not result in removing bad teachers and recognizing good ones. Even if it did, will better teachers magically appear to replace them. I spoke directly with my principal and the division assistant Superintendent about this proposal. Both of them said that as administrators, they wouldn't likely use the law so much to get rid of teachers as much as they would use it to encourage existing teachers to step up their performance.

In the end, as a teacher, it is a demoralizing message. It says I don't have the motivation to do my job well, so with a little incentive and threat of punishment maybe things will get better. In reality, with proper training and oversight, the current system would function better-- without proper training and oversight, the proposed system will be worse. It just isn't good policy. If you agree, let someone know.

HB 576 will be heard in the House Education Subcommittee on Teachers and Administrative Action on February 2 at 5 p.m. The committee members are as follows (all phone numbers are in 804):

LeMunyon (Chair) 698-1067, DelJLeMunyon@house.virgnia.gov
Cole 698-1088, DelMCole@house.virginia.gov
Robinson 698-1027, DelRRobinson@house.virginia.gov
Yost 698-1-12, DelJYost@house.virginia.gov
Yancey 698-1094, DelDYancey@house.virginia.gov
McClellan 698-1171, DelJMcClellan@house.virginia.gov
Morrissey 698-1074, DelJMorrissey@house.virginia.gov
Keam 698-1035, DelMKeam@house.virginia.gov

SB 438 will be heard by the Education Subcommittee of the Senate Committee on Education and Health. The committee members are as follows:
Blevins (Chair) 698-7514, district14@senate.virginia.gov
Howell 698-7532, district32@senate.virginia.gov
Locke 698-7502, district02@senate.virginia.gov
Black 698-7513, district13@senate.viginia.gov
Carrico 698-7540, district40@senate.virginia.gov

*this information was copied from the VEA Daily Reports

Victory or Defeat

2012-01-28T12:44:00.000-05:00

The current General Assembly of Virginia is considering a law to eliminate third and fifth grade Standards testing in Science and Social Studies. (Senate Bill 185) The bill comes from a Joint Legislative Audit and Review Committee report on "Promoting Third Grade Reading Performance in Virginia."

This legislation could be a positive move toward acknowledging the pitfalls of so much standardized testing of students, but unfortunately the tone of the legislation points to other motives. The rationale stated for this change is that eliminating the focus on Science and Social Studies testing, teachers and schools can focus more on the basic skills of reading and math.

Sen. John Miller (D) is quoted as saying "I think it's more important that the students be able to learn to read history textbooks than just to test them." True, that without a foundation in reading and math, students will later struggle with History and Science. But, current legislation creates such "high stakes" for testing that elimination of Social Studies and Science testing will certainly lead teachers and schools to de-emphasize these subjects.

Research shows that students who fail the third grade test are fifty percent more likely to fail in fifth grade. Officials doubt that Virginia will reach the goal of a 95% pass rate under the current framework. So what are the pass rates? Currently, rates are between 80% and 86% (83% in 2010). This means that 15%-20% of Virginia students are not reading at an acceptable level (as measured by standardized tests for which schools and teachers, not individual students are held accountable).

What about the 85% who do learn how to read in 3rd grade and will continue to improve into 5th grade? In a one-size-fits-all (maybe even one-test-fits-all) system, those students are likely to suffer through redundant and unnecessary additional practice in order to make sure reading and math scores are acceptable, instead of widening their learning into other subjects.

Here's a solution. Test the third graders in math and reading. Then, instead of punishing their teachers or schools, provide the resources needed to help these students achieve while also providing them and their peers a well-rounded education. I am glad that third and fifth graders may have two less tests to take in the coming years, but I fear that my children will attend elementary schools that have become well-oiled math and language arts factories geared to produce the best test scores before sending their students on to the next testing machine.

*this bill passed the Senate on January 24, 33-7

The Commonwealth of Virginia, Brought to You By Paramount

2012-01-27T15:56:00.001-05:00

Here's the sound bite: "Tweety Bird and Scooby Doo shouldn't be making the educational decisions in Virginia."

I don't know, maybe we should give it a try, but for those who don't know-- for many years, Virginia law has prohibits schools from opening before Labor Day without a special waiver. The law is affectionately called "The King's Dominion Law" referring to the pressure from Virginia tourism for government support by keeping a supply of tourists and employees available in the summer months.

This year, Gov. McDonnell wanted it repealed. The bill was killed in the Senate. It still has a chance in the House, but it would have to then go back to the Senate.

One thing I appreciate about this law is its honesty. No one argues or puts up the front that it is good for students. The tourism industry clearly states that it's about them, and money. No legislators voting to pass on the repeal try to justify what's good for the kids, this is "sunshine government" at its best.

On the other side, over half of Virginia school districts already start before Labor day despite the law. Repealing the law would free districts of the burden of applying for waivers and also allow more flexibility in the school calendar, perhaps opening the door to year-round alternatives.

Either way, it looks like Scooby wins the day. Hey Florida, how much clout does Mickey have?

The 2012 Teaching Underground State of the Union Response

2012-01-24T21:55:00.001-05:00

While the rest of the world is watching a Republican rebuttal to President Obama's 2012 State of the Union Address, the Teaching Underground believes that a teacher response is appropriate. So as has become our annual custom, (since last year) here's our take on the President's remarks.

The President started off on the "good foot" with his choice of honored guests to join the first Lady in attendance tonight. Sara Ferguson from the infamous Chester School district in Pennsylvania will join Michelle Obama for tonight's oration. Ms. Ferguson teaches in a school district where teachers and their union decided to teach without pay. Yes, the evil union decided that serving children was more important than their own sustenance, by continuing to do their jobs even though state and local government did not have the funds to pay them. As with most teachers, we certainly will stand for fairness and appropriate working conditions, but the message to the public-- don't confuse our zeal for what's best for the students with self-interest and greed.

On to the speech. The President's remarks are in italics, my comments follow each section.

Near the beginning of the speech, Obama proclaims that we are "A country that leads the world in educating its children." We don't hear that rhetoric on a national stage very often, I for one appreciate the sentiment. Here's what followed in the President's speech regarding k-12 education:

At a time when other countries are doubling down on education, tight budgets have forced States to lay off thousands of teachers. We know a good teacher can increase the lifetime income of a classroom by over $250,000. A great teacher can offer an escape from poverty to the child who dreams beyond his circumstance. Every person in this chamber can point to a teacher who changed the trajectory of their lives. Most teachers work tirelessly, with modest pay, sometimes digging into their own pocket for school supplies – just to make a difference.

1) Mr. Obama, most of us who follow the education news know of this $250,000 of which you speak, but haven't we done enough to discredit this study? This "fact" would do much greater good if its purpose was to increase the respect and professionalism of teachers, but instead, this study has prompted an attack on the teaching profession. Instead of promoting the importance of teachers, this study is being used to push for "getting rid of the bad ones."

2) A teacher can indeed offer an escape from poverty, but a good teacher will never be a guarantee of this escape. How many people can point to a coach, pastor, relative, or other concerned adult in their life who made the difference in motivating them toward greater things? We need to remember how influential we teachers can be, but our public needs to be aware that education alone is not the solution to poverty.

3) Most teachers do work tirelessly and today, instead of just a pat on the back, we would like "a place at the table." Our goals are not self-promotion, greed, or an easier job. We deal with children daily and believe that our expertise can lead American education policy in a positive direction.

Teachers matter. So instead of bashing them, or defending the status quo, let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.

So now we get to the real meat of the issue. What kind of deal do we offer schools? Give them resources to keep good teachers on the job... and replace the one's who aren't helping kids learn. How do we find these teachers, that's right, testing. Isn't that the metric used by the researchers to determine the "good" teachers that increase classroom lifetime income by $250,000? Rewards and threats of punishment, that's so 20th century Mr. Obama. How about we give teachers the flexibility to teach with creativity and passion, to stop teaching to the test, BECAUSE "most teachers work tirelessly--just to make a difference." Trying to make a difference is the opposite of "defending the status quo."

We also know that when students aren’t allowed to walk away from their education, more of them walk the stage to get their diploma. So tonight, I call on every State to require that all students stay in high school until they graduate or turn eighteen.

That’s why my education reform offers more competition, and more control for schools and States.

Just a few words, but that's what President Obama says to the nation about American k-12 education in 2012. He received a warm response from the crowd for these remarks. On the whole, they appear rather benign, but in today's political climate, government education policy seems to be driven by one major idea-- identify good teachers and reward them, remove obstacles for getting rid of bad teachers. Identify those teachers by test scores that provide absolute measures of success regardless of outside factors.

If you think there's more to it than that, I'd love to hear your thoughts, these are just some intial thoughts on the President's comments.

Thanks for reading, that's the 2012 Teaching Underground teacher's response to the annual State of the Union Address.

"They" don't listen because they don't understand.

2012-01-22T22:30:00.003-05:00

Do educational leaders know what's happening?
"Ground control to Major Education Leader"

In recent months many of "them" (influential figures affecting education) have become very vocal about the problems with NCLB as the looming 100% pass rate timeline approaches. Compelled to do so out of fear that their school or division will be labeled as failing. They've snapped up Race to the Top(RTTP) funds as an alternative but have honestly done little to affect the overall direction reform is headed. Shame on them! Shame on them for not doing something sooner.

Shame on them for also being very vocal about bad teachers. They seem either to not have a handle on what is occurring within schools or just don't care to listen. Early on in my state there were countless warnings about NCLB that went unheeded. Many of those calls coming directly from the classroom. Shame on them for not listening until "they" were affected. Sure teachers are sometimes the reason a class or school is not as good as it should be. Listening to many reformers out there it might seem bad teachers are the only reason. RTTP funds are being used to sell out teachers and educators even more. This "revision" might be less punitive than NCLB but it is no less harmful.

The call to strengthen and improve performance grows louder day after day. The pressure to perform is crushing. That is not a good thing for a learning environment. Positive pressure is good. An element of competition is good. A benchmark for comparison is good. What we are tolerating is bad.

A single indicator for success is not a sound approach. How would parents and students respond if a teacher used the same approach to assign a grade? Any criticism would be warranted. It is worth remembering as leaders use accountability to justify action that schools and teachers are expected to educate every child regardless of achievement level, motivation, or behavior. As we press for accountability the teacher and school are saddled increasingly with responsibility to make kids learn. Lost in the shuffle of responsibility is the role students and parents must play in this partnership. Sadly many students do not not get much if any support outside of school and do not appreciate the value of their education. Some schools can't or don't do much to mitigate this reality. The effects of such an environment are crippling.

Kids can grow into entirely dependent learners and too many lose desire or interest to advance themselves academically. They just don't like school. Gone is a love for learning that is present in young wide eyed children. They'd rather be elsewhere. But they may pass the test. So tests don't help. In fact these tests likely do more harm than anyone admits. To ignore this and place all that burden disproportionately on the education system will never remedy the issue. Geoffrey Canada has it right in this sense and what I admire most is he actually did something about it rather than just blame people. Blaming schools, kids, parents or anyone is akin to treating the symptoms and not the illness.

"The Lottery" is not a great date movie.

I recently watched the film "The Lottery" which chronicles the plight of inner city kids in NYC as they seek to gain admission into one of the Harlem Success schools. It was excruciating to watch. Not because I dislike charters. Because I felt for the kids. I disliked though how charters were portrayed and how they affect those not in or working in them. Joel Klein, Michelle Rhee, Arne Duncan and other non teaching reformers portray charters, vouchers and school choice as THE answer.   Those in the know more accurately think of them as only one of many potential medicines. They are just schools afterall. Schools freed from some of the buckling rules regular schools are forced to weather. Different in many ways but also treated differently. Do they work? Some yes, some no...and that is about as scientific a response as you can find when you Google effectiveness of charter schools.

Until you sit, immersed in a crowded room of young people unable to get them where they need to be, you'll never really get it. Teachers do not hold exclusive private membership to good ideas on education but most do have good common sense stemming from time in the trenches. Lack of complete success is part of the job and forces constant professional improvement. Any given lesson on any given day can be frustrating, inspiring, frightening, demoralizing among other things. We know this because we work with people. What we don't need is a bunch of higher ups pounding on us and making things worse. Their efforts to design systems that will attract and retain the best teachers most of the time make me want to pack my bags.

The higher up you are the less you see people and the more you see data. The more you see systems and not people. The more you think in terms of numbers and not kids. I'd like to believe educational leaders are well intentioned but the more I read and hear I arrive at the reality they just don't care what teachers think. Such a frame of mind has led us to where we are. We are led to believe schools are beyond repair and we should shudder them and start over. The people most able to functionally affect positive change feel demoralized, ignored and are leaving the teaching profession at an alarming rate. The time has come to guide reform from the bottom up and not top down. Anything else will mean a continuation of policy bereft of what is most essential to success, buy in from teachers.

What other landscape would generate the following comment?
“I would, if I had the ability – which nobody does really – to just design a system and say, ‘ex cathedra, this is what we’re going to do,’ you would cut the number of teachers in half, but you would double the compensation of them and you would weed out all the bad ones and just have good teachers. And double the class size with a better teacher is a good deal for the students.” -Mayor Michael Bloomberg

Pistols at dawn Mr. Bloomberg?   (We haven't forgotten your Cathie Black appointment) Maybe if we both had figurative pistols(meaning teachers had any real power) you and all the other "reformers" might listen. I don't usually reference the UFT but when the Michael Mulgrew says "clearly the mayor has never taught," truer words were never spoken. So I will count Bloomberg and many others among the "them" I referenced. "They" are highly skilled at both patting us on the back with one hand and with the other saying and doing things that slap us in the face. Until people at the top listen to educators opinions, insights and experience little will change for the better.

PS

If you know any of "them" recommend they read the TU. Or any other frustrated educator's blog.   There are plenty out there.

Buying The Lie

2012-01-20T14:43:00.000-05:00

These are the stakes. This is what we have to deal with. The public education narrative has been high-jacked and an increasingly large proportion of the public believes the lie. This is just a small example, but a recent report about school budget struggles in Albemarle County, Virginia provoked the following reader comment:

The U.S. spends more per child and more per capita on education than any other country. Yet we rank any where from 14th to 25th out of 75 countries in math, reading and science according to the International Student Assesment report. So, apparently throwing more money at the issue is not the answer. The money NEVER makes it to the children and the teachers who deserve it, just the beauracrats in the front office and the teachers unions.

I know this isn't NYC, D.C., or Chicago. And the "Charlottesville Newsplex" is just a small media outfit serving a small city that could hardly claim to have a suburb. These facts make the story even more important. Across the nation, the public opinion is swayed by the loudest and most prominent voices that are selling the public this idea that public education is failing because of bad teachers and unions.

I don't know where the statistics quoted come from, but the "teachers unions" comment stands out the most in this geographic area. 1) Virginia is a right to work state- there is no "teachers union." 2) The supposed "teacher union" here is funded by teacher contributions, not county budget. 3) I can't speak with certainty, but it would surprise me if even half of the teachers in our county (and Virginia) even belong to the "teacher union."

Yet somehow, in little Albemarle County, an run of the mill media consumer believes that our budget shortfall is somehow tied to the problem of "teachers unions."

I don't know how familiar some of our readers are with Virginia, but growing up in southwest Virginia furniture and textile country in the 1970's and 80's, Union was a dirty word-- to employees and factory owners alike. Unions exert little to no influence on Virginia politics, business, and society. If that's true in the private sector, imagine what it means for the public. I'm not taking a pro or anti union stance here, that's just how it is in Virginia.

I'm disturbed by how easily this comment reflects a public perception, colored by national media coverage, that unions are a part of the problem even when they are COMPLETELY UNRELATED to the problem at hand. It doesn't matter which side of the reform debate is winning online. In real life, the debate is nearly over, and America is buying the lie.

Bush on NCLB- Ten Years Later

2012-01-17T20:36:00.000-05:00

Time Magazine, January 23, 2011. Andrew J. Rotherham gives us George W. Bush in his own words on the tenth anniversary of "No Child Left Behind."

