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Sunday, July 26, 2015

Get Up Offa That Thing (Summer-Shaming) | The Jose Vilson

Get Up Offa That Thing (Summer-Shaming) | The Jose Vilson:

Get Up Offa That Thing (Summer-Shaming) 



NEWPORT, RI - JULY 6: Godfather of soul James Brown performs onstage at the Newport Jazz Festival on July 6, 1969 in Newport, Rhode Island. (Photo by Tom Copi/Michael Ochs Archives/Getty Images)


July is the month that teachers get to be teachers without students.
I’ve now been to five cities over the course of the last month, and saw nothing but teachers working on developing themselves as professionals and people. What’s missing in the debate over extended time in schools and summers in American schools is the lack of time teachers get to spend not worrying about the students in their care. Building time into the school week is one thing, having independent time a whole nother. During the school year, meeting with teachers helps because we can address immediate needs and concerns, make adjustments, and decompress for a second before we have to get back on the train that is the school year.
Summer, by sharp contrast, allows us to take a time out from bells, alarms, phone calls, and the hundreds of other internal and external interruptions we face as teachers and get down to business as adults. This summer, I’ve seen teachers still keep students in mind, but talk about long-term curriculum, pedagogy, assessment, teacher leadership, and all the great stuff that gets piled on our shoulders while we’re still trying to manage our class load.
Maybe we need to rethink the idea of “summers off” as a summer to unpack and refuel.
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BAT Congress in Washington DC | The Rick Smith Show

BAT Congress in Washington DC | The Rick Smith Show:



Submitted by Rick Smith on July 25, 2015 - 9:33pm.

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Pearson selling some investments to be ‘100 percent’ focused on education - The Washington Post

Pearson selling some investments to be ‘100 percent’ focused on education - The Washington Post:

Pearson selling some investments to be ‘100 percent’ focused on education






Pearson, the world’s largest education company, the one that testing critics love to hate, wants to get much, much bigger. It is selling other investments so that it can focus entirely on its education business.
The sales come at a time when the company has lost some big testing contracts in the United States and when its outlook from Moody’s, the credit-rating service, is negative. Still, Pearson is dominant in the education field. HBO’s John Oliver noted in a piece earlier this year that it is possible for American students to take Pearson-designed tests from kindergarten through at least eighth grade, use Pearson-designed curriculum and textbooks, and have teachers certified by a Pearson test. And that’s only part of its education reach.
The company is selling its stake in the Financial Times to Nikkei Inc., a leading Japanese media organization, for $1.3 billion, a move that Pearson chief executive John Fallon said was precipitated by the changing journalism business model and by Pearson’s desire to focus entirely on education,according to Financial Times. It is also in talks to sell its 50 percent stake in the Economist Group, which publishes the Economist magazine as well as the Economist Intelligence Unit and CQ Roll Call. The Financial Times said:
Selling the FT Group and the Economist Group stake would leave Pearson with nearly £1bn  [nearly $1.5 billion] in net proceeds — strengthening its balance sheet at a time when its credit rating has a negative outlook from Moody’s, due to uncertainty in the education sector.
Fallon told reporters a few days ago, according to Nieman Labs: “In terms of the businesses that we actively manage and lead on a daily basis, everything in that category will now be 100 percent related to education.”
Fallon wrote an article in the Financial Times that said in part:
The world of education is now changing profoundly, through globalisation, the emerging middle class in countries including India, China and Brazil, and the revolution of digital technology. The number of students going to university around the world is expected to triple over the next 20 years.
And that is what the future of Pearson is about: the ever-growing global demand for better education — whether that means learning real skills that lead to a career, access to better teachers and learning resources, or more affordable and effective higher education. It is a big and fragmented sector — annual global 
Pearson selling some investments to be ‘100 percent’ focused on education - The Washington Post:
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CURMUDGUCATION: Teacher "Shortage" Coast to Coast

CURMUDGUCATION: Teacher "Shortage" Coast to Coast:

Teacher "Shortage" Coast to Coast

Talk of teacher shortages has been popping up on a state-to-state basis, so I thought I'd engage in a rare act of actual data collection. I'm working from two basic sources here: 1) a report from USEDthat actually goes back to 1991, but we'll just focus on the present and 2) my research assistant, Dr. Google, with which I'll check for "OMGZ! We haz got no teechurz!" stories for each state. Let's see how we're all doing, shall we?

