Posted in Anti-Intellectualism, Competition, Darling-Hammond, DeVos, library, NancyBailey, Quotes, Ravitch, Segregation, Stephen Krashen, TeacherShortage

Listen to This #12

WINNERS AND LOSERS

Please. Education is not a horserace.

We Americans are selfish and self-centered. Peter Greene’s tweet about DACA elsewhere in this post expresses it well…as does this quote from Jim Wright in his Stonekettle Station post, Ship of Fools, where he says,

“F*** you, I got mine” is a lousy ideology to build civilization on.

PZ Myers, a curmudgeonly biology professor/blogger from Minnesota, discusses education…and how it should NOT divide winners and losers. Education he says, is a process by which everyone should gain knowledge.

When we make education a competition, we resign some students to the “loser” category. What would be better for the long-term health of our society…to have a large group of “losers” trying to survive under the heel of the winners? or a society where everyone is educated with greater knowledge, where everyone grows up a winner?

From PZ Myers

The mistake is to think of education as a game where there are winners and losers rather than an experience in which we try to make sure every single student comes out at the end with more knowledge. It’s not a competition.

TEACHER SHORTAGES

Where have all the teachers gone?

The so-called “education reform” movement has been successful at making the teaching profession unattractive. We are losing teachers at an alarming rate, and some schools are forced to fill classrooms with unqualified adults. Schools with more resources can afford to hire actual teachers, and schools with fewer resources – commonly those schools which serve low-income, high-minority populations – end up staffing classrooms with untrained teachers.

In order to overcome the shortage (as well as strike a blow against teachers unions) states, like Indiana, are adding pathways to teaching so unqualified adults can get into the classroom quicker.

What kind of future are we building for ourselves?

From Linda Darling-Hammond in The Answer Sheet

…even with intensive recruiting both in and outside of the country, more than 100,000 classrooms are being staffed this year by instructors who are unqualified for their jobs. These classrooms are disproportionately in low-income, high-minority schools, although in some key subjects, every kind of district has been hit. This is a serious problem for the children they serve and for the country as a whole.

DEVOS

8 Powerful Voices in Defense of Public Education – Diane Ravitch

The Network for Public Education (NPE) is producing a series of videos in support of public education and against the movement to privatize our schools. NPE President, Diane Ravitch, is one of the strongest voices in support of public education today.

From Diane Ravitch

[Betsy DeVos] is the first Secretary of Education in our history, who is actively hostile to public education. We’ve never had this before.

SEGREGATION

School Segregation, An Ever-Present Problem Across America

Humanity’s past is littered with wars, murders, assassinations, conquests, and other horrible events caused by our narrow, selfish, racist, and tribal, impulses. If we want to survive into the next century, we’ll need to overcome those baser characteristics of our species…and learn to accept that we are one, diverse, human race.

From Jan Resseger

Hannah-Jones concludes: “What the Gardendale case demonstrates with unusual clarity is that changes in the law have not changed the hearts of many white Americans.” These articles—Felton’s and Hannah-Jones’—are worth reading together. They are a sobering update on America’s long struggle with racism and the unresolved and very current issue of school segregation which is always accompanied by educational inequity. Quality education is supposed to be a right for all of our children, but we are a long way from having achieved justice.

Integrating Little Rock Central High School, September 25, 1957

PERSONALIZED LEARNING

Teacher Appreciation As School Starts

A personal relationship with another human being is an important part of “personalized” learning.

From Nancy Bailey

While the focus appears to be on transforming teaching into digital competency-based instruction, or personalized learning, real human teachers are what make learning for every child personalized. That title was stolen from them.

LIBRARIANS AND LIBRARIES

Credentialed school librarians: What the research says

From Stephen Krashen

We cheerfully spend billions on unvalidated tests and untested technology, yet we ignore the impressive research on libraries and librarians, and are unwilling to make the modest investments that will ensure that school libraries are well supplied with books and are staffed with credentialed librarians.

ANTI-INTELLECTUALISM IN AMERICA

A Confederacy of Dunces

The Roman philosopher, Epictetus, wrote,

We must not believe the many, who say that only free people ought to be educated, but we should rather believe the philosophers who say that only the educated are free.

That is a concept which Americans would do well to learn. We are living at a time where people are proud of their ignorance.

From Shiela Kennedy

There’s a saying to the effect that the only foes that truly threaten America are the enemies at home: ignorance, superstition and incompetence. Trump is the trifecta.

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Posted in Baseball, Play Kid's Work, poverty, reform, retention, SAT, TeacherShortage, Teaching Career, Tenure, Testing

Blogoversary #11: A Review

Today this blog begins its twelfth year (See NOTE, here). It would have been nice to be able to write a post on how American public school advocates have overcome the forces of so-called “education reform.”

Unfortunately, that hasn’t happened. The privatizers are still doing damage and spending their billions to turn public schools into charters. They’re still working to divert funds for public education into vouchers.

So instead, of a victory post, here is a short clip from each September that this blog has been in existence from September 2006 through September 2016.

On beyond thirty…

September 14, 2006

From my first post. Now, after 40 years, I am still fascinated by how humans learn…still volunteering in a local elementary school.

So here I am, now a part time pull-out reading specialist in a suburban/rural school in the midwest, still trying to figure out a better way to teach even after 30 years. I still find learning fascinating. It’s still hard for some children…easy for others…and I still want to know why.

“That” time of year…

September 10, 2007

It’s ten years since this post. Economic stratification and inequity is worse than ever. Test scores still reflect the income of the family.

Poverty, as the media is fond of saying, is no excuse. Gerald Bracey, educational researcher, replies that, true, poverty is not an excuse…it is a condition, just like gravity. “Gravity affects everything you do on the planet. So does poverty.”