Bush: "So I'm pleased with the progress and concerned about efforts from people in both parties to weaken it."

Rotherham: "What do you think is driving those efforts?"

Bush: "Some on the right think there is no role for the federal government in education. Some on the left are saying it's unfair to teachers--basically, union issues. People don't like to be held to account."

Both parts of Bush's response define a clear divide among first, left and right politics regarding education and second, the yet-to-be-labeled opposing sides in the education reform debate.

First, if we could make policy with all of our biases on the table, perhaps everyone would understand each others goals a little better. But, I have a hard time accepting policy decisions made by those who have limiting the government role in public education as their primary goal. What better way to pull the government out of education than to convince the American public that money spent on public education is money wasted? If successful in this effort, any number of agendas are guaranteed (vouchers, school choice, private/public charters). I gravitate away from conspiracy theory, but when those who wish to undo the system play a vital role in making policy for the system, bad things are likely to happen.

Second, I do like to be held accountable. It makes me a better person. I learned long ago that one of the best ways to avoid bad practice is through openness. Letting others in on what's happening in the classroom. Parents, administrators, peers, all serve to hold me accountable for what I do. I don't like thinking that I've been doing something ineffective, but I do appreciate knowing that I've done it versus continuing to fail without ever realizing it. This statement indicates that Bush begins with the understanding that I want to teach in the shadows, without any oversight or input into my work. If you believe that I'm this type of person, then you probably don't respect me enough to listen to my professional opinion.

I don't think Bush or any of the corporate reformers want to be held accountable. It's like when your zipper is down, or you've got food on your face. I like a person with the courage to let me know so that I can avoid further embarrassment. I suppose some people prefer to go through the evening not knowing any better. Instead of listening to feedback (they'd prefer to call it complaining), corporate reformers prefer to demonize the source of the feedback-- teachers, who stand behind protection of their unions in order to protect themselves from having to do honest work for honest pay.

How have we devolved to this national narrative that teachers who care enough about children to spend hours of time with them for average pay are the one's who are holding our children back while profit driven reformers and corporate educational companies pushing for more testing and accountability are the great hope for our public school system?

(I recommend this great reply from John Spencer's Education Rethink to the Time article that accompanies the interview)

An Unappreciated Metaphor for Education

2012-01-14T12:21:00.005-05:00

I might fall from a tall building,

I might roll a brand new car.

'Cause I'm the unknown stuntman that made Redford such a star.

Steve Austin probably ended up a CEO.

That's how Lee Majors opened his show "The Fall Guy" in the early 1980s. His role as the "unknown stuntman" was not as well known as when he played The Six Million Dollar Man, but the TU agreed at lunch the other day The Fall Guy was among his finest works. Majors played Colt Seavers on the show and the theme song has earned him a place as an honorary TU member. Why you ask? Because he seems to share the unappreciated feeling all too common among today's teachers. You may have read Teacher Underground: A Metaphor for Education where we used H.R. PufnStuf to explain the players in the spectacle that is education. Thinking a bit about The Fall Guy might also lend some clarity and insights to the current state of our profession.


Colt Seavers, Can it get more American?

We all have a little Colt in us where we feel like we do all the work and and no one sees or appreciates those efforts. Teachers seem to be an easy mark for reformers and politicians intent on the appearance of movement. Teachers have become the fall guy for all the problems we face. They seem intent on laying any blame for the shortfalls of education and students on the teachers. If you spend time following national, state and even local policy you know that bashing teachers and their level of professionalism seems to be all the rage. Removing bad teachers is a key element to many strategic plans to improve education. There doesn't seem to be much thought as to how that determination is made or what else affects outcomes. Bottom line is that type of negative rhetoric is unwelcome to most educators and does little to help motivate or inspire. A leader that can change that would go a long way.

Some people and groups have always devalued the importance of teachers. But those who do so today are all too common. They criticize the teaching workforce by pointing out where we graduated, the rigor of the training prior to employment and also teachers themselves for gaining employment in a field deemed not that competitive. By far the biggest target is tenure. They say annual contracts are all that teachers deserve. Need to tighten the budget, fire some teachers. Basically those that want to help have decided saying teachers aren't good enough is the way to make things get better. If that is their goal I don't think they are doing a very good job of making our field very attractive to the higher caliber individuals they seek to recruit. Come work for low pay, little job security where efforts seem unrecognized. Apply within.

Cousin Howie, Colt Seavers and Jodi

Meanwhile the teachers of America do what they do. Like the character Seavers, we grind away at our jobs and stand by while others talk about it under the spotlight. That doesn't bother us, we signed up for that. We are fine with that and even take pride in it. But having someone then stand up and say we are doing a crappy job hurts. Much like the bumps and bruises common in stuntman work. Colt no doubt had to swallow his pride and watch some major stars take all the credit, knowing that stuntmen were an afterthought and seen as expendable. We know how Colt must feel when we hear a leader stand and spend more time trumpeting a program like TFA, where members are trained in weeks, often temporary, and enrolled for different reasons and less time on lifelong teachers.

What A-Team van?

Another parallel with The Fall Guy, he found himself in financial hard times(remember the early 1980s recession?) and had to supplement his income by becoming a bounty hunter. He turned to riding around and jumping his GMC Sierra Grande over stuff to apprehend bail jumpers with his cousin(Douglas Barr) and fellow stunt person Jodi(Heather Thomas). He found a way to make ends meet. His job was perhaps more exciting but teaching is no less unpredictable. Financial challenges are often not unfamiliar to teachers and many are forced to seek additional employment to make ends meet. We didn't take the job for the money but it is a job and we expect to get paid. Whether film-making or education, any system where people who work the hardest seem to get paid the least is pretty backward. Oh well Colt never whined about it.

Major's sang "I've died for a living in the movies and TV" and I think he's saying he has a passion for what he does. The good teachers I know share that trait in working with their students. We learned we need to have thick skin to endure. For the stuntman this is true in a literal sense and for the teacher it means you have to be willing to give of yourself when at times no one, not even your students, seem to appreciate your efforts. There will be some nights when you question whether you're going to make it. But like Seavers, you'll show up the next day and give your all. We love what we do. When the credits roll at the end of a film or when the names are read at graduation, we take some pride in a job well done. We are used to feeling unappreciated but let's not take that too far...OK?

Lee, next time you or some unappreciated teachers are in town, swing by and join us for lunch.

The Teaching Underground on Virginia's State of the Commonwealth

2012-01-11T22:56:00.000-05:00

Virginia Governor, Bob McDonnell, delivered his "State of the Commonwealth Address" this evening, part of which includes highlights of his education plans for the next two year cycle. Below are highlights from his speech with the Teaching Underground comments in italics.

States are competing against each other, and the world, for job-creating businesses.

When deciding where to move or expand, businesses look for a well-educated and well-trained workforce. We owe every student the opportunity to be career-ready or college-ready when they graduate from high school. A good education means a good job.

This is how McDonnell begins his comments on education. It is unfortunate that economics is quickly becoming the only measure of value in American society.

I have proposed an increase in funding for K-12 education of $438 million over this biennium to strengthen the Virginia Retirement System for teachers and school employees, increase dollars going to the classroom, hire more teachers in science, technology and math, improve financial literacy, and strengthen Virginia’s diploma requirements.

I appreciate the contribution to VRS, but it doesn't cover increases enough to keep from impacting local budgets. I know this is an area where public employees are often compared to the private sector. I won't complain about the benefits, but I know from friends in the private sector that I'm not getting any significant retirement benefits over them.

I haven't seen any indication that the new budget really adds dollars directly to the classroom.

STEM is certainly important, but I think it is quite over-stated as of late. We should stay competitive, but not so much that we sacrifice and devalue HEAR (History, English, Arts, and Recess). O.K.- lame attempt at humor.

As for financial literacy, perhaps there should be a remedial effort aimed toward adults who make public policy considering they demonstrate such a deficiency in this area.

We will also provide new funding for the successful Communities in Schools program, as well as funding for all 10th graders to take the PSAT, and for the start up of new health science academies.

Thank goodness we're making another standardized test possible for students. It's about time.

However, while we will put more funding into K-12 in this budget, more funding alone does not guarantee greater results.

Of course not, we need to stick it to the bad teachers.

Over the past decade, total funding for public education increased 41 percent, while enrollment only went up 6 percent. This budget will provide new funding, but we will also seek more accountability, choice, rigor and innovation.

Is the increase any wonder? How much more do we spend on testing, data collection, and reporting? Federal and State mandates and partially funded programs and policies just like what you're proposing tonight have bloated local expenses.

Providing flexibility to local school divisions is important. It is time to repeal the state mandate that school divisions begin their school term after Labor Day unless they receive a waiver. Already, 77 of the 132 school divisions have these waivers, so that the exceptions have become the rule.

DoubleSpeak- If providing flexibility to local school divisions is important, then provide flexibility to local school divisions. You meant to say 'even though our tourism industry is against it, repealing the Kings' Dominion law is a great leverage point for me to get folks on board with my less popular points like continuing contracts for teachers.'

Local communities can best balance their teaching and calendar needs with the important concerns of local tourism and business. They know their situations far better than Richmond.

And our next big initiative can be longer school years since that obstacle is out of the way.

Our teachers are well educated and motivated professionals who deserve to be treated as such.

Then do it.

Just like workers in most other jobs get reviewed every year, and are therefore able to be more accurately promoted and rewarded for their success, so too should our teachers.

When is your annual review Gov. McDonnell? Oh, that's right, it's a four year term.

I am asking that we remove the continuing contract status from teachers and principals and provide an annual contract in its place. This will allow us to implement an improved evaluation system that really works and give principals a new tool to utilize in managing their schools. Along with the merit pay pilot program we approved last year, we will provide more incentives and accountability to attract and retain the best and brightest teachers.

Can you REALLY ignore the mountains of research that show incentives and merit pay don't improve student learning? Data-driven, huh? Dan Pink save us please.

We’ve got so many great teachers in Virginia, teachers like Stacy Hoeflich, a fourth grade teacher at John Adams Elementary School in Alexandria, who was recently named the National History Teacher of the Year.

I happen to think my sister Nancy, a public school teacher in Amherst County, is a great teacher.

Your House Majority Leader, Kirk Cox, is a great teacher.

We all know strong teachers who deserve to be better recognized for the invaluable roles they play in the development and learning of our students.

Yes, and we all know racists who say "I've got lots of (fill in the group) friends." Picking a handful of teachers to praise doesn't excuse the disrespect toward all teachers communicated by your proposal.

We will also fund policies to ensure all young people can read proficiently by third grade, so they are ready to become lifelong learners. Social promotions are not acceptable. When we pass a student who cannot read well and is not ready for the next grade, we have failed them.

But we won't invest more in pre-school and real early intervention. I guess they have to be officially tested before we can justify intervention.

Our public education system must also embrace multiple learning venues and opportunities.

I agree with President Obama that we need to expand charter schools in our nation. I am proposing that we make our laws stronger by requiring a portion of the state and local share of SOQ student funding to follow the child to an approved charter school, and to make it easier for new charters to be approved and acquire property.

A Republican governor evoking the name of Barak Obama-- bad education policy knows no party. But why can't we give greater flexibility to traditional public schools and let them innovate and provide choice. In our county, we already do this with a Math, Engineering, and Science Academy and will add a Health Sciences Academy next year. Charters have no proven track record of out performing public schools.

We need a fair funding formula for the fast growing virtual school sector. I will propose that a portion of the state and local share of SOQ student funding should follow the student in this area as well, and that we implement new regulations for accrediting virtual schools and teachers.

i.e., reduce barriers and make it easier. While clamping down on teacher tenure and accountability for traditional public schools, you're going to make it easier to operate virtual schools. I bet K12 loves this.

We should also create effective choices for low-income students, so I’m asking you to provide a tax credit for companies that contribute to an educational scholarship fund to help more of our young people, and I thank Delegates Jimmie Massie and Algie Howell, and Senators Walter Stosch and Mark Obenshain for their leadership on this issue. A child’s educational opportunities should be determined by her intellect and work ethic, not by her neighborhood or zip code.

CREATE A TAX CREDIT FOR COMPANIES!!! Forget the public responsibility to provide equal opportunity regardless of economic status, let's add incentives and trust the goodwill of the private sector.

We will also propose innovations to promote greater dual enrollment in high school and community college, so motivated students can get a head start on their college educations.

The goal of all of these proposals is simple: at high school graduation, every student who receives a diploma must be college- or career-ready.

And there you have it. At least we have a simple goal.

Economists Prove Teachers Matter

2012-01-08T18:52:00.001-05:00

The headline reads "Did You Have Good Teacher? Expect to earn More as an Adult."

This conclusion was drawn from a research study conducted by three Harvard and Columbia economists that definitively connect career earnings to a student's access to a good teacher in grades 4-8. So they have essentially proven something common sense says is true.  Teachers matter.

Of course they do. There are good ones, and then there are some not so good. Just as there are good ways to use research and some not so good. The basic problem I have with this research is they define a good teacher by using student test scores alone.    If the same was done in my or any other school I am 100% certain that data would be misleading. We don't all teach the same level and thus not all the same kids with the same learning needs. They might not have the same goal in mind. By such logic it could be argued that to some degree, the students we teach define us as teachers. So what remains unclear despite this study is how to best measure quality.

Such an approach using testing to identify "good" teachers assumes cause and effect. It is then parlayed into the dreaded Value Added Measurement of teacher effectiveness. Nevermind all the other factors affecting kids during their incredibly complex development and education.   Consider if it is possible that students who already do better on tests are more likely to find success in school, get into a better college and eventually get a higher paying job. Does evidence suggest students from higher socioeconomic levels do better on tests, thus better in school, thus generally earn more money than their peers? Do the student goals differ? College admission is a goal. But who do we hold accountable when goals are not met?

The TU asks why it is that economists have all this time to study education? Might they be better served to study something closer matching their background...say, our struggling economy? Maybe some educators should spend some time studying our economy and drawing some equally obvious conclusions and then suggest some changes. Maybe they could even prove economists matter...?

The problem is not necessarily with the research itself, it is how it will probably be used. I can foresee this evidence used as rationale or justification for an increased emphasis on the validity of Value-Added Teacher Evaluations. And those teacher evaluations will rely disproportionately on student data from testing. Decision makers and politicians beholden to the appearance of taking action and doing something in our perceived education crisis will likely fail to make reasonable changes from such research and instead use it to justify a call for kneejerk and potentially harmful changes. They do not mean harm they just lack sufficient understanding of all that is involved in education.

Numerous videos are included along with the New York Times article and they do much to reinforce the notion that our schools are failing. I am increasingly frustrated by media and their lack of objectivity on education. Instead of presenting a balanced view of reality, they(and NBC) fall prey to the gloom and doom model to attract attention and readers. This undermines public confidence in our schools and has become a self fulfilling prophecy. The video at one point references the low grades the public assigned when asked to grade our public schools to illustrate this point.

If using such data driven decisions were a sound approach then we should follow suit with other public institutions. Shall we start with our political ones and remake them all in a flurry of reform? I suspect that course would meet greater and more organized resistance and be deemed unwise. The video continues on and mentions that among teachers “there's growing frustration that those skills can't be measured by a test. standardized tests are an accurate reflection of a student's achievement. 60% say those tests determine what they teach.” Subjective(using real people) as a component in measuring things isn't flawed enough to justify swinging the pendulum too far the other way. Teachers know that. If they didn't they'd make course recommendations solely based on how kids score on a test or only assign grades based on tests.

The increasing role of data in teacher hiring, retention and evaluation does something that few other human endeavors do. Rely on data more than people. The problems with VAM(Value Added Models) in such a process is described as either smart or dumb by Bruce Baker (a guy way smarter than anyone at TU)who said there were 3 main flaws with this approach. You don't even need to understand what he's saying to figure out he seems to suggest flaws with VAM.

The first error is a deterministic view of a complex and uncertain process.
The second common error becomes apparent once the need arises to concretely measure quality
The third error is a belief that important traits are fixed rather than changeable

Here are some things to consider which help put this study in proper perspective.