ALABAMA

The USED shows Alabama hurting in many instructional areas, and they've been talking about a teacher staffing crisis almost a decade ago. They've recently blamed a substitute shortage on Obamacare, because reasons. Since the Great Teacher Crisis of 2007, they've been trying to offer incentives like bonuses for working in districts or subject areas that are suffering a shortage. Alabama is not known for its great teaching conditions or spending on education, but nobody is hollering about a teacher shortage at the moment.


ALASKA

One of the least shortagey states on the USED's list. Alaska has also been plagued by periodic bouts of teacher shortage, and that seems linked mostly to the general issue of enticing teachers to work in Extremely Rural Areas. Average salaries push $70K, but if you know Alaska, you know living there is not exactly cheap. However, there seems to be no major panic at the moment.

ARIZONA

USED says that Arizona is short everywhere in everything, and that's reflected in media reports throwing the word "crisis" around as recently as yesterday. Arizona is dead-last in per pupil spending and fighting to get to the bottom on teacher pay, but the charter operators rate them highly. Things are so bad that a study on recruitment and retention offered suggestions along the lines of "treat CURMUDGUCATION: Teacher "Shortage" Coast to Coast:

ICYMI: Top Edublogging of the Week (7/26)

As always, this is neither all-inclusive nor based on any criteria other than my own. But here are some things you should read from last week.


When candidates talk education, media rarely go beyond buzzwords

Well, in all fairness, the media don't do any better with other issues, but here's a great look at the side tracks that keep appearing in coverage of candidate edubloviation.

Dumbing down kids

If you want to get angry over EngageNY and canned teaching programs all over again, here's the piece. Detailed, specific, and incisive. 

Who's actually running America's charter schools

You actually need a double dose of School Finance 101 this week. Start with this look at which groups are actually getting most of the charter business. Then move onto this explanation of just one of the crazy twists in charter financing. It's a little wonky, but clear and thorough. 

ALEC now says school vouchers are for kids in suburbia

This one's important, and charts the shift in the voucher sales pitch. We knew this was coming-- now it's here. Vouchers are no longer pitched as a way to rescue those poor kids in failing urban schools. Now some folks would like to expand the market.

ICYMI: Top Edublogging of the Week (7/26)

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A letter from a teacher to parents: ‘I can’t do it alone.” | Get Schooled

A letter from a teacher to parents: ‘I can’t do it alone.” | Get Schooled:

A letter from a teacher to parents: ‘I can’t do it alone.” 







 A veteran teacher from a suburban Atlanta district sent me this note:

There are many futile attempts to remedy the ills of our educational system when a core issue to be rectified is parents. Each year, I see the positive effects of strong parental involvement on the educational outcomes of children. Conversely, I see the negative effects of parents who do not make education a priority.
I cannot effectively educate students if parents do not prioritize education in the home. It is akin to a parent bringing a child to the physician for an ailment. The parent must support the physician’s recommendations, along with prioritizing health in the home, for the child to successfully heal. Parents must prioritize their roles and responsibilities in the education of their children to assist teachers in their quest to provide a quality education to students. Teachers simply cannot do it alone.
A teacher says parents are critical to student success.
A teacher says parents are critical to student success.
The teacher shared a letter she wishes she could send parents. Here it is:
Dear Parent,
I am an educator. I can create a safe, stimulating learning environment for your child. I can encourage and support your child through the learning process. I can teach your child how to think logically and creatively. I can effectively teach your child the required curriculum. I can challenge your child’s intellect.
I can identify your child’s academic strengths and weaknesses. I can strengthen the weaknesses and build upon the strengths. I can develop a trusting, respectful relationship with your child. I can attempt to build a productive parent/teacher relationship. I can create a positive educational experience for your child. Your child will leave my classroom with the necessary knowledge to be well prepared for the educational road ahead.
But I can’t do it alone.
I am not the parent. I can’t guarantee your child gets an adequate night’s rest and a healthy diet. I can’t make sure your child is on time to school and only misses classes when absolutely necessary. I can’t prioritize education in the home.
I can’t provide your child with a literature-rich home environment. I can’t limit the time your child spends playing with electronics or surfing through social media. I can’t instill the value of an education on your child like you can.
I can’t follow through with consequences when you are contacted about discipline issues that are impacting your child’s learning. I can’t force you to attend conferences to discuss how we can work together to maximize your child’s potential. I can’t best demonstrate to your child that you and I are a team, operating together in the child’s best interests.
Frankly, without your cooperation, I am fighting an uphill battle in my fervent attempt to educate your child. Please understand and appreciate the enormous role that you play in creating a successful educational outcome for your child.
Respectfully,
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Perdido Street School: How Education Reformers Fund Their Reform Lobbying Efforts Without Revealing Their Donors