All the Way with Pearl Jam

September 27, 2008

Sometimes I post non-education content. This song was for the Cubs. Last year they went “all the way.” #bucketlist

Duncan’s Background and Duncan’s Plans

September 6, 2009

*This quote is by Stephen Krashen…containing a quote by Susan Ohanian…

In her book, “Caught in the Middle: Nonstandard Kids Caught in a Killing Curriculum,” published in 2001, Susan Ohanian, an experienced and award-winning educator who has actually taught in public schools, pointed out that:

“The pattern of reform … has spread across the nation: Bring in someone who has never been involved in public education; proclaim that local administrators and teachers are lazy and stupid; use massive testing to force schools into curriculum compliance” (page x).

Since this passage was written, this pattern of reform has clearly spread to the highest levels.

Tenure and Unions

September 22, 2010

Indiana teachers no longer have due process as a job protection. Before 2011 tenure in Indiana guaranteed a teacher a hearing in front of an impartial party. No longer.

Tenure, they say, protects bad teachers. Unions support and protect the tenure system which, they say, gives teachers in K-12 a “job for life.” The only problem with that statement is that it’s wrong.

Tenure, as defined by these reformers and in turn, the general public who listens to them, does not exist. K-12 teachers who achieve tenure — or permanent status — do not have a job for life. According to Perry Zirkel, a professor of education and law at Lehigh University’s School of Education,

Tenure is no more than a legal commitment (set by the state and negotiated union contracts) to procedural due process, ensuring notice and providing a hearing for generally accepted reasons for termination, such as incompetency, insubordination, and immorality.

Tenure’s primary purpose is economic job security, tied to the otherwise uncompetitive pay in comparison to other professions; however, tenure is not a lifetime guarantee.

Why Are SAT Scores So Low?

September 23, 2011

Here’s something which the corporate “reformers” don’t like to talk about. The higher the family income, the better the children do on SAT tests. Take a look at this…

Which Future Awaits our Grandchildren?

September 7, 2012

The shame of the nation, as Jonathan Kozol put it, is still the number of American children who live in poverty.

We don’t have to write off nearly a quarter of our children to poverty. I wrote a few days ago,

What other nation would accept a poverty rate of almost a quarter of its children?

I don’t know about you, but I can’t imagine any other of the world’s wealthy nations allowing that to continue. The United States is among the world leaders in child poverty — We should be ashamed of ourselves.

Play is More Important Than Tests

September 9, 2013

Sadly, kindergarten is the new first grade.

I remember when the “abuse of testing craze” started a couple of decades ago…that was when we were required to use “research-based instruction.” A group of us got together and found a research basis for everything we did. Every teacher in our school system needed to be ready to justify what they did based on research.

Later, (2002) the US Department of Education started the What Works Clearinghouse so teachers could find teaching techniques and methods which were (supposedly) supported by research.

But now the truth has come out…when research goes against what the “reformers” want it’s ignored…or denied.

Retention Wars: Blaming Children

September 25, 2014

More than a dozen states, including Indiana punish third grade children — 8 and 9 year olds — for low reading achievement by forcing them to repeat third grade. Retention in grade doesn’t work…and we have known it for decades.

In the past, parents, teachers, and administrators used to make the decision to retain a student in his current grade. Now it’s state legislatures, governors, and departments of education. We have allowed the wrong people — politicians and policy makers — to determine the academic placement of our children using the wrong kinds of tests in the wrong kinds of ways.

Teacher Shortage? When All Else Fails Blame the Union

September 18, 2015

…”Reform” is the status quo in Indiana. Indiana is a state where public schools are closed so charters can open, where bankrupt charters are forgiven their taxpayer-funded loans, where an A-F school ranking system is manipulated for the benefit of political donors, where vouchers are available with only minor restrictions, where teachers are evaluated based on student test scores because testing is overused and misused, where teachers no longer have due process rights, where untrained or poorly trained non-educators can walk into a classroom and start teaching with minimal oversight, where the Governor and members of the State Board of Education blatantly prefer privatization over public schools

#%@! Adults Should Quit Punishing Children

September 7, 2016

Retention in grade doesn’t help children. It merely shows how adults have failed children.

FLORIDA STILL REQUIRES THE PUNISHMENT OF 8 AND 9 YEAR OLDS

…as does Arizona, Arkansas, California, Connecticut, Delaware, D.C., Georgia, Indiana, Iowa, Mississippi, Missouri, Nevada, North Carolina, Ohio, South Carolina, Tennessee, Washington. Other states – Colorado, Maryland, Oklahoma, Virginia, West Virginia – encourage it, though it’s not required. Different hoops are needed to avoid it in various states. See K-3 Quality: Is there a third grade retention policy?

These states and Florida, demand retention in grade of third graders for not learning quickly enough, or not being able to pass a standardized reading test. Retention in grade isn’t remediation. Retention in grade punishes children for the failures of adults.

*All quotes are my words unless otherwise noted.

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Posted in A-F Grading, Choice, DeVos, ESSA, Public Ed, Quotes, retention, special education, Teachers Unions, TeacherShortage

Listen to This #9

THE BEST IN THE WORLD

Sometimes They’re Right

America’s public schools are not “failing.” However, that doesn’t mean that they can’t improve. After reminding us how the nation’s public schools are the best in the world, Rob Miller goes on to remind us that many criticisms of public education are true. It’s up to us to make public education the “unequivocal BEST choice for America’s children.

From Rob Miller

…public education is an absolute right for every child in America, not just the privileged. No other school system anywhere in the world exceeds the United States in providing free access to education for everyone. And that, alone, makes us exceptional.

CHOICE

I got to choose private schools, but will vouchers really help other kids make it?

Indiana’s voucher program began as a way to “save poor children from ‘failing’ schools.” It was restricted by income, and parents had to try the public schools before they could get a voucher to send their child to a private school. It didn’t matter that it was the state, not the schools that was “failing” the students. All that mattered was that privatizers rationalize a way to give tax money to private schools and churches.

Once it was clear that private and parochial education didn’t provide better services for poor children, the argument changed.

The voucher program has been expanded to include middle class students, and students who have never set foot in public schools. Public dollars are being used to pay for religious instruction.

The call is now for “choice.” There’s no attempt to claim that private and parochial schools are better. The entire reason for the voucher program is now “choice.”