- The difference cited in a lifetime amounts to $4,600. Over 20 years that's about $225 a year, $19 a month, $4.75 a week, or less than a dollar a day. What if a student had a great teacher but chose a more service oriented profession with less potential for earnings...hmmm? Let's take for example...maybe a job like...TEACHING! Economists would be the ones to qualify worth solely by income. Hearts of stone those folks.
- Kids with good teachers have a .5% greater chance of going to college. So if a bad teacher taught 200 kids and an good teacher taught 200 kids, the good teacher would send 1 more on to college.
- A classroom with $266,000 increase in career earnings. If I taught a class of 30 kids who worked for 30 years that'd be about $295 difference for each of them.
- Robert H. Meyer of the Value-Added Research Center is quoted as saying “That test scores help you get more education, and that more education has an earnings effect — that makes sense to a lot of people.” The problem with that is clear to an educator. A system that relies too heavily on testing in determining the fate of our kids. Most of the nations(Finland for example) that outperform the United States on international tests do not share this test heavy approach.
- The link between teacher performance and student test scores while statistically proven, is not ironclad. Using this data in such a way has the potential to undermine the collegial and supportive professional environment among teachers and disrupt and discourage peer support. The effect would hurt all students and counteract any gains, real or perceived. In short it won't matter who you hire, it will undermine our profession.
- “The message is to fire people sooner rather than later,” Professor Friedman said. WTF? So a new teacher with less experience who needs time to develop as a professional and master their craft should be fired? What about the teacher who is asked to teach a different curriculum each year? One who is stricken with illness for a lengthy period of time health problems? That seems like sound reasoning... huh? The way to strengthen education is to fire people. Did you hear that message? In other words...blame the teachers.
- Is it possible as suggested by someone who questions the validity of such research that value added is simply the only financially practical way to tell the difference between teachers? "Observations or videotapes of classroom practice, teacher interviews, and artifacts such as lesson plans, assignments, and samples of student work" are all financially prohibitive as they'd take too much time and money to effectively implement. To me it is simple...you know a good teacher when you walk in their room...and yes that is a subjective measure. But so is measuring learning. Standardized tests are more objective but we'd be foolish to place any more weight on them than we do already.
- There is another group who has growing influence on education policy I am wary of, Pyschometricians. They contend that a test is only valid if it actually measures what they are supposed to. I haven’t seen a test, nor would I want to, that can measure how good a teacher someone is.
- Whether it is John Keynes or Adam Smith, economics is a "dismal science" that essentially amounts to theory. Kinda like education theory. I read some of the comments on the article and they seemed more soundly based on the real world.
- Are similar data heavy measures applied to similar things? Like: Our curriculum, online classes, charter schools, would they be welcome in private schools since education is education ...public or private? Or could the same conclusion be drawn from how far back a kid sits in a classroom, how fast they finish a test, or whether or not they're a student-athlete?
- "But controlling for numerous factors, including students’ backgrounds, the researchers found that the value-added scores consistently identified some teachers as better than others, even if individual teachers’ value-added scores varied from year to year." Anyone bother asking why it varied?
The study simply confirms what we already knew. The question before us is how or if that is useful. Let me be the 10,000th person to tell you that over-representing the value(pun intended) of Value Added is unwise. We have begun to employ this approach across the nation in a sweeping tide that shows little sign of turning back. We've seen the damage such a tide can do when it advances too far unchecked. What is even more frustrating is we seem to be spending more time, money and resources to develop, justify and advance these methods all for what at can at best be described as a minimal return. Thus pushing the tide even farther and doing untold damage.

So the study found out that teachers matter. Teachers matter a lot and all this data shouldn't. Perhaps a study showing parents matter would be equally useful. Allow me to briefly respond to the research after what has grown into a lengthy post. "Well ...Duh!" I'll restate what I find the most fault with about all of this, it is that data driven reform attempts to replace what throughout history has been the skilled art of teaching with some sort of exact science. In our effort to continually educate and develop the human mind we are forgetting we still dealing with people and we cannot do the job alone. Funny thing about people and their behavior is that more often than not they find ways to defy scientific explanation.

Value-added is an oxymoron if ever there was one.

Charity from Crisis

2012-01-05T19:44:00.000-05:00

"Beggars can't be choosy."

Whether it is a moral truism or not, it certainly plays out as a practical truth.

Who are you, the recipient, to judge what I, the giver, have so generously given to you. This is why we scrutinize the items of the customer in front of us when we see them pay with food stamps. If they're using my dime to feed their family then they have no business buying some of the "luxury" items in that cart.

Many institutions from fire departments to universities rely on funding from donors to supplement the public funds on which they operate. We tend to support these organizations because we a)see the value in the service they provide or b)benefit from their services (past, present, or future). Other charities don't usually get the benefit of our intentional and direct investment, we're happy giving them our leftovers. Whether it's end of year unloading, spring cleaning, or emptying our change on the way out of the store for the Salvation Army ringer, many times our contributions to charities that serve the poor are out of guilt or convenience.

Our current narrative casts public education into the second group for many Americans. The current story says that public education is an institution not just failing to meet an overwhelming need, but indirectly responsible for social ills for which the public should take responsibility. Groups with virtuous goals such as "Teach for America" sell a PR package that our consumer society gladly buys. Lack of education leads to poverty and a poor system of education has led to economic crisis.

The current story of public education tells that millions of children are being failed by a poorly functioning system hindered by low expectations, stifling unions, and incompetent teachers. Millions of children are "academically starving" and the public institutions created to feed them are failing to do their job.

The system of accountability created in Virginia with Standards of Learning testing in the 1990's and with NCLB at the federal level have lended credibility to this story. Accountability has created the context for a national dialogue which highlights failures and dismisses success. In our current popular story, we are in crisis.

Crises can bring out the best... and the worst. A crisis presents an opportunity to try things a little differently, perhaps even a little dangerous or reckless that we wouldn't normally accept. After a natural disaster, building codes which were meant to protect citizens could become obstacles for immediate shelter. Terminal patients, having little to lose may often opt for the unproven treatment. We also find opportunists in the midst of crises, standing to gain from the desperation of another.

This popular narrative of crisis would have us believe that the children of America are being failed academically by its system of public education. Instead of addressing the impact of poverty and social context, the government and "no-excuse" reformers lay the blame on schools. This story places the academic plight of American children in the same realm as poverty, hunger, homelessness-- issues of charity rather than public responsibility.

Education is not charity, it is a public responsibility.

Why Unions?

2012-01-02T17:09:00.000-05:00

On her "Walking to School" blog, Mary Tedrow recently urged the NEA to "man up" and start leading the way. She said:

Assume the responsibility for improving education and take on the role of Educator-in-Chief. We know what conditions are needed for good teaching. It's time to put our effort, our money, and our mouths where our hearts are: demand what has already been proven best for the children of the next generation by demanding the training, induction, and working conditions that allows good teaching to flourish. Do it on OUR terms, from the position of Effective Teaching, not a corporate manual. The plan has already been outlined in the Commission report Transforming Teaching.

Her post prompted me to think about why I've never joined the NEA or it's local chapter. First, I've never been shown how the NEA can benefit me. Second, I've never been shown how the NEA can benefit students. In my years of teaching, I've come to view the NEA as well-intentioned but largely inconsequential.

Can anyone tell me why I should belong to the NEA? That's an honest question. I don't have a negative opinion toward it, I just haven't seen the fruits of their labor.

Teaching Underground on Twitter

2011-12-31T08:51:00.000-05:00

For the last year and two months, the Teaching Underground has provided commentary on numerous education issues from the point of view of "two guys teaching in a basement." That is, just two average suburban teachers. We aren't all-stars, but we're pretty confident that we do a pretty good job of teaching our students. We've come to realize that most all of the "local" problems we encounter in our job really aren't local after all. Certainly each local school district faces a unique set of problems and challenges, and thankfully, each of them have their own special strengths and characteristics that set them apart. But, from technology to pedagogy to policy all of these local issues are a piece of the larger puzzle that we often miss in the classroom.

We certainly do not claim to be "the voice" of teachers, but we hope that our work at the Underground helps to educate fellow teachers, parents, and the general public on how decisions by local school boards, state legislatures, and the federal government impact the day-to-day life of the classroom.

In an effort to extend the reach of our blog, we've recently entered the world of Twitter. We're new to the platform, so feel free to offer any suggestions. Our twitter i.d. is TchUnderground. Now you can subscribe to the blog by email, follow on blogger, like us on Facebook, or follow on Twitter. (each option is available on the sidebar)

If you're new to the blog, thanks for stopping by. If you're a regular, thanks for your support. In either case, we appreciate followers (it's nice to know that people are reading) and a few kind comments go a long way toward making us feel better about what we do.

Happy New Year to all from the Teaching Underground.

Cal and Texas Not the Only Schools in 2011 Holiday Bowl

2011-12-28T22:17:00.003-05:00

As the football teams from Texas and Cal(both non-profit schools) square off on the field tonight they are part of perhaps the most visible contradiction within public education in this country, college athletics. There is a lot of money made. That much is clear. But the title sponsor of the Holiday Bowl, Bridgepoint Education(BPI) is part of a much less clear segment of education, much farther from the public awareness. BPI has proven to be one of the most successful for-profit higher education companies and as a result has become the focus of greater government scrutiny. Unlike schools involved in NCAA athletics, some of this attention is unwelcome.

Tom Harkin

Andrew Clark

In March of 2011 the United States Senate held a series of hearings on for for-profit higher education. Senator Tom Harkin(D-Iowa) took the gloves off a bit and used Bridgepoint Education as the poster child for all that is wrong with the industry. His lengthy opening statement in the Senate Health, Education, Labor and Pensions(HELP) Committee pretty much said it all and called into the question the ability of these institutions to balance profit with the purpose of education. Many claim that for-profit colleges abuse the system at the expense of the student and public taxpayer.

The CEO of Bridgepoint, Andrew Clark, chose not appear at the hearings as did all other company officials who declined the commission's requests to appear, citing an ongoing audit by the Office of Federal Student Aid. Clark, who earned $20.5 million(salary + stock options) has remade what was a small school in Iowa into a major player in the industry, one that has maximized its return. Much of that success has come with efforts in recruitment and marketing. As a business, BPI's Ashford University is an unquestionable success story. As a school, the outcomes are less apparent. So all this profit, where has it come from and at what cost? Furthermore, who pays it? Not everyone on the committee shares Harkin's views.

Link to Senate Charts

Senator Michael Enzi(R-Wyoming) spoke out against the hearings indicating that they singled out career colleges despite similar issues existing elsewhere in education. He commented “Unfortunately, by only focusing these hearings on individual examples of a problem in one sector of higher education, we have no understanding of the true extent of the problem, nor have we heard any constructive solutions for solving that problem.” he then walked out of the hearings.

On the full Senate floor Harkin said the following in advance of the hearings: “In the first year, 84.4% of students from Bridgepoint who signed up dropped out, what do you think happened to their [federal] loans? What do you think happened to their Pell grants? Students get those back? Not on your life. Bridgepoint kept them, the money went to their shareholders.”

Link to Senate Charts

Harkin added that 63% of those seeking a bachelor’s degree at Ashford drop out within a year. The basic criticism is that such schools work hard to bring in students and help them secure funding and loans knowing full well that they will not remain enrolled. Then once the funding is secured they have shown little concern if the student is successful or if they are saddled with enormous amounts of debt after enrolling since they have made their profit. True margin lies with enrolling more new students.

About a year ago on a whim I filled out an online questionnaire for information about an online degree program at such a university. By the time I got home I had sixteen messages, that's right sixteen, on my cell phone. They continue to arrive on occasion to this day more than a year later. The recruiters are persistent to say the least. The good news is I do not actually use my cell phone much and to date haven't spoken to any real people on the matter. If you ever want to get back at someone...fill out one of these forms with their info...on second thought, don't.

Harkin summed the business model up as follows: “While Bridgepoint employs 1,703 recruiters, they employ just one person to handle career planning…for the entire student body of 67,000 students.”
He wants to reform how these institutions are monitored. For certain, the Department of Education is having a hard time keeping up. But many Republican Senators(Enzi, McCain, Burr) have spoken out claiming the hearings were politically motivated and singled out for profit colleges unfairly.

Whatever the case, the money trail is big and lengthy. To date no one really seems to have a handle on who these students are, how they are affected and what all this is really costing. With higher education costs skyrocketing and the demand for a better educated workforce this issue has a greater significance than even a few years ago. The TU doesn't usually delve into higher education as it is beyond our normal daily experience in public schools, but the parallels present surrounding the for-profit education industry at both levels is clear.

As to what all this means in the world of education, I think the TU has been pretty consistent expressing concern about what motivates these for-profit companies involved in education. As they continue to play an increasing role in our public schools we might look to this debate about for-profit colleges as a cautionary tale. Just something to think about as we move into the new year. As we do we hope you enjoy the college football bowl season. Usually these broadcasts are full of graphics. So I'll throw a few in from the Senate Hearings to wrap things up.

Link to Senate Charts


Not from Senate Hearing

I just figured if you read this far you should be rewarded with a smile.

Digital Footprints Prove Costly

2011-12-24T12:57:00.003-05:00

Few of us give much thought to life before digital communication permeated every facet of our lives. Social networking is now so woven into our society it is difficult to remember life without it. But the existence of Al Gore's internet and Mark Zuckerberg's Facebook have changed things in ways we could not even imagine just years ago. Online has become the place we buy things, connect with our friends, research illness and read the news. Education is no different from the rest of the world and having an online presence is now an effective way to engage and reach out to your students.

I attended a seminar put on by our division at the start of this school year for athletic coaches, many of whom are not teachers. I think the goal was to have those less familiar with the dynamics in education reflect on the appropriate use and also the pitfalls of social networking and E-mail when working with kids. As both adults and youth increase their virtual presence we all struggle a bit to keep up with the impact on our professional and personal lives. The attorney presented myriad examples of staff who were dismissed for all sorts of things. Some were pretty dumb and were clearly warranted while others crossed into a much more nebulous area. One thing I took from the session was that in today's interconnected world, there is no separation between your personal and professional lives.

Which brings me to the curious case of Ashley Payne. She was the 24 year old Georgia teacher who 2 years ago was pressured to resign after an "anonymous" parent complaint about a photo she posted on Facebook. The photo in question was from her European vacation showed her drinking alcohol and was far from offensive or what most level headed people would consider questionable. She also had commented on her profile page using some objectionable language referencing a trivia contest. None of which was open to the public even though claims were made Payne had "friended" her students. Nor was Payne "friends" with any of her students. Nevertheless she was abruptly forced to choose between being suspended or resigning.

As usual there's more to the story. A l ocal reporter determined the "parent" E-mail complaint was likely sent by an anonymous individual and received less than 2 hours before Payne was confronted by her principal. The sender was never identified and the most plausible explanation is that an adult sent the E-mail to get rid of Payne for reasons unknown.

What this curious case reveals is that privacy as we once knew it no longer exists. We have virtual footprints that remain in place despite our efforts to the contrary. Harmless things now can return and cause trouble for us down the road.   No matter the specifics it brings into question issues my colleague covered to some degree in his earlier post "Free Speech and Ultimate Education Taboo".   Any good teacher recognizes they are role models to some degree and behave accordingly when in public. This world where lines get blurred between public and private makes all of this more complicated.

Educators know all to well how kids can lose perspective and common sense when they plug into the virtual world. It brings to mind how we need to educate our children about what is OK and what is not OK when online and how important it is to use good judgment.   Cases like this make such tutelage difficult as it seems to me Payne wasn't doing anything that would even raise an eyebrow in many instances. I had the opportunity to cover some of these issues with a group of students some time back and my message was simple..."don't be an idiot." That was actually the title of my talk. I stressed the need to stay safe, keep personal information private and finally remember when you put something online...it is no longer yours anymore and is likely public forever.