Perdido Street School: How Education Reformers Fund Their Reform Lobbying Efforts Without Revealing Their Donors:

How Education Reformers Fund Their Reform Lobbying Efforts Without Revealing Their Donors


Chris Bragg of the Times-Union with an illuminating piece about how education reform groups push their political agenda without revealing who's funding it:

Three groups pushing education reforms that spent heavily lobbying state government this year funded at least a portion of their efforts though donations whose original sources are essentially untraceable.



StudentsFirstNY Advocacy, the Coalition for Opportunity in Education and Families for Excellent Schools spent more than $8.3 million during the 2015 legislative session lobbying state government to promote charter schools and other issues, according to recent lobbying disclosure filings.
Here is one of the games the education reformers play to hide where the money's coming from:

Manhattan-based group StudentsFirstNY Advocacy, which pushes for charter schools and other causes, spent $2 million this year, but the sources behind roughly half that spending are unclear..



One million dollars were donated to StudentsFirst NY Advocacy by another nonprofit, StudentsFirst NY Inc., that heavily overlaps with it: The two groups share an office suite and staff.



Both StudentsFirst NY Advocacy and StudentsFirst NY Inc.

Perdido Street School: How Education Reformers Fund Their Reform Lobbying Efforts Without Revealing Their Donors:

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Geaux Teacher!: Helping Profits - Hurting Children

Geaux Teacher!: Helping Profits - Hurting Children:

Helping Profits - Hurting Children



Media gets an "A" for finding false negatives in U.S. Students winning math Olympiad.  Just 10 minutes of my research gives media an "F" for facts.  I suppose if I were a PAID journalist I could have saved 10 minutes. 

Here is the good news with the media touch - headline: 

They're No. 1: U.S. Wins Math Olympiad For First Time In 21 Years


Here is just one of many examples of how comparisons of standardized test scores skew reality: 

China and PISA 2012 scores report by Brookings Institute Oct. 9, 2013: 

http://www.brookings.edu/research/papers/2013/10/09-pisa-china-problem-loveless

And yet, just two months later NPR spins the 2012 PISA scores: 

NPR's  PISA report Dec. 3, 2013:   Media can't or won't get it right? 

http://www.npr.org/sections/thetwo-way/2013/12/03/248329823/u-s-high-school-students-slide-in-math-reading-science

Even more interesting is the further distortion when comparing PISA, TIMSS and NAEP: 

PEW Research Feb., 2015 including PISA, TIMSS and NAEP commentary: As always, read the comments (from educators in the classroom for God's sake). 

http://www.pewresearch.org/fact-tank/2015/02/02/u-s-students-improving-slowly-in-math-and-science-but-still-lagging-internationally/

BOTTOM LINE - a stand-alone standardized test score is worse than useless for analysis and reflection if the purpose is to improve educational outcomes.  It is VERY useful for the political and corporate agenda to capitalize for profit on the backs of children. Geaux Teacher!: Helping Profits - Hurting Children:


ELECT LEE BARRIOS

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State of Michigan Failing Charter Schools: One Year Later Nothing Has Changed

State of charter schools: How Michigan spends $1 billion but fails to hold schools accountable | Detroit Free Press | freep.com:
State of Michigan Failing Charter Schools: One Year Later Nothing Has Changed



 Big Education Ape: Incomplete: Michgan’s grade on charter school reform http://bit.ly/1eqT7Tf


