California Charter Schools and REAL Local Control

California Charter Schools and REAL Local Control

SB 808

Because of the significant investment in time and resources reviewing proposed charter school petitions prior to accepting or rejecting a petition, the local school board is best equipped to make decisions regarding education programs and needs within its jurisdiction. Local school districts must have the authority to authorize locally controlled charter schools as well as hold them accountable.

The recent practices of certain county offices of education and the State Board of Education in summarily overruling rigorous evaluations of charter petitions by local school boards is undermining the practice of local control, wherein districts develop priorities and plans with input from all stakeholders including parents, students, teachers, and community members.

Current charter school regulations do not provide sufficient oversight to ensure all charter schools remain financially and academically sound or meet the legislature’s original intent to serve all students.

The State of California has been emphasizing the need for local control in education policy. Governor Brown’s 2014 State of the State address proclaimed that the “central authority should have a subsidiary function, performing only those tasks which cannot be performed effectively at a more immediate or local level.”

The school board is elected to make decisions in the best interest of the children living in their district, and democracy is a means for the people to choose their leaders and to hold their leaders accountable for their policies and their conduct in office.

How Goldilocks Opened a Charter School That Nobody Wanted

Big Education Ape: Charter School Approval Flea Flicker: Three charter schools closed by CPS file appeals with stat... http://bit.ly/1QGhKNd

Big Education Ape: Glendale Unified board denies charter school plans; petitioners say they will appeal to county -... http://bit.ly/1P9tvbD

Big Education Ape: Flea Flicker: Rocketship appeals to state board to build school in Concord - ContraCostaTimes http://bit.ly/1RVCrnq

Big Education Ape: Flea Flicker: Should state be able to approve charter schools in Virginia? - Daily Press http://bit.ly/1QPtgEg

Big Education Ape: Washington Charter Schools Find Another Source Of Public Money | KUOW News and Information http://bit.ly/1QPtknC

Big Education Ape: Magnolia charter schools fight to stay open after LAUSD ‘death sentence’ - http://bigeducationape.blogspot.com/2016/10/magnolia-charter-schools-fight-to-stay.html

When Community and Labor Join Forces: Parent, Student and Teacher Partnerships | Schott Foundation for Public Education

When Community and Labor Join Forces: Parent, Student and Teacher Partnerships | Schott Foundation for Public Education:

When Community and Labor Join Forces: Parent, Student and Teacher Partnerships

Partnerships have the potential to build power. On March 31, Schott hosted a webinar, the penultimate of our 25th Anniversary series, “When Community and Labor Join Forces: Parent, Student and Teacher Partnerships”, to highlight lessons from the successful Chicago Teachers Union Strike in 2012, and the partnerships that carried the movement to victory. The story of the Chicago strike provides many lessons for public education advocates, particularly in how to build the kind of cross-sector relationships and alliances that find common ground.

Building Movement Project Co-Director Sean Thomas-Breitfeld moderated the online discussion between Chicago Teachers Union President Karen Lewis and Action Now Executive Director Katelyn Johnson.

Lewis explained what it was like to head the CTU and realized that their strategy needed to change. The union shifted its focus to listening to others: they conducted needs assessments and spent more time listening than ever before. “The key is finding your common interest,” she explained. “You build the movement by finding common ground.” When asked what is important to know about the tale of the 2012 Chicago Teachers Union Strike, Lewis claimed that the some of the most important aspects can’t properly be told in books, because in the end “it is about relationships.”

Johnson echoed the urgency of relationship-building. “You can’t build a movement without building power; You can’t build power without building trust; you can’t build trust without building a relationship. The root of all good organizing is that one-on-one relationship.”

The idea that partnerships don’t work without relationship-building seems straightforward – so why is it easier said than done? Johnson recognized the importance of being transparent and humble, and of admitting mistakes made in the past by both sides so everyone can move beyond them and create a vision together. The kind of parent engagement that Lewis and her fellow organizers engaged in is an example of “walking the walk” – the union wanted parents present at press conferences and media events so that their voices were heard. To ensure that all teachers had accurate and sufficient information, the union made sure that flyers were in every single school, in every single teacher’s mailbox. Building authentic relationships took work and time: there are no shortcuts when building strong, lasting movements, and often the most important work is done far away from TV cameras and the press.