I find the lack of fairness and degree of haste used by the school division in dismissing Payne troubling. Maybe she was a bad teacher and a crummy employee. If so she could be let go for that. But in this case it appears she lost her job because she drank a beer on vacation and used objectionable language. Not in the presence of her students, not at work...but online. Could this same standard apply to a restaurant? Doubtful.

The legal case involving Payne has yet to be resolved 2 years later and as far as I could tell she is not currently teaching. A state standards board investigated the matter and said there was no cause for any sanctions against Payne. So we are left with the reality that what is acceptable is "muddy" at best and most districts likely are playing catch up when developing policies. They likely include broadly worded guidelines under legal advise. So we have to always watch even more what we do and say as no doubt others are.   The new Barrow County superintendent perhaps said it best:
“I always encourage our educators to recognize that the network is a public forum and that we need to always set our professional image and standard for how we are depicting ourselves for our students and community.” So in a sense the internet is the same as your classroom.

I think most teachers realize you are not just a teacher between 8 and 4. You are a teacher 24 hours a day. That's generally a good thing. The practicalities of being a teacher usually means you will have some sort of online presence. In doing so we must not forget to use good judgment. Even if those people who expect us to do so do not follow suit.

Apples to Apples?

2011-12-20T12:13:00.001-05:00

K12 Inc., the country's largest provider of online k-12 education has come under fire from several sources recently for it's attempts to turn a profit by drawing students away from traditional public education classrooms. Just last week, the New York Times ran an article subtitled Online Schools Score Better on Wall Street than in the Classroom. Sounds like a pretty bold claim, but we've argued before, with the dot.com decline and housing market bubble burst, education may be the last safe refuge for Wall Street in the 21st century.

Ron Packard, CEO of K12 Inc, issued a reply to this article yesterday in the Fordam Education Institute's Flypaper. I'm not completely opposed to Virtual Education. I believe that responsible virtual education within the framework of existing educational structures is vital for 21st century learning. I do have reservations about a complete package of online education outsourced to a distant and nebulous institution whose primary purpose is maximizing profit. This description may not fairly characterize K12 Inc., but Packard's defense of the company in response to the NY Times articles is less than convincing. Of the several arguments presented by Ron Packard, I found number one most lacking. I've pasted the text of his argument below:

Academic performance of virtual schools: K12 data shows that a large and growing number of students coming into virtual schools are below grade level. The high growth rate of virtual schools means that a large portion of students taking the state tests are in their first year. This makes static test scores poor measures of a school’s overall performance because students perform better on state tests the longer they are enrolled. To measure academic growth, K12 administers third party norm-referenced tests. Data from these tests show students are making positive academic gains relative to national norms.

This is not the first time that I've heard this argument to defend poor results of online learning or even charter schools. So, let's look closely at this argument. First, Mr. Packard argues that students coming into his schools are below grade level. It stands to reason that their performance will fall below that of on-grade level students. Does that mean it's the student's fault and not the school? I'm o.k. with that as long as we let our "traditional" public schools put forth the same argument. Do students matter or not? We have to be careful not to allow student ability or circumstances to provide an excuse for poor service. If online schools and charters are given a pass because of the population they're dealing with then let's not apply a different standard to public schools dealing with the same students in order to label them as failing.

Second, it looks like the tests are getting blamed. In the world of public education, again this argument doesn't fly. The tests are the tests and if you can't perform then you're not performing. Have you noticed any of the value-added or growth model laws passing across the nation? It doesn't matter whether students are transferring, adding, dropping, repeating, or not even in your class in some states. If the test scores aren't good enough, you're not good enough. That applies to schools and increasingly to teachers as well. If the tests aren't good enough to judge online education and charters then why do we assume they're good enough to judge traditional public schools.

I suppose if you can be identified by initials and your stock is publicly traded a different set of standards apply. That shouldn't be a surprise, we've known for a while that Wall Street standards don't apply to the rest of us.

All Teachers Want for Christmas

2011-12-18T22:01:00.005-05:00

The Holiday season has arrived. The TU is excited to take some time off to spend with family and friends. If you are not a despised teacher(which we hope we are not), this time of the year can mean gifts of appreciation from students and parents. While the end of the year may also bring gifts, this season has special meaning and we find the gesture quite heartwarming.

There's the plate of cookies, the candy in a coffee mug, the ziplock of homemade delights with a small note affixed to it. One family from our recent past was known for bringing in pineapples and leaving them on your desk. There is the gift card to the book store or the paperweight. Some will drop off gift cards to stores and restaurants. Cookie or hot chocolate mix in a jar, jam and other tasty treats are great. On occasion I've received cards with lovely messages inside expressing gratitude. The people that take the time to do this will never know how much such things mean.

This year was pretty lean and I saw precious few gifts of appreciation. I'm OK with that and my pride blames the poor economy. I didn't give it any thought until my wife, who is a counselor at a neighboring school, came home with all kinds of edible loot. I guess it is time for me to step it up. You know give less homework, give kids better grades who bring me stuff or just generally treat them more favorably. That was a feeble attempt at humor but if I worked in Alabama it wouldn't be so funny.

I came across a ruling in Alabama recently where the courts handed down a decision upholding a law that public employees(including teachers) could only accept "de minimis" gifts. I didn't verify the specifics of what I found, but no dollar amounts were mentioned. Among the first laws passed after elections, the law came about after some state legislators and lobbyists got a little too cozy. This news prompted me to evaluate how I would do in Alabama. I went through the list of gifts I've taken in the past and I figure I can avoid the year in jail and $6,000 fine, with a good lawyer anyway.

So students can no longer give their teachers money or gift cards, anything that can be resold, or even a holiday ham or turkey, according to the opinion. I said to myself..."who gives a ham to a teacher?" The governor spoke out and wanted to amend the law to exempt teachers. I hope people listen to him because I really like ham. I'd quickly abandon morals and professional ethics in exchange for a ham, but only if it was honey cured of course.

I guess the only thing screwy here is that no legislator thought to try and remedy the predicament that finds classroom teachers spending out of their own pockets for classroom supplies or on their pupils each year. As a secondary teacher I spend a little money, but not as much as most of the teachers I know in younger grades. An AL state ethics commission said a gift card could be allowed if someone collected a few dollars each from several students and this could be combined to buy the card. Commission staff members suggested each donation be less than $5. (At my school soliciting classrooms and students for funds, even for charity, is not really allowed but for different reasons.)

In the end it is just another example of when good ideas end up as misguided legislation affecting people in our schools. While a minimal issue in this case, it illustrates the point that it is often the unintended consequences of laws that have the greatest impact. Many of these policies and laws just make schools a less desirable place to work. Fortunately the innate rewards received from a profession like teaching endure and offset the less desirable aspects of our job. So what do teachers really want for Christmas? As teachers all we really want is the chance to do our job well, the freedom to practice our craft and for some influential people to listen for a change, as some of what we are complaining about is right.

Surprise surprise...kids end up last on the priority list.

PS
I recently placed a 40" LCD TV, IPOD shuffle and of course a Christmas Ham on Craigslist. I won't disclose where I got them :) Merry Christmas and Happy Holidays.

1989-2011: School Reform Going in Circles, Going Anywhere?

2011-12-14T19:28:00.003-05:00

In 1989 President George H. W. Bush brought together the nation's governors in my hometown for a summit on education. I was just starting as a high school junior and skipped school that day with my father in the hope I'd see the President speak at UVA's University Hall. I ended up back at school a short time later after being denied entry. The doors were shut just as I reached the front of the line. I was told at the door that even though I had the hard to come by ticket, it was common to oversell the tickets to such events to ensure the President spoke to a full house.

Twenty two years later it is clear that policies that grew out of that summit caused a massive shift in educational power from localities and states to the federal government. The climate of schools then and now and who they worry about satisfying differs a great deal. The economic turmoil of the 1970s and 1980s became linked to an educational crisis. Whether that link actually existed or not. The same is true today. This belief brought about major changes. Those changes now permeate daily life inside that same building I returned to that September day. The federal mandates have rained down onto localities, often without the needed funds. Among the biggest things that that summit produced was reliance and faith in testing as a means to remedy the now accepted belief that public schools were in big trouble. A direction begun and driven home under Bush then Clinton and again under Bush and now under Obama. Change is good when things get better. But the opposite is equally true. Change can be bad. The summit produced six goals(later expanded to 8) all of which have merit.

Annually increasing the number of children served by preschool programs with the goal of serving all “at-risk” 4-year-olds by 1995.
Raising the basic-skills achievement of all students to at least their grade level, and reducing the gap between the test scores of minority and white children by 1993.
Improving the high school graduation rate every year and reducing the number of illiterate Americans.
Improving the performance of American students in mathematics, science, and foreign languages until it exceeds that of students from “other industrialized nations.”
Increasing college participation, particularly by minorities, and specifically by reducing the current “imbalance” between grants and loans.
Recruiting more new teachers, particularly minority teachers, to ease “the impending teacher shortage,” and taking other steps to upgrade the status of the profession.

President Bush(center) with Governor Clinton(far right)

It is the pursuit of the goals that has seen less agreement. We've detailed the folly of that course ad nauseum but the over-influence of big testing companies, lack of research based evidence, and more than a decade of efforts without substantive results ought to mean that this approach has run its course. Instead we are in deeper and have perhaps literally invested too much in testing to give it up. In truth there have been few new ideas and true reform has been set aside in order to plow forward with testing, school accountability and privatization.

1983's A Nation at Risk report was the spark that lit the failing schools need fixing fire. Funny thing about that report and its' recommendations. It appears the Feds only read the cliffs notes versions and skipped some other important parts. It certainly is something we'll have to revisit down the road and warrants more than a cursory review from everyone in involved with education. There were more than a few phrases that caught my eye:

-the urgent need for improvement, both immediate and long term-how's that going almost 30 years later?
-we refer to public, private, and parochial schools and colleges alike- and what is actually getting "reformed"
-The tests should be administered as part of a nationwide (but not Federal) system of State and local standardized tests. Very interesting
-assistance of the Federal Government should be provided with a minimum of administrative burden and intrusiveness. I think some important people missed that point?

The 1990s saw this testing approach gain traction and support in both the statehouse and inside the beltway. It soon became clear there was money to be made. All of a sudden politicians, urged on by large companies now with a vested interest in promoting this direction started to take notice. Cynics would say lawmakers did so for either political or financial reasons. Others might say the rhetoric was just too irresistible. What began as basic skills testing is states like Texas blossomed into testing in competencies in periodic grades all along the path to graduation.

This reached its zenith under the heavily publicized but little understood Elementary and Secondary Education Act(NCLB). In the wake of the September 11th attacks most domestic policy remained 2nd tier at best. This law was a notable exception. No one gave the long term consequences much thought. When passed the Feds generally left it up to states to set marks and measure these standards. When asked if this approach compromised the law then Secretary of Education Rod Paige said the following:

"No. In our country we made that decision when the Constitution was drawn up. This is a state responsibility. This isn't a federal responsibility to set standards for states. So that argument's already been settled."

At the same time in 2002 noted testing expert from UCLA James Popham said of testing:

"Most educational policymakers, state board members, members of legislatures, are well intentioned, and install accountability measures involving these kinds of tests in the belief that good things will happen to children. But most of these policymakers are dirt-ignorant regarding what these tests should and should not be used for. And the tragedy is that they set up a system in which the primary indicator of educational quality is simply wrong. .... We have to create tests that really do reflect how well teachers have been teaching. Those kinds of tests will allow, I think, public education to survive. The kind of tests that we're using now is setting up public educators for absolute failure"

Rod Paige and Arne Duncan both led large urban school systems and it would be fair to say the issues they faced there might not have been exactly the same as most districts in the nation. For certain there were and are kids in every school in our nation that are historically underserved. But testing has proven far from an ideal solution. Many educators contend the unintended consequences have damaged our schools and hurt kids. Resistance to such test heavy approached was and is dismissed as defense of the status quo. This works given the accepted assumption that schools are and have been failing our nation for some time.

So where are we now and where are we headed. It was a comment by Geoffrey Canada which got my attention. His close contact with influential national leaders led him to observe "There is no plan". The comment referenced whether or not the feds or states had a solution to fix this perceived problem. Canada has done much to help kids and no doubt saved many. He's a common sense leader who was connected to teachers, school and what was really happening. A rare combination. In another address “You want to save your kids? You’re going to have to do it yourself,” he said. “Nobody’s coming.” Yet the Feds came. And so did the states. It started way back when and now appears the new paradigm in education is top down, test heavy and completely reliant on measurable results. The public seems to demand such outcomes if efforts and funding of public education is to be justified and seen as worthwhile.

The quest to remedy what we are and were doing wrong has led to the neglect and in some cases abandonment of what we were doing right. No doubt some things are better. I agree with much of what Mr. Bush called for 22 years ago. But some things are worse. The narrowing of goals, curriculum and focus on misguided measures of quality are not good things. In my state of Virginia 3% if school division made AYP in 2010-2011. If they really believed that meant something they'd fire everyone wouldn't they?

We can now tell whether a student has acquired needed information. But we might be losing sight of what makes a good school, a good teacher or a good education in our one size fits all approach. The lofty well intentioned individuals who affect school governance have increased control over what we do and how we do it. My only hope is that as we move forward I and all the other teachers will not be shut out of the conversation like I was shut out of U-Hall in 1989. I wonder if our state leaders were once again called to Charlottesville if the rhetoric would appear any different. Or would the call for reform simply reflect a consensus that our schools are in trouble and for the good of the nation something must be done.

Newt Gingrich: On Education

2011-12-12T07:21:00.002-05:00

I was at the NCSS conference in DC when I caught a quick blip on the TV featuring a comment that emerged from the Republican campaign trail. Newt Gingrich was quoted saying that “really poor children in really poor neighborhoods have no habits of working and have nobody around them who works.” OK...what? What did he just imply about poor kids? Was he trying to say something else? Was this taken out of context?

Whatever the response from a usually unapologetic Gingrich the problem that becomes evident is that discussing sensitive issues as they relate to education is a challenge. It is hard to have honest dialogue on real issues without coming off as insensitive or even acting that way. Was Newt trying to plant his flag among the far right and appeal to the Republican base in advance of the meaningful primaries or does his statement represent what he actually believes? Did he give what he said much thought? Was this just poor judgment? Should that matter?

The answer to the last question is yes since he has emerged as a contender for the Republican nod for President. While I can only speculate on some of these questions closer analysis might offer up some insights.

Like most issues one can more easily comprehend the educational debate by grouping people into two main schools of thought. The abridged version is that those on the right want a system that will put/return the US to the top by providing workers to fuel our global economy. They mostly like buzzwords like accountability and testing. Some of them even seem to favor the dismantling of public education, privatization or seek revenues back from public education either through private school vouchers or refunds to parents who homeschool.

Those on the left work hard to lay claim to the moral high ground as defenders of education and our children. Historically they have aligned with the education lobby and listed the issue toward the top of their platform. But then as now are open to the criticism they have little grasp of what and how to make things better(can be said of both parties). "Democrats for Education"...how could anyone oppose such an organization?   So the left and right like to butt heads on education but obviously both want what they think is best for our kids. But they want votes too.

So this simplified analysis leaves out the reality that the Dems and the GOP in DC sound an awful lot alike if you listen to their policies. Currently favor seems to lie with painting our schools as awful and in need of major change.    I have little faith in either party and neither one has or is able to articulate a sensible education policy on a statewide or national level. As long as ambiguous "reform" if featured towards the top of any list of ideas it is general enough to garner public support. Back to Newt. He is emerging as a frontrunner for the Republican nomination for President in 2012. That may change tomorrow but for now what he thinks about education matters.

I looked for a little more context to those comments from Newt.    Most politicians(and most people to be honest) only pay lip service to the importance of education and have little grasp of the complexity of the issues involved. But the public is at fault too as the level of awareness on the impact of important policies is sorely lacking. Politicians instead rely on lobbies and advisers for positions. The public buys into their rhetoric. There are exceptions. So I was seeking affirmation that Newt had actually given some thought to an important campaign issue and didn't just stick his foot in his mouth when I looked a little deeper.