From Emmanuel Felton in The Hechinger Report

School choice by its very nature uproots its customers from their communities, increasing the proportion of Americans without any stake in what’s going on in public schools, the schools that will always serve the children most in need of attention.

GRADING SCHOOLS IN INDIANA

Board members favor counting test scores more than growth

From Christopher Tienken quoted by Steve Hinnefeld

Whether you’re trying to measure proficiency or growth, standardized tests are not the answer…

ESSA INDIANA

Diploma rule a setback for Indiana schools, students

Federal law requires that students with special needs have an IEP, an Individual Education Plan. It’s required that the IEP describe a modified program appropriate to the student. Yet, now we find that the same Federal laws which require those accommodations for special needs students, requires that they, along with their teachers and schools, be punished for those accommodations.

Since charter schools and schools accepting vouchers enroll fewer special needs students than public schools, it is the “grade” of the public schools which will suffer because of this loathsome and abusive practice. It is the students who were told what they needed to do, and who did it, who will be told, “your diploma doesn’t really count.”

From Steve Hinnefeld

…students who struggle to earn the general diploma and likely wouldn’t complete a more rigorous course of study, the change seems to send a message that their efforts aren’t good enough. About 30 percent of students who earn a general diploma are special-needs students.

TRUMP-DEVOS

After Six Months, What Has Trump-DeVos Department of Education Accomplished?

The sooner this administration is history, the better.

From Jan Resseger

To summarize—Betsy DeVos has said she intends to “neutralize” the Office of Civil Rights, which can only be interpreted as weakening its role. DeVos is delaying rules to protect borrowers who have been defrauded by unscrupulous for-profit colleges. While DeVos promotes school accountability through parental school choice, her staff are busy demanding continued test-and-punish accountability from the states. And finally, the D.C. voucher program remains the only federally funded tuition voucher program, despite that DeVos has declared the expansion of several kinds of school vouchers to be her priority.

DEVOS ON SPECIAL EDUCATION

The deep irony in Betsy DeVos’s first speech on special education

From Valerie Strauss, in the Answer Sheet

We should celebrate the fact that unlike some countries in the world, the United States makes promises that we will never send any student away from our schools. Our commitment is to educate every student. Period. It’s but one of America’s many compelling attributes.

The irony in this statement is that it is the traditional public education system in the United States that promises a free and appropriate education for all students. There is no question that many traditional public schools don’t meet this promise, but the goal is aspirational and seen as a public good. And it is the traditional U.S. public education system that DeVos has labeled a “dead end” and a “monopoly,” while the alternatives to these traditional public school districts that she promotes don’t make the same promise.

PUNISHING THIRD GRADERS

FL: Third Grade Readers Lose

The attack on public education, and on eight year old children in particular, continues. Florida uses a “third grade reading test” that students must pass, else they face retention in grade. Just like Indiana…
Just like Ohio…
Just like Mississippi…
and Oklahoma…
and Arizona…
and Connecticut…
California…
Michigan…

Another abusive “learn or be punished” policy.

From Peter Greene in Curmudgucation

What sucks more is that the final outcome maintains Florida’s power to flunk any third grader who refuses to take the test, regardless of any other academic indicators. In fact, the whole mess of a ruling would seem to suggest that Florida intends to ignore the part of ESSA that explicitly recognizes parental rights to opt out.

…the state had to explicitly declare that it doesn’t believe in the grades on report cards and that it values test-taking compliance above all else AND that it fully intends to ignore the opt-out portion of ESSA. So the face of education policy continues to be ugly, but at least they were required to show it without any mask or make-up.

TEACHER SHORTAGE: PAY

Teacher Pay Penalty Driving Educators Away From Profession

8 steps to destroy public education…

  1. Schools are labeled “failing.”
  2. Teachers are demonized for not raising test scores.
  3. Tax money is diverted to private and charter schools creating a public school funding crisis.
  4. Funding crises yields a drop in teacher salaries.
  5. Fewer young people choose a career in education creating a teacher shortage.
  6. Fewer teachers means larger class sizes.
  7. Larger class sizes means lowered achievement, especially for poor students.
  8. Lowered achievement means more schools will be labeled “failing.”

This quote deals with step 5 in the process.

From Lawrence Mishel, president of the Economic Policy Institute.

“We are moving into a world where fewer people are trying to enter teaching, in part because the profession has been degraded by misguided accountability measures and also because of the erosion of pay,” says Mishel.

TEACHERS UNION

Blaming Unions for Bad Schools

From Walt Gardner

It’s so easy to scapegoat teachers’ unions for all the ills afflicting public schools (“State of the Teachers Union,” The Wall Street Journal, Jul. 6). The charge is that they are more interested in protecting teachers than in teaching students (“This is what teachers unions really protect,” New York Post, Jul. 6). Critics point to the success of charter schools, which are overwhelmingly non-union, as evidence.

But what these critics don’t admit is that states like Massachusetts and Minnesota, which have strong teachers unions, also post high test scores. Is that merely a coincidence or is it evidence that the critics are wrong? (Correlation is not causation.) Moreover, not all charter schools post positive results by any means.

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Posted in Article Medleys, Charters, Constitution, Lead, Politics, reading, retention, SSR, TeacherShortage, Texas

2016 Medley #25

Retention of Children with Lead Poisoning, Charters, SSR, First Amendment,
Teacher Shortage, Textbooks, Politics

RETENTION: PUNISHING CHILDREN FOR ADULT FAILURE

If you are the state of Michigan, you damage the ability of children to learn by poisoning them with lead-tainted water which causes

  • decreased bone and muscle growth
  • poor muscle coordination
  • damage to the nervous system, kidneys, and/or hearing
  • speech and language problems
  • developmental delay
  • seizures and unconsciousness (in cases of extremely high lead levels)

Then you punish them for not being able to “pass the test.”

It’s not just Michigan, of course, although Flint, Michigan is the poster city for lead poisoning in children. Lead poisoning is still a serious problem for America’s children.