When these kinds of alliances are strong and genuine, people will show up for each other no matter the issue. An example Johnson gave was after the strike, when Action Now started organizing to fix the problems presented by a large group of abandoned buildings near a CPS school. They were a neighborhood blight, magnets for crime, and kids who had to walk near them were put at risk. “It didn’t necessarily pertain to ‘education’ per se, but the CTU joined with us and we were able to get a vacant property ordinance passed,” Johnson said.

Organizing and mobilizing for change – especially in the name of public education – is a constant battle. On this front, Lewis advises, “the key is to constantly re-energize people so that their morals are not crushed.” She also emphasized the importance of youth leadership, and how a crucial role for adults in movements is to create space for younger organizers and activists. “We really have to step aside and let the young people lead,” she said. “We want to make sure we're not guilty of adultism.”When Community and Labor Join Forces: Parent, Student and Teacher Partnerships | Schott Foundation for Public Education:

Right Wing “Think Tank” engaged in effort to persuade teachers to be climate change deniers - Wait What?

Right Wing “Think Tank” engaged in effort to persuade teachers to be climate change deniers - Wait What?:

Right Wing “Think Tank” engaged in effort to persuade teachers to be climate change deniers

The Heartland Institute is an Illinois based conservative “think tank” and advocacy group that is focused on building support for conservative ideas such as charter schools and vouchers, all while promoting its broader, right-wing political agenda.

Last year, the Heartland Institute applauded Governor Dannel Malloy’s anti-public education, pro-charter school agenda proclaiming,

Charter schools will receive increased government support if Connecticut Gov. Dannel Malloy’s (D) proposed budget for fiscal year 2017 passes.

Malloy’s budget proposal increases state aid for public charter schools by $9.3 million and reduces state taxpayers’ funding of traditional local government schools by more than $11 million.

And later in the year, the Heartland Institute returned its attention to Connecticut observing that the state of Connecticut spent enough on public education.

In a blog post on their website, the Heartland Institute went on to quote Connecticut’s Yankee Institute for Public Policy opposing additional school aid for Connecticut’s public school children and supporting the “money follows the child” funding scheme that would divert even more scarce public funds to privately owned and operated charter schools.

Now the Heartland Institute is focusing its resources on convincing school teachers in Connecticut and across the nation that climate change doesn’t Right Wing “Think Tank” engaged in effort to persuade teachers to be climate change deniers - Wait What?:

Gene V Glass: Education in Two Worlds: What Goes Around Comes Around: Voucher Scammers Get Scammed

Gene V Glass: Education in Two Worlds: What Goes Around Comes Around: Voucher Scammers Get Scammed:

What Goes Around Comes Around: Voucher Scammers Get Scammed

Republicans in the Arizona legislature recently passed a significant expansion of the "Empowerment Scholarship" program -- a thinly disguised voucher program adopted years ago and slightly expanded in each subsequent year.

Originally intended only for special needs students, it was broadened to include children of military serving in Iraq & Afghanistan, and then children living on Indian reservations. The cynical intent is obvious.

The latest incarnation of the program will expand the program by 5,000 students per year until a cap of 30,000 is reached.

Even Republicans were reluctant to support the expansion, probably because of persistent non-support of vouchers among the voting public. The latest PDK Gallup poll continues to show more than 60% of parents opposed.

Big lobby pressure to expand the program came from the local Goldwater Institute. When a compromise on the 5,000 per year expansion was reached, the reluctant Republicans fell in line.

But as soon as the bill was signed by AZ governor Ducey, Goldwater CEO Darcy Olsen sent emails to the Institute's donors and friends stating that soon they would achieve a lifting of all limits. Republicans in the legislature felt betrayed, as they obviously were.

So deception, mendacity, and treachery are the order of the day in the nation's #1 legislature for school choice.