So Newt said what he said.   But he has said a great deal more about education. I recall when he said "America's High Schools were obsolete" and he also added in that September 2007 that "we should pay kids for taking hard classes". I respectfully disagreed at the time and still do. He has sponsored a Constitutional Amendment on school prayer. Newt has an established record on education but the public and media tend to focu more on one liners and what candidates say in public. which is often reduced to the shortest possible soundbite.

Since this is the case it is always good practice to read the full remarks of politicians as painful as that may be. In this case doing so reveals he stays pretty right but his comments jump around. I agree with some things, not sure about others and there is plenty that worries me about what he has said in the past and what he says below.

This is something that no liberal wants to deal with… Core policies of protecting unionization and bureaucratization against children in the poorest neighborhoods, crippling them by putting them in schools that fail has done more to create income inequality in the United States than any other single policy. It is tragic what we do in the poorest neighborhoods, entrapping children in, first of all, child laws, which are truly stupid. You say to somebody, you shouldn’t go to work before you’re what, 14, 16 years of age, fine. You’re totally poor. You’re in a school that is failing with a teacher that is failing. I’ve tried for years to have a very simple model…. Most of these schools ought to get rid of the unionized janitors, have one master janitor and pay local students to take care of the school. The kids would actually do work, they would have cash, they would have pride in the schools, they’d begin the process of rising…. You go out and talk to people, as I do, you go out and talk to people who are really successful in one generation. They all started their first job between nine and 14 years of age. They all were either selling newspapers, going door to door, they were doing something, they were washing cars…. They all learned how to make money at a very early age… What do we say to poor kids in poor neighborhoods? Don’t do it. Remember all that stuff about don’t get a hamburger flipping job? The worst possible advice you could give to poor children. Get any job that teaches you to show up on Monday. Get any job that teaches you to stay all day even if you are in a fight with your girlfriend. The whole process of making work worthwhile is central.

School Choice in an important Republican plank

Protest Opposing Charter Schools

I looked up The Gingrich Education Plan. On his website, Newt.org it shows where he stands and I think it at the least shares some other policies Gingrich has formulated.(my thoughts follow in blue italics)

Empower parents to pick the right school for their child. Parents had the right to choose the school that is best for their child, and should never be trapped in a failing school against their will. Yeah...not so much. That "Failing school" thing ins tricky. School choice in theory sounds good, in practice it often stinks. Doesn't fix the problems and might help some kids but not others. Look at current practices to see shortfalls.

Institute a Pell Grant-style system for Kindergarten through 12th Grade. Per-pupil school district funding should go into each child’s backpack, and follow them to the school their parents wish to attend. Parents who home school their children should receive a tax credit or be allowed to keep the Pell Grant. On principle this is just a bad idea. Why not just tax people with school age kids? So much for schools being a community resource adding and a source of strength. Parents should be able to do what they want with their kids...but honestly...can most folks afford to homeschool?
Require transparency and accountability about achievement. Each state must set a rigorous standard that allows every student everywhere to master the skills they will need to be competitive, and develop a process for grading the effectiveness of every school. Thank you "Arne". Accountability has meant only one thing, ...testing. I guess I was naive in thinking that local communities should have autonomy on many things. No doubt federal and State bureaucrats far removed from schools know what is best with their extensive experience.(sarcasm)
Implement a “no limits” charter system. Uh...how about no. Charters might help but that is just a bad idea. Do they let everyone in? Carters are free from the choking regulations of normal public schools. The deal was better outcomes for more freedom. Still vague outcomes at the best, worse at least. Some limits are in place for a reason.
All of the money allocated for student education goes directly to the school. Could not agree more. Stop sending it to Pearson, private companies or anyone else who doesn't work in a building with the kids.
The school manages its own staff, whereby it is exempt from laws regarding tenure, and need not unionize. The last century saw the creation of some laws were actually well thought out and serve a purpose. Many of these include labor laws. Remove the same protection for politicians, doctors, lawyers, banks and all other areas an then we'll talk. Academia in particular has some protections that serve a very valid reason. If schools are held accountable for graduation rates and you teach seniors...just imagine when you fail a student and the principal asks you to reconsider. Novice, experienced and master teacher? Nah..they are all the same. Just widgets.
The school defines its own curriculum, in line with the state standards and assessments. Students in charters are not exempt from state assessments. The schools are not exempt from reporting requirements, nor should they be. Sounds harmless enough.
State law allows the school to “franchise” its model without limitation. That means they need not apply for a new school every time they can build a new one. If they have the demand, they must be able to serve it. Don't franchise tags make money? Any public funds divert to private hands where huge profits are involved become suspect very quickly. "Public schools are a public trust that should remain free from private, corporate and political enterprise or agendas"
The state has NO CAPS on the number of charter schools that can be approved, and the process for approving charter schools is smooth and efficient. Once again before you board up all the traditional schools maybe give some thought to the research about whether charters are any better.
Establish a pay for performance system. States and school governing boards should lift all existing prohibitions that prevent a principal from evaluating teachers based in part on student achievement. Do the same for other professions and see how they react. We don't choose our kids and we shouldn't. Who would want to teach at risk kids in school? The idea that we will work harder or be more effective if paid more is not only stupid but contrary to research.
Welcome business talent in our communities into the classroom. Every state should open their systems up to part-time teachers so that retired physicists, neighborhood pharmacists, or local accountants could teach one or two hours a day and bring knowledge to the classroom, and business-like adult expectations to the students. And programs like Teach For America should be encouraged and not limited. So much for treating teaching like a profession. Why not just hire a bunch of temps each year to staff our schools. That'll save money and that's all that really matters here right? There is a place for some of the things suggested here and TFA is a great example. But it is far from THE answer and those that present them a such are either foolish or misguided. We are dealing with young people. Dropping people without the right preparation in a room to work with young people might just be the worst idea on the list. I've seen it in action. It can be ugly. Teaching is a profession. Knowing Math ans Knowing kids are both important. Which one matters more? On any given day I am a teacher, coach, grief counselor, mentor, security officer, friend, club sponsor, mediator, club advisor, disciplinarian among other things. Teacher is not what you are , it is who you are.
Restore American history and values into the classroom. America is a learned civilization and every American, including immigrants, should learn American history and the principles of American self-government, productivity and prosperity. As Thomas Jefferson wrote in 1820: "If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be." Every student must learn to read and much of what they read should reinforce American civilization. I've said before stay away from Jefferson. He lived 2 miles from me. Maybe reconsider the overfocus on Math and Reading to the neglect other subjects. The traditional view of American History tends to be written top down and the way immigrants are singled out here is telling. "Above all things I hope the education of the common people will be attended to convinced that on their good sense we may rely with the most security for the preservation of the due degree of liberty"-TJ "Reinforce" is an interesting choice as well. I have little use for any fact where there is 100% agreement. So much for a more multicultural approach.
Protect the rights of home-schooled children by ensuring they have the same access to taxpayer funded, extra-curricular educational opportunities as any public school student. Tougher one. I am a coach and it has pros and cons. My gut says no, my heart says yes. I always think of the athletic programs as an extension of school's classrooms. With the exception that participation is a privilege. That changes things. Will they be held to the same behavioral/academic standards? Far as I know kids taken out of a school can mean less per capita state and fed funding, so how does letting them then benefit from facility and coaching etc make sense? Would private schools allow them in? But we want what's best for kids and I am assuming their parents pay taxes. Most communities offer sports of some kind. Kids can learn more important lessons about life on the field or court than in any classroom. I just get nervous that not ever saying "no" has consequences. Should we institute a no cut approach as well?
Encourage states to think outside outdated boundaries of education. States have developed very innovative models:
Individualized, 24/7 learning should be universally available online, with the Florida Virtual School (over 120,000 students for K-12) as a model. Yep, more money for the private companies and not the school. They'll keep kids interests ahead of profits...right?
Shrink the federal Department of Education and return power to states and communities. The Department's only role will be to collect research and data, and help find new and innovative approaches to then be adopted voluntarily at the local level. (applause)

Can a school board member and some principals stop the insanity?

2011-12-09T22:36:00.002-05:00

The answer to that Question: They can try. The TU has been vocal about our stance on testing, value added, and the like. As influential as we are, we realize it will take a powerful shift to change course to a more sensible path. It will also take large numbers of people. Where do you stand? Do you buy into all the testing talk? We certainly don't. Some recent news has lent a lot of support to our position and if nothing else makes us feel better.

Ask yourself this: Have you ever seen any of the tests that measure student performance? I have taught for years with such a test and have yet to see more than a handful of questions and the outdated released version. Now, such tests will most likely directly affect how I am evaluated. More questions arise like how specifically does this make me a better teacher and how does it help kids learn? Is this approach working after decades of effort?

Secretary of Education Arne Duncan recently spoke at the NCSS conference in DC and called for continued accountability. From his speech(and for the record we rarely shout):

"Testing advocates are often outshouted, however, by those who view testing as the problem. They say that testing—especially fill-in-the-bubble, high-stakes standardized testing—is a flawed tool for evaluating students—let alone teachers.
Now it is absolutely true that many of today's tests are flawed. They don't measure critical thinking across a range of content areas. They are not always aligned to college and career-ready standards. They don't always accurately measure individual student growth.
And they certainly don't measure qualities of great teaching that we know make a difference—things like classroom management, teamwork, collaboration, individualized instruction and the essential and remarkable ability to inspire a love of learning."

I preferred Ravitch myself.

Francis Gary Powers probably failed a test

Ever ask why these tests are so secret? I do all the time. I wish they'd guard our unmanned spy aircraft this closely. Then we wouldn't be looking at photos of one sitting in Iran right now. Who is holding these tests and all this testing accountable. Answer: Not enough people.

This week has seen some people above the TUs pay grade and level of influence become much more vocal in opposition to such measures. Maybe the TU should do as Iran did this week and call the Swiss ambassador to protest. It would likely have the same result. But Iran is a problem. We're not.

The links below will take you one the TU's favorites, The Answer Sheet and two posts that share the story of a school board member who arranged to take the FCAT in Florida. His story is very telling.

Part I
http://www.washingtonpost.com/blogs/answer-sheet/post/when-an-adult-took-standardized-tests-forced-on-kids/2011/12/05/gIQApTDuUO_blog.html
Follow-Up
http://www.washingtonpost.com/blogs/answer-sheet/post/revealed-school-board-member-who-took-standardized-test/2011/12/06/gIQAbIcxZO_blog.html#pagebreak

This story out of New York where public school principals are publicly opposing their state's newly developed teacher evaluation system. The whole issue of accountability, value added and the merits of testing is starting to be called into question at an increasing rate. Thank goodness. Hope it is not too late. The only rule from psychometricians I know about is do not use tests for purposes other than that for which they were intended.

All this is a step in the right direction but it will take more teachers(like the TU), more principals and most importantly parents to stop the insanity.

Diane Ravitch at NCSS 2011

2011-12-06T19:18:00.001-05:00

“If enough people care, the public may learn the course is not wise, not reform and backed by no evidence. Public Education is a precious resource that must be preserved and improved for future generations.”

-Diane Ravitch, NCSS 2011

Diane Ravitch is a voice of reason and sanity in the politically charged and reckless world of education policy and so-called reform. The Teaching Underground had the privilege of hearing a lecture from Dr. Ravitch at the NCSS national convention this weekend in Washington, D.C.

Conventional wisdom might brand her “anti-reform,” but in reality the term educational reform has been high-jacked and turned into “testing, accountability, and choice” at the exclusion of meaningful reform seeking appropriate ways to “develop qualities of heart and mind and character to sustain our democracy for future generations.” The Teaching Underground is ready to steal the term back and label Diane Ravitch as the voice of true reform in American education.

After hearing Ravitch’s talk we jokingly said to each other, “she stole all of her material from the Underground.” Since our arrival in the blogging world in October 2010, we’ve learned that every challenge we’ve faced at the local level is rooted in the national education landscape. Like Ravitch, our primary hope is that people would care, and by caring, the public will learn that our present course of educational policy in the United States often guised as reform is really no reform at all.

Ravitch’s lecture at the NCSS Convention centered around a dozen or so questions. (I was typing fast, if you were there and see that we missed a question let us know.) Below are the questions Ravitch addressed. We've included a few links to related posts on the Teaching Underground. Feel free to offer your reactions to the questions, and if you were at the talk, let us know what you thought. We'll post about some of these topics in the months to come.

Are we in crisis?
-one of the very first posts on TU: Are We Failing?

Should public schools be turned over to private management?

Why not have a free market of choices for parents and students?
-these two questions were addressed in our post Breaking the Public Schools

Should public funded schools be allowed to make a profit?
-in April we discussed The Education Marketplace

Should teachers get a bonus for higher test scores?

Will test scores go up if teacher evaluations are tied to them?

Should student test scores ever be a part of teacher evaluation?
-each of these three questions remind me of the post Why You Should Care

Should NCLB be reauthorized?
-among other posts addressing NCLB, here is 2012 or 2014

Will Race to the Top transform?
-it will certainly transform something, here's a post on NCLB Waivers and Race to the Top

Should teachers and principals have professional training?

Will competition improve schools?

NCSS National Conference Day 2

2011-12-03T17:14:00.006-05:00

The day began early began with a pleasant jog with friends. Got to see the mall by dawn with no one else around. Highly recommended. Then off we went to the convention center. Shortly before arrival we saw something unexpected when a woman tripped and fell on the sidewalk. Hard. Those nearby helped her up and I was relieved because I was pretty sure she was dead. It led to some interesting conversation about the effect cities have on people and their behavior. For the record, this TU member does not enjoy cities much.

So as we made our way through our sessions on our second day of “Dimensions on Diversity” it seemed a common topic mentioned by many presenters was poverty. It is a topic not addressed often enough in educational conversations but one that is confronted daily by classroom educators, education reformers, and most sensible people. One would think it would rarely leave our collective conscience but it seems the opposite is true. The problem is hard to ignore walking the streets of our nation’s capital where you are never far from those living within its grasp. We are fortunate that our own community suffers to a far lesser degree but suffers none the less.

Other less profound reflections on our visit:

-Another day of presenters. Some great, some good, and some not so great. Glad we went.

-Unlike yesterday, there was no bounding up the stairs it like I did a day earlier. The convention center is big and we saw all of it. Lots of up and down.

-When the 10th presenter told me they ran out of materials because they were told to make 25 copies, it got annoying.

-Many people in the exhibitors section are only there to promote and push their products. We learned quickly to avoid the flashier booths as those people are not teachers and have far less in common with ourselves. Target the plain with more substance.

-Perhaps next year we'll attend a conference and pass out cards promoting the TU as some did for their sites. That would seem out of character.
-Dyson Air Blade. Whoa.

-The C-SPAN bus was pretty sweet.

-If we go a few months without seeing a flashy TV screen Kiosk, that's OK with us.

-Escalators are big scary monstrous inventions. Maybe that's why we like them better than stairs.

We'll use tomorrow to regroup and then share some more thoughtful insights of what went on.

http://www.youtube.com/watch?v=7Yd3ouQsPFY

No visible cracks

DC Convention Center.

Mr. Dyson...nice work.

Cards for self promotion


2012 is a long ways away.

"Of course we'll ride the escalator"

The "secret staircase"

Hard to tell what this was until its dark

NCSS National Conference Day 1

2011-12-02T18:42:00.003-05:00

So as you may know we are attending the NCSS conference in DC. Given we are pretty worn out we will simply provide a summary of the days events. In no particular order here are some highlights and some of what we learned...

-TU appreciates having a point person to get us registered(Thanks Jen)
-Don't wear any attire with your school logo when traversing the vendor section...it's like wearing a bullseye. "Hey ...AHS....Right" Quickly annoying and makes avoiding eye contact nearly impossible.
-There is no clear delineation between the NCSS and the Washington Craft Show. Be careful out there.
-We sadly missed the "Using Yoga to Teach History" session. Probably for the best.
-There are lots of great ideas among the sessions.
-Some people don't turn their ringer off during sessions....no names mentioned but they know who they are.
-Diane Ravitch is the man. I mean ...well her talk was spot on. More on this in the future.
-Geoffrey Canada was quite inspiring. He's practical, understands his community well and is willing to do what it takes to help kids in a sensible way. Whether the establishment is on board or not.
-Kareem Abdul Jabaar is not only a great basketball player but also funny, knowledgeable and creative.
What we saw of his film On the Shoulders of Giants was memorable.
-Pierre L'Enfant was a genius. A maniacal genius.