In addition, many more states besides Michigan require retaining students in third grade because of their failure to pass a test.

But Michigan is just the latest. Governor Snyder, who allowed the city of Flint to be poisoned by lead through mismanagement and not-so-benign neglect, just signed into law a bill which would require third grade students to pass a test, or be punished with in-grade retention.

Calling this sort of behavior “child abuse” isn’t nearly strong enough. When will policy makers and politicians take responsibility for their impact on student achievement?

Michigan to Retain Children with Lead Poisoning

Michigan has a lead problem with its children in Flint, and a governor who failed badly his own accountability test. Many wonder why he is still governor. Some wonder why he isn’t in jail. But yesterday he signed off on a bill to fail third graders. How many children in Flint will wind up failing third grade due to the leaded water they drank? I’m guessing many.

So children fail, through no fault of their own, while the governor gets a pass. Fancy that.

I know there are exemptions to failing in Michigan, but that doesn’t excuse a rotten bill that highlights retention as something good.

We know that the fear of failing a grade for a child is on the same level as losing a parent. Once a child is humiliated by this action, they will have a difficult time ever fully recovering.

And children who fail third grade don’t do any better than those who are socially promoted, especially if those promoted get extra help.

So children who the State of Michigan failed by not protecting them—permitting the poisoning of their water—will now get a double whammy and get blamed for their school problems.

Let’s not forget children who don’t have lead poisoning, but, who, also through no fault of their own, have dyslexia or other learning disabilities.

Retention is punishment to children and it doesn’t work. We can’t forget that.

Florida Update: Also see FL: Oh, Come On Now!

How lead poisoning affects children

PRIVATIZATION: CHARTERS

U.S. Dept. of Education’s Own Inspector Again Condemns DOE’s Oversight of Charter School Grants

We need leaders who will stop the drain of public funds to corporate pockets. Elect state and local candidates who will direct public funds to public schools. Elect federal candidates not purchased by lobbyists for charter schools.

Letting the “marketplace rule” is inappropriate for public schools. When schools struggle – usually through insufficient resources – we need to help them improve, not close them.

  • “(W)e found that 22 of the 33 charter schools in our review had 36 examples of internal control weaknesses related to the charter schools’ relationships with their CMOs (concerning conflicts of interest, related-party transactions, and insufficient segregation of duties).”
  • (T)hese… internal control weaknesses represent the following significant risks to Department program objectives: (1) financial risk, which is the risk of waste, fraud, and abuse; (2) lack of accountability over Federal funds, which is the risk that, as a result of charter school boards ceding fiscal authority to CMOs, charter school stakeholders… may not have accountability over Federal funds sufficient to ensure compliance with Federal requirements; and (3) performance risk….”
  • “Further, the Department did not implement adequate monitoring procedures that would provide sufficient assurance that it could identify and mitigate the risks specific to charter school relationships with CMOs.”

How Charter Schools Bust Unions

“The initial idea of charter schools was that teachers and communities would have a say in how our schools function so we could better meet the needs of our students. They were supposed to be teacher-led and teacher-driven. But until we have a contract holding them accountable to their promises, they will not be held accountable.”

READING: SSR

Sustained Silent Reading: The effects are substantial, it works, and it leads to more reading. A response to Shanahan (2016).

Allowing students to choose what they read and giving them time to read every day really works.

…fourth grade children in Taiwan and Hong Kong who reported doing more independent reading in their first language in school scored higher on the PIRLS 2006 reading test, controlling for students’ reading attitude, parents’ reading attitude, home education resources, the amount of outside school informational reading done, and the amount of in-class reading aloud done by students.

CONGRESS SHALL MAKE NO LAW…ABRIDGING THE FREEDOM OF SPEECH

School board president in Texas defends students who refuse to stand during the national anthem

Here’s a principal who understands the first amendment. The constitutional protections of free speech allow us to say and do things that others disagree with. It also allows those who disagree with us to respond.

During an on air interview with WFFA, Carl Sherman, Jr., president of DeSoto Independent School District’s board, defended members of the girls volleyball team and cheerleading squad, who refused to stand during the national anthem at games in protest over recent shootings of African-American men by the police. “Yes there are possibly greater ways to get that message across, however, we are sitting here in 2016 and the messages that were brought forth in the 60’s were somehow lost in translation,” explained Sherman. “Yeah, we can criticize the method but we have to listen to the message.”

TEACHER SHORTAGE

The educator exodus: Indiana struggles to keep teachers in-state

Since 2005 the governors and legislators of Indiana have done everything they could to damage the reputation of teachers, remove incentives to become a teacher in Indiana, and make the profession of teaching less attractive.

“The stress that has come about due to high-stakes standardized testing is taking a toll on the retention rate of teachers in the state,” Tyner said. “The Indiana Department of Education needs to continue to work to find a solution to this problem.”

TEXTBOOK ADOPTIONS

Some Guy In Texas May Be Influencing The Content Of Public School Textbooks In Your State

In one review, which drove me nuts, ERA criticized a book for “political correctness (e.g., anti-white, anti-male, anti-Christian bias).” What do they mean by that? Well, they complain about books that supposedly highlight “Meanness Of Whites To People Of Color.”

Under that heading, they list “The People Could Fly,” an acclaimed short story that some Texas 8th graders read from a textbook titled Elements of Literature. ERA’s beef is that this story has an anti-white bias because it’s a “Folk tale about oppressive whites, mistreated slaves in Old South.”

So, this group was offended that this story was being “mean” by misrepresenting white slave owners! According to ERA, it’s “mean” to accurately portray history through literature. Can you imagine? People being “mean” to others because of the color of their skin? Slave owners knew nothing about that, right?

This is merely one example, but there are hundreds of awful reviews on that site that hold up conservative Christians, whites and men as superiors.

POLITICS

At This Point, if You’re Still a Donald Trump Supporter, Here’s What You Really Are

What would Republicans say if Hillary Clinton had been caught on video saying, “…when you’re a star they let you do it. You can do anything. Whatever you want. Grab them by the balls.”