Gene V Glass Arizona State University ~             University of Colorado Boulder National Education Policy Center ~             San José State University

 Gene V Glass: Education in Two Worlds: What Goes Around Comes Around: Voucher Scammers Get Scammed:

What I'm reading... - Lily's Blackboard

What I'm reading... - Lily's Blackboard:

What I’m reading…

So much to read…so little time. Whenever I scan what’s available on NEA’s online properties, I’m amazed by all the great content that’s just a click away. Here’s what I’m reading now. See what else you find when you explore!

How Much Does the Public Understand About Effective Teaching and Learning?

This article, based on a first-ever survey of the topic, explores what people know about what we do and how students learn. Here’s one tidbit: Almost 40 percent of the survey respondents said “mastering basic content is overrated” and facts get in the way of students’ understanding. Argh. Clearly there’s a disconnect between what the public understands about education and what, based on our experience and expertise, we know to be true. Now that we know more about the disconnect, the good news is that we can address it.

Safe Zone School Districts

There’s a lot we can do to make our schools and classrooms welcoming, inviting, and warm spaces for all students, regardless of where they live or where they’re from. Many educators are encouraging their school boards to pass resolutions that make schools and campuses safe for immigrant students and communities, in the face of Donald Trump’s mass deportation policies. You can also read an article about one student-led campaign to pass a safe zone resolution. 

Community Schools: All Together Now!

I’ve visited many community schools, and I know how well they work to provide students with the support, tools, and time to learn that they deserve. At this link, you can read all about what makes community schools such great places and the benefits they provide for our students and their families. There’s a very cool video, too.

“#YesAllWomen”: Countering Everyday Sexism in Academe

This article from the latest issue of Thought & Action analyzes a new book, “Gender Shrapnel in the Academic Workplace,” which looks at the prevalence of sexism in academic environments. Gender shrapnel is “a series of small explosions in the workplace that affect women and men and reveal an uneven gender dynamic at all levels of the organization.” One example of this is marginalization of women in temporary, part-time academic assignments.

SupportEd

On this new NEA website, you can find a compilation of articles, resources, and other content that provides essential tools to help “you do you”! The content can be tailored to your job category, where you live, and your students’ grade level. Here’s some of what you’ll find: lesson plans galore, advice for new educators, information about upcoming webinars, and much more.What I'm reading... - Lily's Blackboard:

Minority teachers in U.S. more than doubled over 25 years — but still fewer than 20 percent of educators, study shows - The Washington Post

Minority teachers in U.S. more than doubled over 25 years — but still fewer than 20 percent of educators, study shows - The Washington Post:

Minority teachers in U.S. more than doubled over 25 years — but still fewer than 20 percent of educators, study shows

The number of minority teachers more than doubled in the United States over a 25-year period but still represent less than 20 percent of the country’s elementary and secondary school teaching force, a new statistical analysis of data shows. And black teachers, while seeing an increase in the number of teachers, saw a decline in the percentage they make up of the overall teaching force. (See full report below.)

From 1987 to 1988 and 2011 to 2012, researchers found that the teaching force became much larger, by 46 percent; more diverse, though minority teachers remain underrepresented; and less experienced.  There were, however, large differences among different types of schools and academic subjects.

For example, the number of teachers in English as a second language, English/language arts, math, foreign language, natural science and special education all grew at above-average rates, while the fields of general elementary, vocational-technical education and art/music each had below-average growth.

[The nation’s teacher force lacks diversity, and it might not get much better]

In addition, the teaching force in high-poverty public schools in the United States grew by nearly 325 percent and jumped from about 8 percent to 22 percent of the entire teaching force. Meanwhile, the number of teachers working in low-poverty public schools declined by one-fifth, and that group went from being 60 percent of all public school teachers to 33 percent.