  Jul. 16, 2014

What the Free Press found
A year long Free Press investigation of Michigan's charter schools found wasteful spending, conflicts of interest, poor performing schools and a failure to close the worst of the worst. Among the findings:
 Charter schools spend $1 billion per year in state taxpayer money, often with little transparency.
 Some charter schools are innovative and have excellent academic outcomes — but those that don't are allowed to stay open year after year.
 A majority of the worst-ranked charter schools in Michigan have been open 10 years or more.
 Charter schools as a whole fare no better than traditional schools in educating students in poverty.
 Michigan has substantially more for-profit companies running schools than any other state.
 Some charter school board members were forced out after demanding financial details from management companies.
 State law does not prevent insider dealing and self-enrichment by those who operate schools.
Day 1: Weak state oversight allows secrecy, abuses
Sunday, June 22: Charter management companies flock to Michigan, which — unlike some other states — requires little transparency or accountability in the rapidly growing number of charter schools.
Day 3: School board power often limited to a rubber stamp
Tuesday, June 24: Critics say many boards are not independent — and some have been punished when they asked too many questions.
Day 4: Pro charter school group wields increasing power
Wednesday, June 25: The Great Lakes Education Project aggressively lobbies on behalf of charter schools — and punished one lawmaker who defied its agenda.
Day 6: Authorizers allow poor performance to go on and on
Friday, June 27: Authorizers tend to let low-performing schools continue — and the state does not provide guidelines on when schools should be closed.
Day 7: In Detroit, helping educate poor children still elusive
Saturday, June 28: While charters have given Detroit parents many options, they haven't provided what the city needs: high-quality schools that can succeed with disadvantaged children.
Day 8: Some top-notch schools fulfill the original mission
Sunday, June 29: The Free Press profiles selected charter schools that provide innovative alternatives to traditional schools.
Solutions: How Michigan can fix our charter school system
Sunday, June 29: Michigan can learn from other states, including Massachusetts, Delaware, Minnesota and Arizona, to better ensure public dollars will be spent wisely on behalf of both children and taxpayers.
Followup: National Heritage Academies' unusual arrangement
Sunday, Dec. 14: Michigan's largest charter management company, and not the schools, owns the contents of its school buildings, even if purchased with tax money
Reaction and response
Explore video, graphics
You can find Web-only stories, video interviews, documents and a statewide database with academic results.
How the reporting was done
The Detroit Free Press did hundreds of interviews and examined tens of thousands of documents in a yearlong investigation of Michigan's charter schools and how the state oversees them.
Among the records: More than 400 three-ring binders the Michigan Department of Education keeps on every charter, including those that closed, with contracts between schools and authorizers, management agreements, leases, building inspections, correspondence, internal MDE e-mails, court filings and parent complaints. Also examined were school audits, lawsuits, deeds, assessor records and school Web postings.
The Free Press also surveyed all 296 charters in the state — under which about 370 schools operate — plus numerous authorizers and management companies, both full-service and those that provide limited services such as human resources. The information was used in part to build a comprehensive searchable database listing every charter school, its test results and rankings, its management company, whether the company is for-profit or not, and what services it provides. That database will be posted Thursday on freep.com/charters.
The news organization used the Freedom of Information Act to obtain records from schools and authorizers, including payments to vendors and lease amendments.
The reporting team
Jennifer Dixon, investigative reporter, jbdixon@freepress.com
Lori Higgins, statewide education issues, lhiggins@freepress.com or @LoriAHiggins
David Jesse, higher education, djesse@freepress.com or @Freephighered
Kristi Tanner, database analyst, ktanner@freepress.com
Ritu Sehgal, senior editor, rsehgal@freepress.com or @rsehgalfreep
Contributing staff
Ann Zaniewski, Detroit Public Schools
Tim Good, print designer
Gerry Skora, lead copy editor
Martha Thierry, graphics artist
Eric Millikin, data analysis, illustration and web design
John Sly, data analysis, database architect and programming
Brian Todd, database design
State of charter schools: How Michigan spends $1 billion but fails to hold schools accountable | Detroit Free Press | freep.com:
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