“What if Barack Obama had five children by three different women?”

When did it become ok for candidates for the Presidency of the U.S. to act like this?

At this point, there’s not even a shred of sane or rational logic anyone can use to defend Donald Trump. While I don’t feel sorry for those who continue to do so, I do pity the fact that there are millions of people who are so deplorable that, even after Friday’s stunning story where he more or less said he believes he has the right to sexually assault women, they still think he should be president.

If these comments don’t drive away a good chunk of his support (which time will tell if it will), then almost nothing is going to.

As Trump said a few months ago, most of his supporters really are mindless sheep who’ll support him no matter what.

However, at this point, if you’re still a supporter of Donald Trump, here’s what you really are: You’re someone who’s cemented your place in history as an individual who we’re all going to look back upon with disgust and shame because you were ignorant enough to support one of the worst presidential candidates in United States history.

This is a man who’s:

  • Mocked a man with disabilities.
  • Attacked the parents of a fallen American hero.
  • Belittled POWs and the war record of Sen. John McCain.
  • Lied about how much money he raised for veterans.
  • Called a former Miss Universe “disgusting” and fat, telling his Twitter followers to find her non-existent sex tape.
  • Accused an American-born federal judge of being unfit to do his job because of his Mexican heritage…
  • …Re-tweeted anti-African American propaganda created by a white supremacy group.
  • Played dumb about knowing who former Grand Wizard of the KKK David Duke was…
  • …Feels he has the right to sexually assault women.
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Posted in Charters, Election, Equity, Gulen, Indiana, Politics, Privatization, read-alouds, reading, TeacherShortage, TFA

2016 Medley #24

Teacher Shortage, Teach for America,
Reading, Privatization, Politics, Read Aloud

TEACHER SHORTAGE

Understanding the Teacher Shortage Crisis and the Solutions to Fix it

Those of us who have watched the destruction of public education and the vilifying of teachers by legislators, state (and national) executives, and billionaire “reformers,” are not at all surprised by a teacher shortage.

The reasons for the decline in the number of teachers are correlated to teacher evaluation systems blended with high stakes standardized testing implemented over the past ten years, a shrinking student base in teacher education programs, a lack of respect for the teaching profession, and low salaries and benefits.

Candidates present their cases

Eric Holcomb, Republican Candidate for Governor of Indiana, says that the teacher shortage is “not just in Indiana,” which is true. However, the reasons are the same nationally and locally. Teachers in Indiana have lost collective bargaining rights, lost due process rights, lost classroom autonomy, and gained salary stagnation. The state legislature, the governor, and the State Board of Education all contributed just like similar politicians in North Carolina, Michigan, Ohio, Nevada, Pennsylvania, Florida…

In addition, Holcomb’s comment “lawmakers have increased K-12 funding” is misleading and disingenuous. A big chunk of that money is going for “reform” schemes like the overuse of standardized testing, private school vouchers, and charter schools…all pushed by the Republican governor and the Republican supermajority in the state legislature.

The issue of teacher shortages arose, and Holcomb pointed out it’s a national problem, not just one in Indiana.

He said lawmakers have increased K-12 funding, but “it’s about where that money ends up.” For instance, he said, too much is going to administrative costs instead of salaries.

But Gregg said, “we created this teacher shortage in the last few years by the way we have demeaned those in the education profession.” He promised to bring teachers back to the table on policy and testing decisions – one thing he said will help attract and retain teachers.

DESTROYING THE TEACHING PROFESSION WITH TEACH FOR AMERICA

Do Americans Hate Teachers, Or are they Duped by Teach for America?

Teach for America gives its “corps members” – students from the nation’s highest ranked colleges and universities – only five weeks of training to prepare them to teach poor, urban students.

Is there any other profession which would let recent graduates take on professional responsibilities without serious preparation? I have a masters degree in Elementary Education, a Reading Specialization, and nearly four decades of experience in elementary school classrooms. Would I be prepared to practice corporate law with five weeks of “training?”

Yet school systems (and states) around the country regularly allow these untrained novices into classrooms with the neediest students.

“But there is no one else who will take this job!” the school systems respond. Aside from the fact that that’s not always true the problem then becomes one of recruitment. Maybe teachers ought to be given salaries commensurate with their training. Maybe they ought to have more autonomy, prep time, and time for collaboration with other teachers. Maybe states should stop bashing teachers and do what’s needed to make the profession more attractive.

Do Americans understand that by contributing to a turnaround group of young novices to be teachers, they are destroying the American teaching profession? Do they know that sooner or later there will be no more real, qualified teachers to instruct their students?

Are they not aware that fast-track trained beginners, who focus on data, digital instruction, and classroom control, and who are never intent on becoming teachers until they recruited, are not the best individuals to lead a classroom?

Are they confused and think they are doing something nice, or are they hell-bent on destroying public education?

TEACHING READING

Teaching Struggling Readers: Focus on Meaning

Thanks to Russ Walsh for his thoughtful discussion of how to improve literacy instruction. Educators must take back instruction from statehouses and billionaire board rooms.

The key thing to understand in designing a support program for readers is that reading is communication. If we begin our search for the best way to help a struggling reader with the idea that language is meaningful and reading is about making sense of written language, then we have a better chance to help struggling readers.

What does this mean for instruction? One thing it means is we need to provide interventions early, before children experience too much failure and adopt too many “confusions” about how reading works. Secondly, it means that rather than doubling down on phonics instruction, we need to double down on meaning making. If a student struggles to make meaning from text, we must scaffold the meaning sufficiently to assist the student in decoding the words.

Most instruction for struggling readers, in other words, has it backward.

PRIVATIZATION: GULEN CHARTERS

Who Is Watching? Turkish Cleric, Accused of Motivating Military Coup, Controls Large Network of Charter Schools in the U.S.

Did you know that the reclusive Turkish primary school graduate preacher, former imam, writer, and political figure who failed in a coup attempt in Turkey is running one of the largest networks of charter schools in the US?