The report, titled “A Quarter Century of Changes in the Elementary and Secondary Teaching Force: From 1987 to 2012,” was completed by Richard Ingersoll, a professor of education and sociology at the University of Pennsylvania and a senior research specialist at the Consortium for Policy Research in Education, and Lisa Merrill of the Research Alliance for New York City Schools at New York University. Ingersoll has long studied teachers, including the Minority teachers in U.S. more than doubled over 25 years — but still fewer than 20 percent of educators, study shows - The Washington Post:

CURMUDGUCATION: IN: Welcome UPSTART Pre-K Cyberschool

CURMUDGUCATION: IN: Welcome UPSTART Pre-K Cyberschool:

IN: Welcome UPSTART Pre-K Cyberschool

You probably thought this was going to be one of those posts where I made fun of some trend in education by extending it to its logical yet absurd extreme. Sadly-- I mean, really sadly-- that is not the case.

"Seriously, dude. What the hell."

Meet UPSTART, a company that... well, let me just quote from their home page:

UPSTART is an in-home, technology-delivered kindergarten readiness program that gives preschool-aged children individualized reading, math and science instruction with a focus on reading.

How does it work? Participants get a free computer and free internet, in return for which they to spend fifteen minutes a day, five days a week. The program is Personalized Learning for Tiny Humans:

UPSTART is designed for very young children. It uses large buttons, obvious directions, and support that helps children progress. Each child moves through a personalized learning path that is designed to meet his or her skills and needs. The software assesses the child's progress at key milestones to determine what type of instruction each child will receive.

The family receives some training, and a personal care representative is standing by if they need CURMUDGUCATION: IN: Welcome UPSTART Pre-K Cyberschool:

Hitting Left with the Klonsky Brothers #11. | Fred Klonsky

Hitting Left with the Klonsky Brothers #11. | Fred Klonsky:

Hitting Left with the Klonsky Brothers #11.

 Just because you missed the live version of Hitting Left with the Klonsky Brothers episode #11 doesn’t mean you can’t hear it.

Downloadable here.

Our in-studio guest was long-time education and immigration activist from Chicago, Jose Rico.

Jose Rico worked with my brother back in the day on small schools, went to D.C. to work in the Obama White House as an advisor on Latino affairs and is now back in Chicago.

A member of the Latino Advisory Committee to CPS, Jose and the other members of the committee resigned to protest that lack of attention Forrest Claypool, Rahm and the board pay to this issue.

Jose joins us in talking about a wide range of issues, including conversation about Sean Spicer’s Hitler remarks, Rahm’s new high school graduation requirements and the future of politics characterized by what Jose thinks are significant developments in the unity of young people, Latino, African American and women finding common ground.

We are also joined on a scratch telephone line by Larry Miller. Larry just won another term to the Milwaukee school board.

He is another old friend. We go back decades.

Wisconsin is the home of Scott Walker who has all but destroyed public sector unionism and so Larry has some important lessons to share about what his victory and the victory of those he ran with for the fight against Trumpism.Hitting Left with the Klonsky Brothers #11. | Fred Klonsky:

Charters and the Illinois Governors race. | Fred Klonsky

Charters and the Illinois Governors race. | Fred Klonsky:

Charters and the Illinois Governors race.

Illinois Governor Bruce Rauner takes a back seat to nobody when it comes to support for charter schools.

He even names them after himself.

The list of names of Democrats who want to take him out is growing. They all seem to me to be an undifferentiated mass.

Except for the size of their bank accounts.

I’m just a tad surprised at the number of progressives who are backing one or the other already when I haven’t heard much that separates one from the other when it comes to substance and issues.

This reminds me of the early no-strings endorsements that my teacher union made in the presidential race.

What is the rush?

Maybe the better candidate hasn’t announced yet.

Plus. Shouldn’t we be making demands. Maybe some of them have taken an outspoken Charters and the Illinois Governors race. | Fred Klonsky:

Automated Education + Chasing Skills + Debt = Social Control – Wrench in the Gears

Automated Education + Chasing Skills + Debt = Social Control – Wrench in the Gears:

Automated Education + Chasing Skills + Debt = Social Control

Originally posted to Facebook November 2015:

I posted the scenario below in November of 2015 as a Facebook note. Over the past couple of weeks, I’ve come across a number of items having to do with skills, automation, and human capital management, so I thought I will pull it back out to share. Below are a couple of articles that caught my eye:

Article 1: New Tools Needed to Track Technologies Impact on Jobs, Panel Says by Steve Lohr of the New York Times

Article 2: The EIDCC, The Experience Graph, and the Future of Human Capital Analytics by Shelly Blake-Plock of Yet Analytics

I’m a parent activist, not an educator or economist. But after reading and listening to a wide range of sources, I came up with the construct below. In the 18 months since I wrote it, many indicators seem to confirm this is where we are headed. I’d be interested in hearing your feedback and welcome comments explaining how this is all wrong.