So that's about all we can muster but we'll leave you with this lasting image.

A meeting of the minds

Mr. Underground Goes to DC

2011-12-02T07:52:00.003-05:00

Recently we got a call from some folks up in DC indicating they were interested in what we here at the Underground had to say. Actually it was just an E-mail, and it was not a request to hear what teachers think about education it was only a confirmation that we were registered for the National Coouncil for the Social Studies(NCSS) Conference in Washington, DC.

So we packed our bags(a bag each actually) and headed north. TU along with a handful of other teachers in our division were going national. I mean we went past National, now Reagan National on our way here. We also passed the Occupy DC site, the Washington Monument and our Hotel twice before we stopped.

Diane Ravitch. Honorary TU Member.

Harlem Children's Zone Founder Geoffrey Canada

The conference is loaded with great topics and boasts an impressive list of speakers. We anticipate the highlight of those being the speech by Diane Ravitch. Also looking forward to hearing from Philip Zimbardo, Judy Woodruff, Geoffrey Canada, and Kareem Abdul Jabaar. After registering, we learned Secretary of Education Arne Duncan would also be giving a speech. (When I heard that I wanted to register under the name "R. Neese Tinks" but thought better of it.) It wouldn't have mattered in the end as Mr. Duncan ducked us, indicating he had been called to the White House. His appearance would be limited to the ticketed "President's Breakfast" where the Teacher of the Year Awards were given out. Oh well. Mr. Tinks will not be in attendance and I will.

Secretary of Education Arne Duncan

That said we are pretty sure our attendance is an elaborate ruse to get us out of our building. When we return we fully expect to to find all of our stuff gone from our classroom and a new teacher there who has replaced us.

We are hoping to learn a lot and perhaps leave with some ideas and tools to better serve our students. Look for an update that covers our first full day in DC soon. We'll leave you with this NCSS link to some useful social studies classroom resources keep you busy.

Reform: For Our Kids...right?

2011-11-28T16:50:00.004-05:00

Can anyone oppose what's "good for kids?"

While perusing the Interweb the other day, wading past the funny cat videos, I stumbled onto an interesting article dealing with the word "reform".

Reform Is Not a Dirty Word: The real meaning of school reform by Kayla McGannon. This commentary posted by the Interim Executive Director of Stand for Children Colorado, dealt with the the recent election of the Denver school board and its larger implications. A year ago I'd have commended this organization for their efforts to make things better but now I am more reserved about whether what they are advocating actually makes things better. I am also more than a little confused about the title of the article and what this organization really does or who they are.

As a product of the pre-reform failing public schools, I dug deeper. Constantly frustrated by special interest veils and networks of vagueness it can be tough to tell what people or groups support. A brief peek at their Board of Directors and I started to get a more complete picture.   I digress as this post is not about that group, corporate involvement in education or seemingly anything at this point. Back to the article.

The title seems to lead one to conclude that there are only 2 groups of people out there. "Those who support positive change or "reform" in our schools, and those who oppose such measures in favor of the status quo. The staus quo is unacceptable by the way. This group endorsed 3 candidates and I question what that term reformer actually means.

Later we are introduced to the idea that there is a third group emerging. The "posers" who claim to be reformers and use phrases like "real reform". Huh? In the end 2 of the 3 candidates the group supported won election. The campaign message seemed to be "for our kids" or "what's best for kids." Lacking an enumerated list of what reforms this might involve it is hard to disagree. Any effort proposed to "fix" the problems linked to the idea of what's best for kids gains traction quickly. Maybe too quickly.

The article later sought to bring us all together "After all, if we are all reformers, we are all accountable for the quality of our public schools." A laudable goal but one that is rarely achieved in the divisive environment of reform. I was more than a bit disappointed in that I only found common buzz words in the campaign messages. Likely the outgrowth of a focus group meeting to identify phrases that garner support. I am coming to feel this approach is reshaping our educational landscape in a way that is not beneficial.   That is not rhetoric without forethought. You can read the article for yourself but I am increasingly wary of who and what is really driving change.

So where is momentum driving reform originating? From the people close to the schools affected by them every day who don't use these buzz words. It would be tough to support the idea these people in schools are not for kids. Or is the push from someone else working for foundations that have an agenda?   Normally it is the diversity of opinion on these complex issues that eventually bear real fruit. It is difficult to hear much diverse opinion from many powerful reformers. In fact it is alarmingly uniform. Any concern expressed about change overshadowed by well crafted "for the kids" language.

Before you bite an Apple, know where it comes from

After searching for more information on the Stand group I came across their publications page. Even a cursory review led me to some conclusions that seem common when finding things about education online. There is an agenda out there and a great deal of effort to bring more and more people on board with that agenda. Nothing wrong with that I suppose. But there is if you disagree with that agenda and don't feel it is actually best for all kids, schools, parents, teachers, our economy, education or America as a whole. Further if that agenda includes an effort to suppress dissent. The online comments following the article were polemical but also very also interesting. Here are a few samples:

Isn't Stand for Children a front for corporate "education reform" which is in the process of destroying America's public education system?........ Colorado "reform" is a great example of the damage Eli Broad and Bill Gates are doing and Stand for Children is an example of how their billions are being employed to take away local control.
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You're article reads like an extended propaganda piece with a transparent agenda that in no way actually benefits children. In fact, after reading your blog, I was amazed and appalled at how blithely you could recount as reforms the measures that are clearly contra most of the research. I pity the children and their teachers who work in your state.
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I agree that the word "reform" has been tainted. A word which once meant bettering education for children has now been warped into attacking teachers through faulty evaluations and then punishing and firing them in a blatant attempt to weaken their unions. It has become the worship of meaningless test scores. It is now the cold pursuit of failure in order to close neighborhood schools thus privatizing education and allowing the takeover of public institutions by corporate interests.REAL reform has to do with equity in funding and services, a well-trained and experienced teaching force, the autonomy and freedom for teachers to use progressive non test-prep practices, and the desire to address the gross inequalities and devastating effects of poverty we allow children to grow up in. Real reform addresses children and the people who work with them in humane, supportive ways.
I am sick of having to write the word "reform" in quotes. I want my language back.
Your organization stands for greed, not children. So please sit down.
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As a parent with a child in a public school, and a former member and local leader of a Stand for Children chapter, I never imagined that "ed reform" would be a dirty word.
Later, when Stand for Children had begun receiving huge donations from corporate funders and foundations, and had turned away from grass roots work, reform had less and less to do with the problems I wanted to see addressed in my daughter's school (primarily lack of resources).
Now, when I hear groups like Stand for Children speak of "reform", I hear an ideologically coded message promoting privitization of public education. Here reform has little to do with evidence or feasibility, and nothing to do with my own schools' needs--Stand's reform exploits and cultivates the prevailing loss of confidence in and cynicism towards public institutions, and self-governance.
Stand's "reform" is a dirty word indeed.
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So is all this what's best for kids? It would be nice to be included in that conversation. I'll close with is quote from the article:"Long into the future, no one will remember who supported which policy. What they will remember is whether those policies actually made a difference. " I would simply point out that there are a frighteningly small number of actual educators who support these reforms. That ought to mean something and maybe provide some insight into what is best for kids.

Sometimes it takes someone more articulate than yourself to make a point.
In the current national discussion about education reform, the loudest voices are not necessarily those of the people who are directly affected by what happens in our schools – the students, parents, teachers and school communities themselves.

Ten Reason’s We’re Thankful at the Underground

2011-11-22T16:16:00.004-05:00

1. We’re employed. Once taken for granted, a job in today’s economy is certainly a reason for thanks.

2. We’re teachers. That means that we’ve got more than just a job. It is as much who we are as what we do.

3. You Tube. Education, entertainment, social connections, and sharing. And, where else could you find something like this.

4. We’re married to educators. Going home to someone who understands your day saves hours of explaining “how was your day.”

5. Albemarle County (High School). We work with some pretty amazing adults and students every day.

6. Free food. Nothing says thank you like free food. Whether an occasional plate of cookies to full-blown meals provided by parents, we certainly love being fed.

7. America. (Playing the Patriot card seems appropriate)

8. Readers. It is humbling to see that people continue to read our blog. We certainly appreciate your support.

9. Inspirational Quotes. When you just don’t know what to say, it’s great to rely on the greats. “If they can make penicillin out of moldy bread, they can sure make something out of you.” (M. Ali)

10. UVa playing Va Tech in a meaningful game for a change at home. Go Hoos!

Basic Ideas of Education...I mean democracy

2011-11-17T16:07:00.008-05:00

Once upon a time before NCLB, I actually taught government. Then I was told I didn't. Just that simple(in a related twist Turner was told he did). The details of why are lost among the recesses of my mind but I was reassigned and not because of anything I did. It was a result of NCLB language.   As a younger teacher it takes time to build a library of resources. Thus I relied heavily on the textbook in those days. So maybe I didn't meet the term "highly qualified" by my degree when I started but what new teacher ever does? I thought 6 years would have earned me that label. I was wrong.

Cleaning out the room last summer I came across some of the materials I used teaching government once upon a time. I recalled working hard to convey to all my senior students key ideas about our great nation.    Liberty, Freedom, Opportunity and all the other cool stuff that makes us who we are as a country. It reminded me that I struggled with the constantly changing landscape of the politics. Elections made it hard to keep up with the faces and names. I learned quickly to steer the focus of my students to the bigger ideas of our democracy.

One thing I constantly stressed with my kids back then was that they mattered. Once they turned 18, and even before, they could make a difference. Their voice, their wallet, their time and of course their vote were all ways to make an impact. I tried very hard to instill in them a sense of political efficacy. Beyond that I tried to convey that there is a common set of beliefs that somehow weaves us all together as Americans.   As I examined an old notebook of mine and weighed its fate, some of the materials caught me eye.

One section I had written said:
Basic ideas of Democracy
    1. Worth of the individual(respect all people, make sacrifices for group: like taxes)
    2. Equality of all persons(does not mean all have same abilities, all should have an equal chance      and same under law)
   3. Majority rule, minority rights(usually make correct decisions, must listen to minority)
   4. Need for compromise(blending of different views, important to freely express ideas)
   5. Individual Freedom(everyone given freedoms but they must be limited, complete freedom would result in anarchy, democracy balances freedom and authority)

That pretty much sums up a great deal of what this country is about. Oh and the fact that we are awesome...that part I left out. As I sat my mind wandered to how I would deal with today's political climate if still teaching government. What a challenge I thought. Or is it? Politics certainly enters my classroom discussion from time to time. With 9th graders you have to tread a little lighter than with 12th graders. I'd describe the grasp of politics for most of them as knowing just enough to be confused or dangerous. But I sense they also share a love of our nation coupled with a growing dislike of the political tensions within the government running it. Left or Right it doesn't seem to matter.

These thoughts of our government segway nicely to thoughts about education. We live in a nation that sees fit to place the important choices in the hands of those farthest from the classroom, farthest from the students, farthest from the parents and farthest from the impact of those decisions. To paraphrase JFK "the very word secrecy in a free and open society is repugnant." This approach has come to symbolize our country’s educational management in many ways. Small numbers of people with a great deal of influence. Dissent is dismissed or silenced not welcomed. The idea of questioning things and being able to ask questions and get answer is intertwined with independence is the seed that made this nation strong. Within our many of our nations school systems that idea has been stifled and confined by a desire to control or micromanage, much to the detriment of our children, our schools, our profession and our future.   Top down decision have become the norm.   Nationally there has always been concern about ceding too much control to those at the top and the practice is reserved for extreme crisis. Existing or manufactured that seems to have been the case in education.

There are a handful of professional endeavors as noble as to teach the young. That is not to say teachers are in any way better than any other member of our society. But is an acknowledgment that they perhaps best understand how to educate. Why is it then the financing, structure, and curriculum of our schools is controlled by those who no longer work in a school? As flawed a model as there ever was.

Our democracy allows for each of us to find his or her own path and pursue it as we see fit.   Pity it does not allow some of these same freedoms within our schools. I guess there's good reasons for this. But it could be argued that schools are now operated by the ill informed who do not visit, ask or experience before making decisions. Who follow the reform of the hour with no accountability as to the result. Who make decisions without enough concern or understanding. Subject to be misinformed either intentionally or out of ignorance .

Our schools are not political capital.. They are not an intellectual laboratory. They are not static. They are not perfect. They are not all truly failing. And most certain of all most people in them think they are not currently being well led from the top.   Failure here lies with anyone who does not recognize the value of allowing our schools to create their own identity, community and pursue it to best serve their own kids.

What all that venting reveals is I have a low sense of educational efficacy.   Surely I make a difference with my kids. But it grows increasingly more difficult to do so as well as I used to.
Whether it be new testing, curriculum, value added, compensation practices, treatment of longtime employees, resource allocation, over-reliance on technology, a disconnected leadership structure, poor evaluation systems, promotional practices, privatization of public school funds, reform policies in general, they are woeful when compared to what could and should be done. In short it just seems a lot going on here is contrary to much of what is on the list above.

Watching Chaos

2011-11-15T07:12:00.001-05:00

I admit my attention span is short and I'm tired of hearing or using the word Occupy. But I don't tire as easily when discussing or informing my views on education. It is in this context that the following video becomes relevant. Imagine if you will entering a classroom where the teacher is disengaged, irrelevant and unresponsive to student needs. Then compare that to what occurred at a Panel for Educational Policy(PEP) meeting in New York recently.

Is what we are watching a response by a public that sees leaders as disengaged, irrelevant and unresponsive? Has education reform become too reliant on Top Down decisions in pursuit of desired outcomes? How are these top down decisions being perceived by stakeholders? Are the few creating a process that ignores the voices of many that could affect lasting and positive change? Will this closed process engender support or further alienate decision makers? Is this approach consistent with the ideals of democracy? Shouldn't we expect more from our leaders?

Love to hear some comments after watching.

Fixing Education

2011-11-07T15:50:00.001-05:00

“Either fix our schools or get used to failure”

News stands across the country will feature that statement top and center on the November 14 edition of Time magazine this week. To accompany the piece, its author, Fareed Zakaria, hosted a CNN GPS special “Fixing Education” on Sunday evening. In a sick economy, I suppose that another attack on education sells magazines and draws ratings at least, and lessens the economic downturn for someone. Of course in this case, that might be just fine. It turns out that the author has found the magic bullet for building an excellent system of education and turning the American economy around. Quite profound actually, here is the solution:

“work harder and get better teachers”

Why didn’t anyone think of that already? Well, according to the author the answer is very clear. Half of American teachers graduated in the bottom third of their college class. I guess there aren’t enough smart people in education to figure out the “work hard and get better teachers” formula. Mr. Zakaria arrived at this articulate solution to the education problem by looking overseas toward nations that seem to get education right.

He first points to South Korea. American school children spend less time in school than in South Korea (and many other Asian nations.) He uses the 10,000 hour rule described by Malcolm Gladwell in his book “Outliers” as proof-- 10,000 hours engaged in a task for one's skill set to reach 'expert' status. In a stroke of genius, he suggests that if American students just spent more time in school, we would see dramatic improvements in the system.

The second “global lesson” comes from Finland. These sneaky Scandinavians managed to stay under our radar while they built an education empire by selectively hiring the best and brightest as teachers. On top of that, they pay them well and treat them with the same professional respect as doctors and lawyers. They emphasize creative work and shun tests for most of the year according to Zakaria. That’s the second variable in our formula for excellent schools—find better teachers.