The lack of transparency of the Gulen charter network and the failure of federal and state oversight are warning signs of the dangers involved in turning over taxpayer dollars for public education to private charter operators. In the case of the Gulen network, the amount of money involved is enormous—hundreds of millions of dollars. Shouldn’t there be government investigations? A moratorium on adding more schools to these networks? Where is the voice of the charter industry for due diligence in schools where we send our children? Our children deserve better.

PRIVATIZATION: INCREASES INEQUITY

Report: How privatization increases inequality and here (full report)

“The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it. There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people themselves.” — John Adams

Section 5: Privatization perpetuates socioeconomic and racial segregation

… implications of this increasing segregation can especially be felt in districts with rapid charter growth. In Durham County, North Carolina, the fast growth of charters has increased racial segregation at the financial expense of the public school district. Neighborhood schools have lost middle class children to charter schools and have been left with a higher concentration of poor students and students of color. Charter schools are exempt from providing student transportation or free and reduced price lunch, making it less likely that poor students can attend charter schools that don’t provide these critical services.

Charter school expansion has been destabilizing for the school district. One recent study estimates that the net cost to the Durham Public Schools could be as high as $2,000 per charter school student. The school district estimated in 2014 that charter schools take $14.9 million each year from neighborhood schools. This means that the traditional public schools in the district, which contain higher proportions of lower-income students, students of color, and more expensive-to-educate children (such as those with disabilities) are financially strained, as the district is unable to reduce its spending proportionally with the loss of charter students due to unavoidable fixed costs.286 Unfortunately, this financial loss hurts the public school district’s ability to provide quality education to its remaining students, who lose out even more as schools become more racially isolated and segregated.

POLITICS

10 Emotional Abuse Tactics That Trump Blatantly Used in the First Debate

A lot of people are saying that this guy is abusive. Is he? I don’t know. Maybe he is.

His speeches are filled with language such as “it’s a disaster,” “this is tremendous,” “we are in a big, fat, ugly bubble,” “it’s unbelievable,” and “it’s the greatest.” He also loves to use language of “everyone” and “always.” He cushions many of his egregious claims with statements like “everyone tells me” – a claim that is very difficult to prove or disprove or fact-check.

Apophasis

…a rhetorical device wherein the speaker or writer brings up a subject by either denying it, or denying that it should be brought up.

Trump’s Definition of the “High Ground”

Donald Trump claimed the high ground after the September 26th Presidential Debate.

“I’m very happy that I was able to hold back on the indiscretions with respect to Bill Clinton, because I have a lot of respect for Chelsea Clinton and I just didn’t want to say what I was going to say.”

He Would Never Say It, But This Is Donald Trump’s Favorite Rhetorical Device

“I was going to say ‘dummy’ Bush; I won’t say it. I won’t say it,” Trump said in January.

Trump referenced then-GOP hopeful Carly Fiorina’s rocky tenure as CEO of Hewlett-Packard in a similar way.

“I promised I would not say that she ran Hewlett-Packard into the ground, that she laid off tens of thousands of people and she got viciously fired,” he said. “I said I will not say it, so I will not say it.”

…“I refuse to call Megyn Kelly a bimbo, because that would not be politically correct,” he wrote on Twitter. “Instead, I will only call her a lightweight reporter!”

And of the former host of Comedy Central’s “The Daily Show,” Trump stated that, “unlike others, I never attacked dopey Jon Stewart for his phony last name. Would never do that!”

READ ALOUD

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Posted in Article Medleys, TeacherShortage

2016 Medley #23: Time to Pay the Piper

The Teacher Shortage: Time to Pay the Piper

INDIANA’S CONTRIBUTION TO THE NATIONAL TEACHER SHORTAGE

It’s no secret that the nation is suffering under a teacher shortage which promises to get worse before it gets better. The image of a career teacher, retiring after a career of 30 or 40 years is diminishing. Nearly 8% of teachers quit before retirement and new teachers leave at an alarming rate.

Why? Here is a part of what Indiana has done to create its teacher shortage…

Under the guise of “reform,” policy makers in Indiana have attacked public education and the teaching profession

  • …by restricting teachers’ collective bargaining rights. School systems and teachers unions used to be able to bargain class size, insurance, pay scales, work hours, preparation time, and anything else that the two parties agreed on. Now, the only things allowed on the bargaining table are money and insurance.
  • …by removing the right to due process. Due process in K-12 education has been mislabeled “tenure.” It gave a teacher the right to a public hearing in front of an impartial judge with binding arbitration. Now, teachers can be fired without any hearing. Indiana teachers still have a right to a meeting with their superintendent or the school board. No impartial hearing is required.
  • …by introducing testing as one of the criteria for teacher evaluations. Teachers have no control over their students’ family income, neighborhood safety issues, emotional health, or the ability of their parents to provide adequate medical and dental health care. All of those issues have a bearing on students’ achievement, yet teachers are the only ones “held accountable” by this bad science. The same policy makers who require that testing be a part of evaluations (aka the legislature and governor) aren’t held accountable for the lack of jobs or the high levels of poverty in a neighborhood. Teachers, however, are deemed responsible even when achievement suffers due to systemic societal problems.
  • …by diverting millions of tax dollars to testing corporations, charter schools and vouchers, resulting in reduced funding for public education. Legislators and politicians pocket campaign donations from testing companies, charter owners, and pro-voucher organizations. Testing drains public education dollars through purchase costs and lost instructional time while providing little in return. Charter schools and private schools don’t perform any better than public schools.
  • …by reducing teacher pay through merit pay schemes. Indiana school systems no longer pay teachers based on their years of experience or educational achievement. Indiana’s average teacher pay dropped by 10% between 1999 and 2013. Is a falling salary an incentive to join a profession?
  • …by changing the rules to allow untrained personnel into public school classrooms. Why would a young person want to amass $30,000 or more in college loan debt on education credentials when they knew they could be replaced by someone with no education training at all? The idea that “anyone with content knowledge can teach” reflects the ignorance with which policy makers approach the field of education.
  • …by reducing the power of the State Superintendent of Public Instruction, the only state-wide elected education office.