Emily Talmage noticed a connection between ed reformers, those funding CBE, and student loan financing. I was thinking about it today, and I think I see how it will play out. Follow the money. Who stands to gain?

1. Move to the idea of online credentialing. Call it standards-based skills mastery, etc. Get everyone on board with CBE.

2. Break down old-fashioned notion of “seat time.” Everything is “student-centered” and self paced. You don’t really need true distinctions between high school and community college and four-year college and professional certifications. It’s all just one process of gathering up the “bits” of education required.

3. Collecting badges is seamless, and you just transition without any real breaks. If they can get rid of physical school buildings and Automated Education + Chasing Skills + Debt = Social Control – Wrench in the Gears: 

Seattle Schools Community Forum: Fill Out Your Invoice and Send It to the Legislature + Friday Open Thread

Seattle Schools Community Forum: Fill Out Your Invoice and Send It to the Legislature:

Fill Out Your Invoice and Send It to the Legislature

Friday Open Thread



 Teens Take a Stand: Learning about your rights - a program on Friday, April 21st at the Douglass Truth Library from 4-5:30 pm. 


We are now in the home stretch for this legislative session but it's a safe bet that the budget will not be done (because of McCleary).  Good point here from WPD Facebook:

Hypocrisy: WA legislature doubling down on unconstitutional funding of charter schools citing "the will of the voters" in 2016, while rescinding constitutional ST3 funding in 2017 that voters passed. We see you and your voting records. Don't you dare rescind the class-size reduction we all voted for. This is getting ridiculous.

Yes, it's amazing when a majority vote is the "will of the people" when it suits the legislature's purposes but when it doesn't, sorry, your vote doesn't matter.

Also in the home stretch is filing to run for the Seattle School Board.  That date is May 19th.  What we know for certain is that Director Blanford will not be running.  Huge opening in that district.  The other two spots up are in districts currently represented by Director Peters and Director Patu.  My read is that Peters is hitting her stride and may want to continue on.  Director Patu has had eight long years (that included the death of her husband, Von Paul) but I get the vibe that the work sustains her and she may run again.

Happy Easter and Happy Passover!  (Of course, with the battles of words about actions between Trump and the North Korean leader, by Monday we may be at war so make it a good, safe weekend.)Friday Open Thread

Charter Schools Are Bilking California Taxpayers | Crooks and Liars

Charter Schools Are Bilking California Taxpayers | Crooks and Liars:

Charter Schools Are Bilking California Taxpayers

In The Public Interest, an organization that researches and reports on the effects of privatization, has just released a comprehensive study entitled "The Failure of Policy Planning In California Schools." As the title suggests, it's not pretty. With the Secretary of Education, Betsy DeVos, pushing for the privatization of America's schools, reports like this will be the main weapon in defending our public schools.

Raping the Taxpayers

There are over 1,200 charter schools with over 600,000 students in California. That's roughly 10% of schools. According to the report, charter schools have received more than $2.5 billion in taxpayer funds during the last 15 years. The amount of money isn't at issue so much as the lack of any accountability for charters. In California, like many other states, charters are not required to meet the same standards as public schools.

In California, pert' near anyone can open a charter school. Charter school applications can only be turned down if they submit an "unsound educational program" or "the petitioners are demonstrably unlikely to successfully implement the program set forth in the petition." This criteria is completely subjective. There are no guidelines as to what they literally mean by this, and therefore the "criteria" is utterly useless.

Charter petitions are authorized without any consideration of necessity. For a public school to open, studies of whether or not the school is needed must be conducted. The state takes into account the amount of students as well as current and projected class sizes before investing in a new public school. Charters however, have no such restrictions causing overcrowding of schools fighting for funds; fights that take money from the public schools. Over 450 charter schools in California were opened in areas with no discernible need for more schools. That number was calculated by using just half of the data on California charter schools. The actual number could conceivably be as high as 900.