This article is so ground-breaking, its impact could spark a revolution. Why stop at education. Imagine the possibilities if this model were applied to other professions. The NFL- if we just find the best coaches and make them practice longer with the team we’ll win the super bowl every year. Investments- if we just find the best and smartest portfolio managers and make them work long hours we’ll get the best returns. Retail- if we just hire the best salespeople and have them put in lots of hours, our profits will skyrocket. Or what about industry- if we just hire the most productive workers and increase their hours, our profits will hit the roof. Maybe our government could even function better if we would just elect the best officials and make them spend more time in session.

I doubt I’ve been too successful in my attempt at humor, but honestly, this article had quite the opposite effect of making me laugh.

Further Reading on the burden
of schooling many children face.

Let’s look first at time. Most American school children spend thirteen years in school, one-hundred eighty days a year, at least six hours a day. Over 14,000 hours in class (not counting homework). This far surpasses the 10,000 hour rule. Personally, my children are involved in athletics that probably account for between 3-5 hours per week averaged over the year. My middle school son just began a weekly commitment to Destination Imagination and I’m sure that as he and my elementary aged daughter get older, their athletic and extra-curricular involvement will increase. They also have church related commitments that equal 3-5 hours a week. My family values each of these commitments as much as education and I don’t expect my children’s “earning potential” to suffer because they don’t spend enough time in school. I would actually think that my children would suffer from requirements that they spend additional time in school beyond what is currently required.

Then what about these “exceptional teachers.” In other contexts, just take sports for example, an exceptional athlete may never reach their potential until placed in the proper situation. Teaching doesn’t take place in a bubble. Current systems for measuring teacher quality focus almost entirely on how well they affect student achievement on standardized tests. Looking to Finland without addressing the fact that children in Finland are taken care of in a near socialist fashion fails to recognize that the highly qualified teachers of the nation are dealing with students who are highly prepared for school by a government system that fully addresses issues of poverty, health care, and safety that are left to the schools to deal with in the United States. In the United States, we’re labeling effective teachers by student test scores. In Finland, they are labeling effective teachers by their training and efforts.

Putting the two together, Zakaria interviewed Bill Gates for the article and news special. Gates and others assert that experience doesn’t have an impact on teacher quality. It would seem that if Gladwell’s 10,000 hour rule was so strict, a teacher would have to practice for ten years before making it to “expert” status.

Mr. Zakaria, I appreciate that you are concerned about the public education system in the United States, but I worry that articles and news broadcasts such as yours do more damage than good. You have limited exposure to the reality of day-to-day education in the United States and your simplistic view of what we can do to fix it reveals the danger of the “arm-chair” administrator to our system.

I teach in a school district with average SAT scores of 556/554/544 (Reading/Math/Verbal). Eighty-Three percent of our graduates pursue higher education. Ninety-three percent of our students graduate on time. The College Board recently recognized us for efforts at increasing access to the AP curriculum while increasing the percentage of students scoring a three or higher on the exams. (81%) Of those, I taught AP to nearly 150 students last year with 90% scoring a three or higher. As an individual teacher and a district, we're doing pretty well. We also recognize that status quo is not an option and consistently work to improve our effort on behalf of students.

The constant fixation on aggregate numbers paired with stories of great success and great failure at the expense of the commonplace paints an entirely unrealistic picture of what goes on in our nation’s schools every day. It also creates an unnecessary urgency for uniform dramatic change that will kill the success of systems such as mine while attempting to fix the problem of underperforming urban districts. The tagline on the cover of Time—fix our schools or get used to failure—unfairly labels a school such as mine, already demonstrating success and consistently moving toward improvement, as a problem. Instead of recognizing our efforts, we’re scapegoated as the primary obstacle to our nation’s recovery from an economic crisis.

Thanks for the quick fix, we’ll get started on it tomorrow and tell you how it goes. Unless of course you’d like to open real dialogue and acknowledge the diversity of the education systems in the United States and figure out how we target the areas that are failing, develop innovative solutions to consistent problems, and sustain and nurture the systems and teachers who continue to effectively prepare the next generation for a productive life in a global society.

How Much is Too Much?

2011-11-04T21:25:00.000-04:00

Let's dismiss for a moment all the academic things schools do. I suggest this since I admit readily that kids learn as much (perhaps more) about life outside of my classroom as in it. I strongly believe that the rich nature of the experiences that kids encounter in school best enables them to succeed and thrive.

But, that is not why schools exist. Schools were created to teach our young people what society determines they need to know. For better or worse, this is how students and teachers are measured. If a kid does not "get" what they need, the school shares an increasing amount of the responsibility.

In recent years the pressure has grown to maximize what kids learn. Few would argue with the idea that we should try to teach all kids more. What sometimes goes unnoticed is the price paid for such efforts and uniformity and even volume. NCLB was clearly motivated by efforts to better serve populations that were traditionally underserved in public schools. But it turned into a monster that must be fed.

It’s not as much about what is taught as it is about what is measured. We grew so eager to measure what kids learn that we’ve made the measurement the point. With so much additional focus on testing, something has to go to make room. Trying to keep good, fun, quality learning becomes a greater challenge by the day.

So, something’s gotta give. There is just not enough time. We could go to school every day all year. The problem would still exist.

Time has come today

Young hearts can go their way

Can't put it off another day

I don't care what others say

They say we don't listen anyway

Time has come today

Those are prophetic words indeed. I see the relationship of these words to education as we continue to fit more and more into a full glass. The constant is not the length of the school day or calendar, it is the fact kids are people. More accurately they are young people. They need time for themselves. They need to decompress. They need downtime.

Each year it seems we ratchet up the pressure on them to do more to the point where the phrase joyless childhood might even apply to some. Though I think of Chinese schools first with this description, I hear more and more from anguished parents and students who are reaching the breaking point.

Most conversations about time come back to the topic of how much time students spend on homework. I am aware that homework now consumes a significant portion of my students’ lives. They have trouble finding the proper balance. For too many it amounts to spending too much or none. I always laugh at how we now control their access to sugar, fried foods, websites and the like but don't seem to recognize or seek to help them choose an appropriate course workload.

So how much is too much? With 9th graders it is among the most commonly asked question.

Our division moved from a schedule of seven periods to eight periods two years ago. Is this too much? Who knows, but is certainly has become for a number of students. Maintaining high standards and continuously increasing achievement with a greater volume of coursework conflicts with some basic notions: We want kids to enjoy school so that they choose to participate, we want kids to develop a love of learning, we want kids to be kids and have the freedom to explore a diversity of opportunities outside of the school environment.

A recent article from the Atlantic puts a focus on how much this emphasis on quantity and volume of instruction might impact our children.

"Since about 1955 ... children's free play has been continually declining, at least partly because adults have exerted ever-increasing control over children's activities," says the author Peter Gray, Ph.D., Professor of Psychology (emeritus) at Boston College.

Even in the form of additional opportunities and offerings, educational requirements are adding to the ever-increasing adult control of children’s activities.

The article concludes by saying:

When parents realize the major role that free play can take in the development of emotionally healthy children and adults, they may wish to reassess the priorities ruling their children's lives.

Perhaps it is not only parents who need to reassess priorities.

This article on "Play" of all things helps keep things in perspective.

http://www.theatlantic.com/life/archive/2011/10/all-work-and-no-play-why-your-kids-are-more-anxious-depressed/246422/

NCLB Waivers-Thanks for the flexibility to do only what you want us to do

2011-10-31T21:13:00.002-04:00

The link below takes you to a recent NY Times article someone sent me that shows the ground level impact of NCLB. It comes from New Hampshire, a state not usually on the radar of education reform. Too bad above average schools like Oyster River are now labeled as failing and must completely redesign their approach to instruction and learning. Think it is not your problem? Your division is different? Your local leadership will make things right? Think again. Arne Duncan and the neo-reform NCLB folks know better than the thousands of educators and are acting like it. Want waivers from NCLB? Let's make a deal.

http://www.nytimes.com/2011/10/31/education/no-child-left-behind-catches-up-with-new-hampshire-school.html?_r=1&pagewanted=1&hpw

"Ms. Rief fears that public schools where teachers are trusted to make learning fun are on the way out. Ms. Rief understands that packaged curriculums and standardized assessments offer schools an economy of scale that she and her kind cannot compete with."

Is this the system we want?
This is a quick clip that summarizes what they are telling you to do...I mean choose to do.

"The kind of progress we want to see"
"States are going to have to embrace the kind of reform that we believe is necessary to move our education system forward"
"Accountability will remain one of the bellwethers of our administration"

Thanks for letting us do what you want us to do.

The Fallacy of Average Class Size

2011-10-28T16:50:00.000-04:00

The average person has one ovary and one testicle!

If you think that’s ridiculous, then you’ll understand the folly of using average class size data in educational decisions. Statements that are mathematically correct can still be blantantly wrong.

Averages are attractive. In uncertain situations they provide a concrete anchor for understanding our world.

Data from the 2000 United States census indicate that the average household size in the United States is 2.59. Does that describe your family?

I didn’t think so, .59 of a person doesn’t exist.

You would call me a fool if I believed everyone has one ovary and one testicle, or even if I spent my days looking for the extra .59 person that should be living in the house next door. But somehow, when the average looks like something that supports our agenda, it becomes a valid measure of reality. Kind of like average class size data.

Modern educators are familiar with the “power of zero” discussion. It goes like this: if a student has scores of 100, 100, 100, 100, and 0, they have an average of 80; a ‘B-’ for most, a ‘C’ for some. According to the argument, an 80 does not reflect the achievement of the student, the zero has an undue effect on the “average.” A move to standards-based grading indicates a desire to measure a child’s true achievement that can’t be measured with an average. So averages aren't good indicators of student acheivement, but it's o.k. to use them as an indicator of how well a system is staffing.

Let’s assume that a school has ten teachers. Four of the teachers have a low class size of say twelve students. Perhaps they teach students who need more support, or they have a class that just met the minimum number for a section. The remaining six teachers each have classes of twenty-nine students. That school has an average class size of 22.2.

What if we looked at a different set of statistics? At this school with an average class size of 22.2, seventy-eight percent of the students are in classes with twenty-eight other students. Sixty percent of the teachers have classes of twenty-nine students. The average class size of 22.2 doesn’t look quite as successful.

What if this small model school were a high school? Each teacher has six classes. We would find six teachers at this school with a load of one-hundred seventy-four students and four teachers with a load of seventy-two student. The average teacher would have one-hundred thirty-three students, but in reality, sixty percent of the staff is teaching one-hundred and seventy-four students. Seventy-eight percent of the students at this school are 1 out of 174 to all of their teachers.

Honestly, we know better. Averages mean very little when divorced from their source, yet we continue to let them drive and/or support our positions. No amount of compiled information can substitute for looking closely at it’s individual parts and an uncritical acceptance of data is a recipe for poor decision-making.

Recently, I presented the following problem to my students:

Three truck drivers went to a hotel. The clerk told them that a room for three would cost $30. Each driver gave the clerk $10, and went to their room. After checking registrations the manager realized he had over-charged the drivers. The cost of the room should have been $25, so the manager gave the clerk $5 and told him to return the difference to the three drivers. On the way to the room, the clerk decided that since the drivers did not know they had been overcharged, he would return $1 to each of them and keep $2 for himself. Now each driver had paid $9 for the room and the clerk kept $2. 9 times three is 27 plus the 2 kept by the clerk totals 29. Where did the extra dollar go?

Just because the data are accurate and the numbers add up doesn't mean they reflect reality. Sometimes we need to get out of the statistics and into people to find the answers.

Have you're experiences ever been misrepresented by "the average"?

Who to Trust? Teachers or Rupert Murdoch

2011-10-21T16:38:00.006-04:00

In reading a recent TU post one might presume that we support or encourage protests and similar anti-authoritarian behaviors. While free thinkers, the TU is rather conformist most of the time and color in between the lines more often than not, especially professionally. We do enjoy a good Youtube riot video as much as anyone and there's plenty of videos of the protest in NYC and elsewhere. But that's about as close as we like to get. It took a while to arrive at my point but I am heading towards proving that the TU in some ways sees things from ground level(below ground actually) and perhaps more accurately. We are closer to education than most folks who talk about it. That is simply something you cannot dismiss in the conversation about education and its future. We are deeply concerned for the future of our schools. We are not alone.

Rupert Murdoch has had a lot to say recently on this subject of education and seems to want to move his company closer to it. He is a smart fella but I think on the subject of education...I might be smarter(I'll pause while you soak in that statement). His view is blurred by his business mindset and motives and the highlight reel experience he no doubt receives when he visits a school. Think for a second about why he is starting to talk a lot about education all of a sudden. My view is blurred by where I work. You know, in a school with kids. Its a pretty good school and despite its shortfalls it ends up turning out some pretty amazing young people. So who has a better feel for what's going on? One of the most powerful men in the world, or me? He got shouted down at a recent speech by some folks perhaps as frustrated as we are with the current direction of many reforms. I can only speculate on their motives. I think because they resent a lot of current change and he makes a convenient target. I've been shouted down too(most often by an irate teenager). I guess that's where the comparisons end.

Did he deserve it? Well I think he shouldn't expect people to ignore who he is. Based on his record, we should be at least suspicious of his motives. Those people(if they were teachers) probably got all "protesty" because we in teaching are now hypersensitive to people telling us how it should be. Especially people from the business or political world. I like to think if Murdoch spent a day with the average American teacher he'd realize a few things. Not the least among them is that teachers know how it really is better than anyone else. This that idea classrooms and the teaching in them have not changed 50 years is more than a slight misrepresentation of fact. Of course someone must guide kids through their education...they are kids after all. The classroom dynamic has not been as fluid as in other sectors of society like our economy and that is not all bad. I know TU''s resident thesis man(Steve) could more successfully counter his points but I will attempt to do so none the less. This is not because we feel threatened and want to attack or justify our point of view over others(though deep down that may be why). It is in the hope that it will foster a greater understanding of what we see as part of the problem.

To begin, WTF? My favorite acronym as an expression of disbelief. (To maintain our PG rating I'll explain it as What's That For?) Hey Rupert Murdock...WTF? Are you living in a bubble? How dare you try to simplify everything and reduce the mission of our schools solely to an academic pipeline of global employees. Schools aren't companies. The goal is not profit. The goal is people. That alone pokes some big hole in Murdoch's bucket. Harlem Success is great. Many charter schools are great. No doubt so are the schools you mention in your speeches. But before we go dismantling one of the most significant social and cultural institutions anywhere in the world let's give some forethought to the potential consequences.   Let's also not do so because people like Murdoch have convinced us they are all "failing." Instead consider how current top down changes are hampering efforts to do quality work in our schools. Many reform attempts have led to regulation and "improvements" that have buckled some pretty great things schools did. Many of my colleagues will admit we do not feel the quality education we are providing today is not exactly what it was even 5 years ago.

I will admit some of my objections to his and similarly framed ideas were originally based on their potential impact on my profession. But with careful consideration I object on a far deeper level. The idea that learning can be so easily manipulated and controlled is a dangerous one. If I learned anything as a teacher its that things are usually more complex than they appear.    Demanding more from everyone does not equal an increase in quality output.   Programs and results may at first appear valuable and look good on paper, only to yield under closer examination or when implemented.   I have seen this firsthand with numerous online learning programs.

The intent to profit should never be a consideration in our decisions on education. But it has crept in slowly and as such we should place more scrutiny on reform ideas that involve public funds to private enterprise. One approach being pushed from the Murdoch camp is to use technology to remedy our ills and make things better.   Education is far too complex a process to digitize and then plug a child in to some software. That is information, not education. Standardized test may show acquisition of knowledge but what has been lost? Hard to tell as most modern measures of learning are subjective. What's being measured? How? Under what conditions? Using a test? Are the measures fair and equitable? What's the wisdom in that?   Bottom line is this: What motivates Murdoch and Newscorp is clearly making money. What motivates teachers is what is good for kids.

At 6:20 he starts to lay out main ideas.