The only good thing that I can say about the way “reformers” in Indiana have treated teachers is that it’s just as bad, and sometimes worse, in other places.

TEACHER SHORTAGE ACROSS THE NATION

Plain Talk: Teacher shortage is payback for anti-teacher attitudes

Just one example…Wisconsin…

What’s our Republican leaders’ answer for the teacher shortage? Allow them to bargain for a raise? Help them pay off student loans? Give them more support in the classroom? Help the public better understand the key role teachers play in America’s democracy? No, none of the above.

Their answer is to actually lower teaching standards instead. Allow anyone with a bachelor’s degree to step in and teach a class based on his or her work experience. No education credits required. No experience dealing with slow-learning students or kids with emotional problems, handling conflicts or developing stimulating lesson plans.

The teacher shortage is a national problem caused by competition for taxpayer funds – privatizer’s greed – devoted to education. The drain of money from public schools into the pocketbooks of privatizers and corporate testing accounts has added to the fiscal crisis felt by many school systems.

A COMING CRISIS IN TEACHING?

Much of the recent focus on teacher shortages is due to the release of A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S., a report by Linda Darling-Hammond’s Learning Policy Institute. The report provides four recommendations. Unfortunately, each requires an economic commitment to education that the nation has been unable to muster.

Based on research reviewed on what matters for recruiting and retaining teachers, policies should focus on:

1. Creating competitive, equitable compensation packages that allow teachers to make a reasonable living across all kinds of communities…

2. Enhancing the supply of qualified teachers for high-need fields and locations through targeted training subsidies and high-retention pathways…

3. Improving teacher retention, especially in hard-to-staff schools, through improved mentoring, induction, working conditions, and career development…

4. Developing a national teacher supply market that can facilitate getting and keeping teachers in the places they are needed over the course of their careers…

Teachers salaries nationwide are about 17% behind those of comparable workers (based on weekly, not annual, earnings in order to offset the claim that teachers work less during a full year than other workers). Are states willing to increase the amount of money provided for public education? Are they willing to provide more resources based on need? Every one of the four recommendations listed above would require additional funding. Past history suggests that Americans are reluctant to pay for what’s in their own best interest.

Other reports from the Learning Policy Institute:

Solving the Teacher Shortage: How to Attract and Retain Excellent Educators

Policy Recommendations

Informed by the research, the authors offer the following recommendations for federal, state, and local policymakers…

Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013

Abstract

This brief summarizes the results from a study of the recruitment, employment, and retention of minority k-12 teachers. The study examines the extent and sources of the minority teacher shortage—the low proportion of minority teachers in comparison to the increasing numbers of minority students in the school system. Using the National Center for Education Statistics’ Schools and Staffing Survey/Teacher Follow-Up Survey, we found that efforts over recent decades to recruit more minority teachers and place them in disadvantaged schools have been very successful. But these efforts have been undermined by the high turnover rates of minority teachers—largely because of poor working conditions in their schools. The conditions most strongly related to minority teacher turnover were the degree of teachers’ classroom autonomy and input into school decisions—both increasingly important when coupled with accountability pressures.

OTHER COMMENTS

Study: Indiana ranks among lowest for teacher recruitment, retention

The Republican candidate for Indiana Governor used the same “reform”-based comments about retaining teachers. In his comments below, “high-performing” likely means a teacher whose students score high on achievement tests. His other comments seem to be exactly what we need – treat teachers as professionals, provide resources, give teachers a voice.

I’ll believe it when I see it.

Lt. Gov. Eric Holcomb, the Republican candidate, told IndyStar the state should offer incentives for high-performing teachers to stay in the classroom.

“First and foremost, we must treat teachers as professionals and as role models, as they were for me, then equip them with the resources they need to succeed,” Holcomb said in a statement. “We also need to ensure teachers are a part of the conversation and have a seat at the table. Educators know what is best for their schools.”

Frustration. Burnout. Attrition. It’s Time To Address The National Teacher Shortage

NPR has generally been supportive of school “reform” because of their ties to foundation money – the Gates Foundation and the Walton Family Foundation.

We actually have a teaching situation right now that is probably as bad as it’s been for many, many decades. Teacher salaries have been declining since the 1990s. Teachers are earning about 20 percent less than other college graduates who are similarly educated. Even after you adjust for the difference in the calendar work here, in 30 states a teacher who has a family of four is eligible for several sources of government assistance, including free or reduced-price lunch for their own children in school.

Teacher working conditions are worse than they’ve been. Most states that cut their budgets because of the recession have not even returned to pre-recession levels of spending, which means books and supplies and materials and computers are in short supply. Class sizes are larger than they used to be. Then we have more and more children in poverty, more and more children who are homeless, so in highly impacted communities, the needs that teachers have to be responsive to on behalf of the children are also very, very taxing.

The Teacher Shortage Crisis Is Here

One potential solution the researchers offer is that while much focus is placed on recruiting new teachers into the workforce, policymakers should instead focus on ways to keep the teachers that are already there, especially those working in hard-to-staff schools.

Cutting the attrition rate by half, to 4 percent, the researchers underscored, could solve the entire teacher shortage problem.

“Teaching conditions have hit a low point in the United States in terms of salaries, working conditions and access to strong preparation and mentoring – all of which would attract and keep a stronger, more sustainable teaching pool,” Darling-Hammond said.

US teacher shortage: how to keep teachers from quitting

Few teachers now work until retirement. Instead, many increasingly move to other professions, go into education administration, or stay home with their families.

Want to fix the teacher shortage? Here’s how

This editorial is specific to the state of New York, but it’s recommendations, with tweaks for specific states, could work everywhere.

1. Eliminate the EdTPA. This system, promoted as increasing standards for teachers, is in reality so onerous and poorly thought out that it is discouraging qualified applicants to the profession. It costs both teacher candidates and the state millions, and has resulted in teacher candidates being less prepared for teaching rather than more so.