Charter companies are eligible for funding assistance to build or lease their property and buildings from a variety of funds such as bonds, start-up loans, tax credits and even some federal programs. Shortage of money for charters is not a problem like it is for public schools. Start-up funding only becomes an issue when charters fail. If the charter used Charter Schools Are Bilking California Taxpayers | Crooks and Liars:

Spending blind: Shocking education report shows taxpayers pay millions for subpar charter schools - Salon.com - http://www.salon.com/2017/04/14/spending-blind-shocking-education-report-shows-taxpayers-pay-millions-for-subpar-charter-schools_partner/

Touched by autism: We need to be learners and advocates

Touched by autism: We need to be learners and advocates:

Touched by autism: We need to be learners and advocates

In just a little way, it touched minutes of my life. The little girl and the little boy were seated in the row in front of me. On an airplane, it’s better to have kids in front of you, because behind you, they’ll sometimes kick the seat.

Dad was with them. Mom across the aisle. Even as we were boarding, I could tell something was different. The little boy with the angelic face was shouting and thrashing. Dad was calm. Mom was calm.

The lady in the middle seat next to me was annoyed and said in what I’m sure she thought was a discreet whisper, “People just spoil their children these days.”

Mom stood up to hand something to Dad and to say something to the screaming little boy in a steady, caring voice. That’s when I saw her T-shirt. It read: “My child has Autism. Questions are welcome. Parenting advice is not.”

Autism has likely touched your life in some way. It’s more common than most know. Maybe it was the little girl who lived on your block or your son’s classmate. Perhaps you are the parent or grandparent of a child diagnosed with an autism spectrum disorder or ASD. Perhaps you are a teacher or a special education teacher’s assistant who has struggled to reach inside these minds.

The reality is that autism affects 1 in 68 children, and is about 4.5 times more common in boys.

April is Autism Awareness Month and educators are calling on all of us to educate ourselves and others. Families need us to advocate for resources to help support children diagnosed with ASD.

There are a number of things that teachers and support staff can do in the classroom and parents can reinforce at home. Resources on NEA’s website can help.

Students with ASD have trouble understanding and using language. They live with constant frustration. Parents and teachers can use pictures, books, films, videos and plays to allow students to use their strong visual skills. There are also strategies of visual instructions, routines and expectations around the house or classroom. These tactics can help lower the anxiety for students with ASD. You can learn more tips in the online workshop or by downloading a copy of NEA’s Puzzle of Autism guide.

But whether or not you live with or care for a child with autism, their families need your voice, as a caring member of our community. We need more funding for research to discover other techniques and strategies to help children with Touched by autism: We need to be learners and advocates:

Students gather to reclaim the role they played as leaders in the Civil Rights era | The Lens

Students gather to reclaim the role they played as leaders in the Civil Rights era | The Lens:

Students gather to reclaim the role they played as leaders in the Civil Rights era

Isaiah Institute

Ambassador Andrew Young speaks with students from St. Augustine High School.

 It happened on a recent Saturday, three days ahead of the 49th anniversary of the Rev. Dr. Martin Luther King Jr.’s assassination, and it happened in the presence of one of the iconic figures of the Civil Rights movement, Ambassador Andrew Young.

Months in the making, a process of organizing and discussion culminated in a convening of 200 student leaders committed to creating a passion for faithful citizenship and engagement.

They gathered at the University of New Orleans, and, in addition to UNO, they represented universities and high school from all across the city: Southern University at New Orleans, Dillard, Loyola, Tulane and Xavier universities as well as New Orleans Baptist Theological Seminary and St. Augustine, Ben Franklin and Lake Area high schools.

Meeting with the ambassador, a New Orleans native, was an honor for the delegates, and for Young the occasion was tinged with strong memories. Back in the day, barely out of college himself, Young led numerous marches and actions before and after the murder of King, his colleague and close confidant. He  went on to serve as a Georgia congressman, U.S. Ambassador to the United Nations under President Jimmy Carter and mayor of Atlanta (twice).

