Wednesday, April 23, 2014

Californians support historic changes in school funding, curriculum - latimes.com

Californians support historic changes in school funding, curriculum - latimes.com:



Californians support historic changes in school funding, curriculum

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School standards survey
Californians support new national learning standards known as Common Core, a new survey found. In Santiago Elementary School in Santa Ana, teachers are already using the new standards to emphasize critical thinking and prepare students for more complex tests. (Mark Boster / Los Angeles Times / April23, 2014)
In a broad consensus across racial, political and economic lines, most Californians support two historic changes in how academic subjects are taught and state dollars are allocated to schools, according to a statewide survey released Wednesday.
More than two-thirds of Californians surveyed support new national learning standards known as Common Core, which are currently being rolled out to better prepare students for college and careers with a deeper focus on critical thinking over rote memorization. California’s support is in marked contrast to growing resistance to the standards in New York, Indiana, Oklahoma and several other states.
And 70% of Californians back a new education finance system that gives more money to school districts for students who are low-income, learning English or in foster care. The new funding system is supported across all income levels and by 77% of Democrats, 65% of independents and 60% of Republicans, according to the survey by the Public Policy Institute of California.
“Generally, Californians are very supportive of these historic and dramatic changes,” said Mark Baldassare, the institute’s president. “There is so much pent up dissatisfaction with the status quo that they’re hoping these changes will maybe lead to a breakthrough.”
Reflecting wide agreement about the value of early childhood education, nearly three-fourths of those surveyed backed state funding for voluntary preschool for all 4-year-olds. Strong majorities across political parties, regions and demographic groups said preschool was important to a child’s later academic success.
And while 52% of Californians gave A's and Bs to their local schools, 81% said the quality of education statewide remained a problem. Only 35% gave high marks to schools for preparing students for both college and a career.
About half of those surveyed and 62% of public school parents said more school funding was needed, even after voters approved a temporary tax hike in 2012 to raise $6 billion annually for education.
In other findings, 56% of likely voters generally approved of Gov. Jerry Brown. But only one-third approved of his handling of the public school system. The Legislature’s job rating was just 29%.
The survey of 1,702 California adult residents was conducted between April 8 and April 15. The margin of error was 3.8%.
California’s broad support for new national standards crossed all income levels, although 73% of those earning less than $40,000 annually backed them compared with 68% of those earning more than $80,000. In other states, however, they have faced opposition from such critics as teacher


http://www.latimes.com/local/lanow/la-me-ln-ed-poll-20140423,0,2207404.story#ixzz2zm3heyLd

the hard to decision to leave my current teaching position

the hard to decision to leave my current teaching position:






I have promised an explanation.
I was recruited to teach at North County High School by a former colleague who at the time was the principal, although I knew he was leaving before I signed my contract.  I was primarily recruited to raise the rigor teaching AP US Government & Politics primarily to students in our STEM (science, technology, engineering and math) program.  I knew I was also going to teach one section of STEM Policy, a course normally given to a social studies teacher.  After I signed my contract, the position was somewhat reshaped to my skill set - as well as 3 sections of AP Gov and my one per semester of Policy, I was given senior capstone project classes of environmental media and of research / data analysis.  Policy is juniors, Gov is mainly sophomores, and my advisory is STEM freshman, which meant I was going to see students over multiple years.
The program is being changed, especially in Social Studies.  Through this year STEM students have taken AP Human Geography as 9th graders.  That meant that during AP Government we had to teach them chunks of the 2nd half of American History, because they had not yet had the Progressive Era, the New Deal, the Great Society, Civil Rights, Vietnam or the Reagan Revolution.  As of next year they will take American History in 9th grade and will not take AP Human Geography until they are seniors.
Were that the only change, I would be happy.
But there are two other things
First, they are dropping AP Government from the STEM program.  I had mixed feelings on that - I can actually challenge the students more outside of AP, because I do not have to worry about the massive amount of material to cover for the AP exam.
But for both 9th grade history and 10th grade government they are converting the courses into a form of hybrids known as "skinnies."  It is therein that my problem lies.
Please keep reading.
we are on an A day / B day schedule.  Students have 90 minutes of class every other day, with the hard to decision to leave my current teaching position:

Without Some Affirmative Action, Bros Won't Look At You - The Jose Vilson

Without Some Affirmative Action, Bros Won't Look At You - The Jose Vilson:



Without Some Affirmative Action, Bros Won’t Look At You

by JOSE VILSON on APRIL 23, 2014
in JOSE
Supreme Court Justice Sonia Sotomayor
Supreme Court Justice Sonia Sotomayor
I’m see any argument against affirmative action as invalid. Time and again, I see clear examples of situations where there was a rather conscious decision to exclude because of “fit,” which is just doublespeak for “whatever’s normal and profitable to us.” Which is often to the detriment and ostracization of an “other.”
Thus, I have something else to add to the plethora of things I’ve already said:
Affirmative action is my best friend. Actually, it’s every person of color’s best friend. And, mostly, it’s white women’s best friend. We ought to embrace affirmative action with both arms wide open and say “Thank you!” For, without affirmative action, we leave the decision of selection to those who would relegate we of different experiences and perhaps more negative perceptions of the fairyland they call united.
While one might say, “What do panels and media staff have to do with anything?”, to which I respond, “With all the qualified and vested individuals out there, many of whom have passed the respectability politics test from some institute of higher learning, would you think that the panels and staff put to the fore still look like this or would they be more representative of the wealth of
- See more at: Without Some Affirmative Action, Bros Won't Look At You - The Jose Vilson:

Those 24 Common Core 2009 Work Group Members | deutsch29

Those 24 Common Core 2009 Work Group Members | deutsch29:



Those 24 Common Core 2009 Work Group Members

April 23, 2014


In May 2009, Louisiana Governor Bobby Jindal and former State Education Superintendent Paul Pastorek signed a memorandum of understanding (MOU) for the Common Core State Standards (CCSS). This CCSS MOU would become “Appendix B” for the US Department of Education’s (USDOE’s) Race to the Top (RTTT) program.
In June 2009, the National Governors Association (NGA), in conjunction with US Secretary of Education Arne Duncan, announced that 46 states were already signed on for what would become CCSS.
The formal document, the CCSS MOU, outlines in detail the different groups of individuals and what their roles would be in “developing” CCSS.
The document signed by Jindal and Pastorek in May 2009– the CCSS MOU that would become RTTT Appendix B– is the same document I wrote about in this post.
The CCSS MOU makes it clear that the chief decision makers for CCSS were the individuals on the CCSS English Language Arts (ELA) and math work groups.
The CCSS copyright owners, NGA and the Council of Chief State School Officers (CCSSO) wanted to keep CCSS work group membership a secret but bowed to public pressure to reveal the names and affiliations of the 24 work group members.
In its July 01, 2009, press release, NGA makes it clear that these work groups were dominated by three affiliations, one standards-writing nonprofit (Achieve) and two Those 24 Common Core 2009 Work Group Members | deutsch29:

Teachers As Artists | Ideas and Thoughts

Teachers As Artists | Ideas and Thoughts:



Teachers As Artists



Whenever hear the question, “Is teaching a science or an art?” Invariably the answer is both. That seems reasonable. But what if you ask a musician  “Is music a science or an art?” Most people would lean heavily toward it being an art. Seems to me the answer should still be both. But obviously since we classify music as a mostly subjective discipline designed to create works of beauty we deem musicians as artists.
So why do we consider teaching more of a hybrid? I’d argue there’s not much difference than what we typically think of as art and that teachers are really better viewed as artists.
13876335124_48d847eca1_zTaking music and musicians as the example, we view them as artists because we tend to focus on what they do that’s unique and personal. However there is a great deal of science that goes with it. I use the word “science” here to refer to the structure, the proven elements common in most forms of music. Things like notes, chords, song structures, chorus, verse, bridge, etc are all constraints Teachers As Artists | Ideas and Thoughts:


Mike Klonsky's SmallTalk Blog: CTU ON TODAY'S 'TURNAROUND' DECISION

Mike Klonsky's SmallTalk Blog: CTU ON TODAY'S 'TURNAROUND' DECISION:



CTU ON TODAY'S 'TURNAROUND' DECISION

Gresham Students
Despite strong community opposition, the Board of Education prepared to wipe clean teachers and staff at three schools designated for "turnaround" at its monthly meeting Wednesday. -- DNAInfo


Here's a statement by the Chicago Teachers Union on today's CPS decision to "turnaround" three elementary schools:
  
CHICAGO—The Chicago Teachers Union (CTU) released the following statement upon news that the Chicago Board of Education voted to “turn around” three elementary schools on the city's South and West sides. The move will transfer the schools’ authority to a politically connected business organization with ties to city hall:

“Today’s hostile takeover of three of our neighborhood school communities by the mayor’s handpicked Board of Education makes it quite clear that there is a war on older, African-American teachers and administrators, as well as the school communities in which they serve,” said Karen Lewis, president of the Chicago Teachers Union.

“After being starved of resources for many consecutive years, Dvorak, Gresham and McNair, three promising elementary schools, were set up for failure by our school district. While we are proud of the members we have working in 'turnaround schools' operated by the Academy of Urban School Leadership (AUSL), our issue is that this dubious, corporate reform model Mike Klonsky's SmallTalk Blog: CTU ON TODAY'S 'TURNAROUND' DECISION:

Nite Cap 4-23-14 #BATsACT #RealEdTalk #EDCHAT #P2



James Baldwin said it best: 

"For these are all our children, and we will profit by or pay for whatever they become."


A BIG EDUCATION APE NITE CAP




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Special Late Nite Cap UPDATE 4-22-14 #BATsACT #RealEdTalk #EDCHAT #P2
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Nite Cap 4-22-14 #BATsACT #RealEdTalk #EDCHAT #P2
James Baldwin said it best: "For these are all our children, and we will profit by or pay for whatever they become."A BIG EDUCATION APE NITE CAPCalifornia's National Green Ribbon Schools - Year 2014 (CA Dept of Education)California's National Green Ribbon Schools - Year 2014 (CA Dept of Education): State Schools Chief Tom Torlakson Congratulates California's National Green Ribbon Schools




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