2. Eliminate standardized testing in the public schools and for teacher candidate preparation. Research shows the best indicator of a student’s success is their GPA, not standardized test scores. Standardized testing merely adds to the coffers of the private testing industry. Reinstitute teacher-created Regent’s exams. Teacher created exams are age appropriate, more accurately test the learning of students and cost much less than corporate prepared tests.

3. Let teachers mark their own students’ tests. It’s cheaper and better.

4. Eliminate corporate “canned” teaching modules created to meet Common Core Standards, and allow teachers to create their lesson plans. Teachers are the experts; release their creativity so that they can teach students properly.

5. Make the teaching profession attractive financially. Eliminate Tiers V and VI in the teacher retirement system. One of the tradeoffs teachers had accepted for the relatively low pay for the amount of education required was a decent pension. Tiers V and VI were created to punish teachers, not reward them for their service.

6. Create a “Teacher Bar Association” to establish educational requirements for teachers for public and charter schools, thus officially recognizing that teaching is a profession. Lawyers, doctors and CPAs are experts in their fields, as are teachers in theirs.

7. Establish a program to help raise the status of teaching in the public’s consciousness. Few want to enter a profession which is constantly derided by politicians and the press.

8. Common Core has been a disaster; eliminate it. While the intent was perhaps a good one, it was created by non-educators more for political and profit motives than educational ones.

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Posted in Charters, Chicago, Election, JohnOliver, NEIFPE, poverty, Quotes, reading, Stephen Krashen, TeacherShortage, Teaching Career, vouchers

Random Quotes – August 2016

POVERTY

Teachers are not the problem, poverty is

Stephen Krashen reminds America to quit scapegoating teachers and public schools for low achievement due to poverty. We have one of the highest rates of childhood poverty in the industrialized world – nearly one-fourth of our children. Where are the policy makers who take their share of the responsibility for our failure as a nation to take care of our children?

by Stephen Krashen

Poverty means food deprivation, lack of health care, and lack of access to books. Each of these has a strong negative influence on school performance. Let’s forget about developing new ways of evaluating teachers, fancy databases, and the other Gates ideas that have no support in research or practice. Instead, let’s invest in making sure no child is left unfed, no child lacks proper health care, and all children have access to quality libraries.

PRIVATIZATION: CHARTERS

John Oliver on Charter Schools

John Oliver takes on the abuse and corruption in the charter school industry. (NOTE: The video contains language some people might find offensive).

by John Oliver

The problem with letting the free market decide when it comes to kids is that kids change faster than the market. And by the time it’s obvious a school is failing, futures may have been ruined.

PRIVATIZATION: VOUCHERS

Select Group is Served by Vouchers

Terry Springer is a former high school English teacher from Fort Wayne, Indiana. She’s one of the founders of the Northeast Indiana Friends of Public Education, a public education advocacy group (Full disclosure: I’m a member of the same group).

In the linked article she discusses Indiana’s voucher program.

by Terry Springer

…[Executive director of Indiana Non-Public Education Association, John] Elcesser’s argument that voucher parents are taxpayers and their tax dollars should go to the school of their choice is rather like the argument that my tax dollar should only go to repair the roads and bridges I travel on or to pave my driveway. Public education benefits the whole community; private education does not. The arguments for the money following the child fly in the face of that perspective…

TEACHERS

Out with the old. In with the new.

Here’s a cartoon by Fred Klonsky. Earlier this month Chicago Public Schools laid off 1000 employees, half of whom were teachers. Two weeks later they announced they were hiring 1000 new teachers.

A teacher: Why I am not going to keep my bonus

Are teachers “in it for the money?” Are teachers holding back, instead of teaching well in order to get more money?

by Stuart Egan

I do not need a carrot stick. If getting a bonus to get students to perform better really works, then this should have been done a long time ago. But it does not. I do not perform better because of a bonus. I am not selling anything. I would like my students and parents to think that I work just as hard for all of my students in all of my classes because I am a teacher.

Reasons for mass resignations: 28 Dodgeville teachers leave over money and student behavioral issues

This article discusses the teacher shortage facing Dodgeville, Wisconsin. In the comments below the article, Tim Slekar, Dean at nearby Edgewood College, explains why there’s a teacher shortage.

by Tim Slekar, Dean at Edgewood College’s School of Education, Madison, WI

Dodgeville is just ONE example of the exodus. Teachers are leaving the classrooms in droves all across the state and enrollment in teacher education programs is plumetting. We have a teacher exodus problem.

Our elected officials will use this as evidence of a “teacher shortage” and then bitch to lower standards to let any jackass teach.

There is no “shortage.” Those that have been waging the war on teachers are winning.

FIX PUBLIC EDUCATION

Who profits from a “broken public school” narrative?

Shouldn’t the goal of public education be to have good public schools for all children, in all areas? Why do we have cities where children have to “apply” to public schools instead of just having excellent public schools in every neighborhood? Why aren’t we working towards a system where every public school is excellent?

by Ali Collins

If you want to help a district function effectively, you work with leaders to fix underlying problems, you don’t create workarounds or do the work. In this way, non-profits enable failure. They become complicit in creating and maintaining problems they then profit by fixing. [emphasis added]

READING

Making Joy a Reading Standard

Wouldn’t it be nice if at least one reading “standard” focused on creating readers who loved to read?

by Mary Anne Buckley

Joy is in listening to and being moved by words and joy is in crafting words that move others. Joy is in recognizing ourselves in characters as well as challenging ourselves to see things from a different perspective. Joy is connecting and reflecting with one another.  I wrote that I answered the last question from the interview panel without thinking but in all actuality I’ve been thinking about that answer for years. When we remember our own personal joy of reading and infuse that into our instruction the lessons themselves become joyful.

DEMONS

AMERICA, DAMMIT! – Thoughts from Glacier National Park (starting at about 2:00)

(NOTE: The video contains language some people might find offensive).

by Hank Green

…We work so hard to demonize each other that everyone comes out looking like demons…

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