The delegates were demonstrating their own leadership by coming together to identify and focus on local, state and national issues affecting them as students and young adult citizens of our city, state and nation.

Supported by enlightened faculty and officials, during the months-long run-up to the convening, the delegates conducted “student listening campaigns” — one-on-one conversations among their peers — to identify topics of mutual concern and to recruit participants.

One goal of the day-long convening was the formation of a citywide student collaborative reminiscent of the student nonviolent movement of the 1960s. Among issues of concern surfaced by the listening campaigns were public safety, police/student relations, Students gather to reclaim the role they played as leaders in the Civil Rights era | The Lens:

One Trick for Not Being a Jerk to Students - Teacher Habits

One Trick for Not Being a Jerk to Students - Teacher Habits:

One Trick for Not Being a Jerk to Students

I admit that I am sometimes a jerk to my students. I try not to be. I really do. I know the damage it causes, both to the kid and the classroom culture. I know that one bad experience with me can ruin twenty previous good ones.  I know that being a jerk makes me feel bad about myself. It does no one any good.

And yet.

I could trot out a litany of excuses, but that’s just what they would be. There really is no excuse. Doctors pledge to “first, do no harm.” Teachers should pledge to, “first, don’t be an asshole.”

Although I occasionally fail this basic expectation of human decency, I am better than I used to be. I realize the importance of being consistently nice, and I’ve developed a few mental tricks to use over the years. Today, I’ll share one. You can read about two others in my upcoming book, Happy Teacher, available on Amazon at the end of the month (fingers crossed).

Trick #1: Don’t Say Things to Students I Wouldn’t Want My Principal to Say To Me During a Staff Meeting

When I have a one-on-one meeting with my principal, I don’t worry too much about how I phrase things. If asked for my honest opinion, I give it. If I think my principal is wrong about something, I will say so.

I expect my principal to do the same with me. In a one-on-one meeting, One Trick for Not Being a Jerk to Students - Teacher Habits:

Missouri reverses course on aid to religious organizations - SCOTUSblog

Missouri reverses course on aid to religious organizations - SCOTUSblog:

Missouri reverses course on aid to religious organizations 

Next week the justices are scheduled to hear oral argument in Trinity Lutheran Church of Columbia v. Comer, in which a Missouri church is challenging the state’s denial of its application for a grant to resurface the playground used by its daycare center. In rejecting the church’s application, the state relied on a provision in its constitution that bars state funds from going to churches. Trinity Lutheran argues that its exclusion from the playground program violates the Constitution. (A more extensive preview of the case can be found here.)

The lower courts ruled for the state, and in January 2016 the Supreme Court agreed to review the dispute. However, the justices put off scheduling the case for oral argument for over a year – perhaps (although there is no way to know) to allow a nine-justice court to hear the case. Justice Neil Gorsuch will be on the bench when the justices return from their recess next week, but a recent announcement by the state casts some doubt on whether the justices will actually decide the case on the merits. Yesterday Missouri Governor Eric Greitens – who took office earlier this year – announced that the state had changed the policy at issue in this case to allow the state’s Department of Natural Resources to give grants to religious groups to fund not only recycled playground surfaces but also school field trips to state parks and programs to promote recycling and erosion control.

A press release issued by the governor’s office suggested that the decision would not affect Trinity Lutheran’s case, because the state had already made the decision to deny the church funding. However, interest groups opposing the church have countered that the governor’s decision has rendered the church’s case moot, because Trinity Lutheran can now apply for and receive funding for the playground program. The justices, of course, will ultimately decide whether the case can go on, and they are likely to spend at least part of next week’s oral argument exploring that question.

Posted in Trinity Lutheran Church of Columbia v. Comer, Featured, Merits Cases

Recommended Citation: Amy Howe, Missouri reverses course on aid to religious organizations,SCOTUSblog (Apr. 14, 2017, 10:54 AM), http://www.scotusblog.com/2017/04/missouri-reverses-course-aid-religious-organizations/