Specifically Murdoch contentions are that "The Key is Software" and we can do better by creating a "More Personalized Education." I wasn't as sure about his 3rd point since he is boring but it seemed to be simply using analytics to give kids access to limitless resources catered to best suit them. Thus they wouldn't be stuck learning at the same pace. I suspect it was something about how asynchronous education is the key. Sounds great. Who could argue with those ideas? Me.

Distance Learning, Virtual Classrooms or whatever they go by have obvious advantages. I sat so far back in one survey class in college it could have been considered distance learning. I've also taken a few real ones and they served their purpose. Can't say I learned a great deal that stuck with me though. Their growth in recent years has been exponential. Driven in part by the spiraling costs of higher education. While quite different in business approach and market, for profit higher education like the University of Phoenix illustrates how such an concept has supporters and detractors. I remember a piece PBS did on Michael Clifford a while back that I found very informative.

But do not mistake access to information for a learning community. There are problems with the any technology. On the front end there are always going to be kinks and bugs or issues with the transition. Is the infrastructure in place in many of these locations to support the volume of traffic? There are issues with the access, maintenance and reliability. These will be less significant as schools integrate more and more digital resources over time. The trend is for high ranking administrators and those at the top to view technology as the perfect solution. It becomes a symbol for a "quality" education. Teachers and learners more often think that while useful, these experiences are no substitute for face to face interaction. In business terms a shift in this direction would be akin to expecting online shopping to replace brick and mortar schools. Over reliance of technology can be problematic. Forgive me for not trusting a billionaire but is it truly cost effective in the long term for our society? This Education Marketplace mentioned by my colleague what's being sold here? I fear it is our future.

Once we are reliant on these technologies and systems, who controls the curriculum and any needed shift? Who is held accountable for the quality? A test might tell you whether a kid "learned" but what if they didn't? Experience tells me that the under-performing kid in a traditional classroom might encounter even more issues in a virtual one. Not all kids are motivated or mature enough to go this route. One of the biggest hang-ups with our neighboring district's BLAST initiative has been parental approval and sign-off. These issues were unforeseen by planners. Not so for those with daily interactions with the learners and their parents. We see things. One advantage to synchronous learning is that it allows students to collaborate and support each other. This builds a sense of community with their peers, teachers and school. Skilled individuals can yoke this and use these communities as a source of motivation and pride(just read the last post if you don't understand). One can create online communities. Its just that they not the same. Part of the equation maybe but not the answer. They should not be elevated to anything more than just a tool to help improve education.

Should computers replace people in learning? In a normal environment computers are usually powerful tools. The one thing schools are not is normal. In this landscape teachers and people are more reliable than technology. When problems occur I trust people. When kids act up you need people. When a kid needs encouragement and support you need people. Murdoch is wrong to think that companies or software can do better with all of our children. Most young people are significantly more dependent on adults than what those who don't deal with them everyday think. They need people they know to help guide them. Children need adults to learn from and they need relationships with these people to apprehend their world. I don't really want to send my kids to an Apple store for their education and that seems to be the promise being extended here. We should approach with caution the Walmart of Education mentality as the cost vs quality balance should be important but shouldn't tip too far towards reducing costs. A "one stop select what you want digital world of learning" isn't that far off. But it would be a sad shell of what we could do.

Is our nation doing as well as it can? Certainly not. But I don't so much worry about that. Parents don't worry about that. We worry about our own kids in our own communities. I worry about how ideas hatched by those who don't teach real people could affect what we are all trying to accomplish. Comparisons to Asia or elsewhere are thus less relevant to most of us normal folks with our feet on the ground. Murdoch and others explain away the difference in achievement as simply a product of the school and education. All responsibility lies with the schools. Well when no one else takes on the responsibility for kids schools I guess should. But be careful about how then you judge the result.

Murdoch's Motives
I am more than a bit curious about why Mr. Murdoch has turned his attention to the plight of poor schoolkids. We are after all talking about the same guy, head of Newscorp responsible for the British phone hacking scandal. A ruthless corporate pirate with billions to show for his efforts. But also a charismatic convincing guy and if I wasn't a teacher I think I'd listen to what he had to say. That thought frightens me.    He lists examples of innovation and suggests and path to the future.    Enter "his company" as a medium to access this. See the problem?

I think Murdoch thinks of education as a cash cow. I just have an ideological problem with the idea that knowledge is proprietary. And make no mistake that is the backbone of this idea Murdoch is talking about. Competition instead of collaboration. For profit and education...those two concepts are irreconcilable. When push comes to shove Return on Investment will be factored in above learning when decisions are made by businessmen and not educators.

Even more disturbing is how people can misrepresent what is taking place. It has become a cyclical blame game where the most influential carries the least blame for under-performance. I suspect no one is entirely correct in what they think is happening since most views are either too global or too local to know the reality. I know that some kids just aren't learning. I'd argue about why.   Here's more reasons to be wary of Murdoch. What works in some places won't work or even be able to be replicated everywhere. Education is only as important as any individual thinks it is.

Where do we agree?
Schools have to adapt, change and improve. Technology will and should be part of this. Too many kids aren't getting what they need. So we can and must do better. But it doesn't start at 5 years old or end when they graduate or even end when the bell rings to dismiss for the day. It doesn't simply entail giving them access to knowledge. Technology will never replace a teacher. It is a tool and in the right hands empowers individuals to do and become more. Both student and teacher. It can also alter things in unforeseen ways. At my 4 year old's soccer game this weekend I watched at least 3 parents engage with their I-phones more than their kids. Sad. Does Murdoch throw this little tidbit in his speech about "human capital" and teachers to disarm us or does he really mean it?   Who knows. All I know is that if the choice is that every kid is indeed a valuable and unique individual. To truly educate a kid you have to get to to know that kid. All I can do is try to remember that on a daily basis and whenever and wherever I can try to inject some sanity into the conversation about how we ought to be teaching our kids.

In a future post maybe I'll attempt to knock Bill Gates off his educational pulpit. Whatever the subject the one thing I think the TU prides itself on is the ability to conduct civil discourse. Disagreements today seem so polemical that the ability to talk freely with someone who disagrees seems a lost art. Especially when they stand to realize we are right. :)

It Was A Good Day

2011-10-17T19:56:00.000-04:00

Friday night, riding home with two kids in the car looking back on a day well spent. I'm pretty sure it's not what Ice Cube had in mind when he rapped these lyrics in 1992, but today, "I got to say it was a good day."

The best part about teaching doesn't always happen between the bells. As I drove home from our high school's homecoming football game Friday night I couldn't help but smile at the preceding five hours of my life. Here's a run down:

I left school five minutes early because I had to go to Chic-Fil-a. Student organizations were having tailgates before the game, and my ninth grade leadership class participated. None of my students could drive to pick up the sandwiches so I had to do it. Organizing a tailgate doesn't seem like a big deal, but I dare you to get twenty-five 13-15 year-olds to plan one. One of my freshmen took the initiative to contact Chic-fil-a to ask if they could donate sandwiches for our tailgate. They gave us forty, free of charge. I was pretty happy about the free food, but I also appreciated the initiative of the student took to get the sandwiches donated, and she wasn't even able to attend the tailgate.

Tailgates were fun. One of the few events that teachers can enjoy with their students, not a typical chaperone experience where teachers have to "manage" students. Lot's of food, games, and about five or six hundred teenagers doing what teenagers like best, being together. My sixth grade son was able to join in on the fun with a few of his friends as well.

The game didn't go as well on the field, but two former students stopped by to talk at one point. One of them wants to be a dolphin trainer, and she's going to college in Florida to pursue that career. She said thanks to me because she's finding so many of her classes easier this year because of what she learned in my Psychology class last year. It's not the first time this has happened, but whenever a student shows genuine appreciation for what you've done in their life it makes you appreciate yourself better for what you do.

My TU colleague sat behind me at the game. Two current students sat with him. They spent the better part of the game just talking. I joined in from time to time, but by this point, my youngest, four years old, had joined me and I spent much of my time chasing him. It's still refreshing to relate to students in an environment outside of the classroom. In a location where both of you have gathered by choice. As much as students struggle with seeing teachers as real people, teachers too often fail to see the real people behind the "student" sitting in their classroom.

By halftime, I'd promised the four year-old that we would leave as soon as the homecoming kind and queen were crowned. We moved down the bleachers closer to the fifty yard line. As I sat waiting for the court to come onto the field, a parent recognized me. She started telling me how much her child enjoyed my class and how she appreciated all that her daughter was learning in the class. A short and concise conversation, but one that further encouraged me in what I do.

The homecoming court walked onto the field. Seniors arm-in-arm with the special people in their lives. Some chose parents to escort them out, some chose teachers. A surprising number of them had parents who were their teachers at our school. One student had his seven younger siblings walk onto the field with him. Another glimpse of the reality of students' lives that often fails to make it into the classroom.

In the end, a young man and young woman, both of whom I teach were crowned King and Queen. Two young adults with exceptionally kind personalities and excellent work ethics, whose acheivements in the classroom, in sports, and in other organizations stands out, were given the honors. It made me happy to see them recognized by their peers.

A four year-old can only make it so long at a football game, and the outcome of the game was pretty certain (and unfavorable). My sons and I departed, stopped on the way home to return Chic-Fil-a's warming bag, and drove home for the night. On the ride I asked my oldest, "so what did you think?" His only reply, "I had a great time tonight!"

I have to say it was a good day.

#OccupyWallStreetEducation

2011-10-13T16:50:00.000-04:00

Nearly six months ago I wrote a post titled “The Education Market.” Since then, things have only gotten worse. The American public is divided on the Occupy Wall Street movement and it’s decentralized nature makes it difficult to figure out exactly what they’re asking for, but it’s origin is certain. Increasingly, Americans are losing trust in their Government to hold corporations accountable for their actions.

While the 99% Occupy Wall Street, I would issue a challenge to the 99% of our education world. While 99% of us either occupy a classroom as teachers or students or occupy an office as administrator, the 1% who control the wealth and spending in education are making poorly informed decisions that will cost us all in the long term.

“Reformers” and politicians try to cast the teacher’s unions as the bad guys, looking to protect the self-interest of educators. While corporations pushing an education agenda leading to higher profits escape the criticism of being self-serving. While the NEA reports revenue approaching $377 million, the Pearson corporation generates over $300 million in revenue from just three states with whom they provide services. (Illinois- $138, Virginia- $110, and Kentucky-$57. Compare that to state education association revenues in those states at $48, $15, and $11 million respectively.) source

If money is power, even the teachers’ unions can’t compete with “Wall Street.” Pearson is not the only corporation earning money from education, it just happens to be the biggest.

A few weeks ago, the big news in educational marketing came from the National Summit on Education Reform. In addition to founder, Jeb Bush, the Chiefs for Change, Joel Klein, and the Gates, media mogul Rupert Murdoch was invited to give a keynote address. Not long ago, Rupert Murdoch extended the reach of his media empire into education through the acquisition of Wireless Generation, a data management/ instructional technology company similar to Pearson’s SchoolNet.

This deal transpired shortly after former New York City public schools chancellor, Joel Klein, resigned his post to take a position as executive vice president with Murdoch’s News Corp organization. Under Klein, the NYC school system had already established a relationship with Wireless Generation.

Recent articles in EdWeek (Report: Pearson Foundation Finances Trips Abroad for State Ed. Officials) and The New York Times (When Free Trips Overlap With Commercial Purposes) show that questionable relationships between private business and educational leaders and institutions are not isolated local matters. Current federal and state legislation places such large demands on states and local districts for testing, data-collecting, and reporting that school systems (local and state) have little choice but to determine what companies will receive a lion’s share of their resources to comply.

And the lions lay in wait to claim their share. Last year, Albemarle County decided to abandon the GradeSpeed student information system owned by SchoolNet after consistent trouble with the platform. In it's place, the county contracted with PowerSchool, a Pearson company while continuing to use the SchoolNet data system. A short time after this decision, the education lion, Pearson, bought the parent company SchoolNet, increasing its reach into the education market even further.

We must have common standards, the standards must be tested, the tests must be graded, the grades must be sorted into data, the data must be reported, and the reports must show that we’ve reached the standards. Companies like Pearson find their way into every element of this circular equation, standing to profit at every arc.

The two articles referenced compare what is happening in education to the way pharmaceutical companies court doctors in order to promote their products. Pearson has been financing trips for top state education officials to Finland, Brazil, and Singapore to meet with education leaders in other countries and Pearson representatives. In a follow-up article in the New York Times, top state officials from Virginia, Iowa, and Kentucky declare that they see nothing wrong with accepting these trips and providing marketing statements to Pearson despite the multi-million dollar contracts the states have signed with Pearson.

Indeed, in a cash-strapped economy, who could blame state and local decision-makers for taking the incentives offered by companies to provide a service that is de facto demanded by state and federal law. If you must choose a product, choose the one with the most attractive package.

Reports from earlier in the year indicate how Pearson hopes to benefit from our current direction in education:

“Pearson, which has spent around $1.4bn on education companies since selling its stake in Interactive Data Corporation for $2bn last year, said the acquisition would be earnings neutral in 2011. It believes Schoolnet will benefit from the Obama administration's $17bn drive to support school improvement through measures such as comprehensive data systems.” (Pearson among FTSE gainers as it buys US group Schoolnet)

As the American economy dries up and traditional markets lose profitability, corporations such as Pearson have moved into the untapped revenue source of local taxpayers through public school spending:

“The greatest risk of having such a significant slice of the revenue pie coming from US education is the dependence on state budgets. However, Barack Obama's government has highlighted education as an area of the US that requires reform.”(Pearson bets on growth in US education: Pearson has spent years building its US education business and clearly sees more room for growth.)

Having spent billions of dollars in building an educational corporation, certainly companies in this market have a voice in our government. As much as teachers’ unions are criticized for holding up education reform, can they possibly command as much influence. I’m not sure that the NEA has ever funded a trip to Singapore for government education officials. Yet, the multi-national profit machines have managed to convince an American public that teachers and especially teacher unions are the problem.

On several Lobbying Reports filed on behalf of Pearson in 2011, the following statement summarizes their lobbying efforts:

“Pearson, the foreign entity identified on the LD-1, supports reauthorization of Elementary and Secondary Education Act that includes quality assessments, technology, student data systems and records, literacy programs and opposes government funding of open education resources development.”

We more commonly refer to the current manifestation of the ESEA as No Child Left Behind. As of today, 37 of 50 states have indicated their intent to apply for a waiver from this law. Republicans and Democrats alike criticize the act. Across the nation, students, teachers, and parents have raised their voices in concern over the emphasis it places on standardized testing. In a season of declining budgets, prevalence of “assessment, technology, and data” has led to diminished respect and support of the role of teachers in education. And, private interests push for ownership rather than collaboration through opposition to open resource development.

The corporate educators of America continue to influence and direct public education policy in a way that allows the corporate sector to earn significant revenue at the taxpayer’s expense.

For argument’s sake, let’s say that I am doing the same thing. My paycheck comes out of your pocket. If you don’t like what I’m doing as a teacher, come on down to Albemarle High School and have a talk with me. If that doesn’t work, try my principal. Not happy with the outcome yet? We’ve got a Superintendent and an assistant or two who would be glad to discuss your problem with me. It’s happened before and it is a good thing. That’s accountability.

On the other hand, let’s say you believe a question on your child’s last standardized test was biased, or perhaps you have reason to believe the test score is inaccurate. Maybe you have a problem with single shot multiple choice assessment in general. Who do you go to about that? I doubt the office doors at Pearson are open to the public. You my taxpayer, parent, concerned citizen friend are out of luck.

All of this discussion leaves me feeling quite quixotic. What can we do? The policy makers at state and local levels use test data to justify their decisions this year and then explain them away the next when the latest round of data show they didn’t make AYP. Our educational and political leaders engage in rhetoric that promotes deeper thinking and learning, praising teachers for their efforts. When you follow the money, the direction of their words make little sense. They continue to support reforms driven by corporate interest by contracting with the very companies who stand to profit the most from test-driven, data-generating, technology based reforms.

In the world of education, we are the 99%; parents, students, teachers. It's time for our voice to make a difference.