Latest News and Comment from Education

Friday, August 19, 2016

CNS - L.A. Schools Deny Job-Seekers Second Chance

CNS - L.A. Schools Deny Job-Seekers Second Chance:

L.A. Schools Deny Job-Seekers Second Chance

All of Us or None | LSPC - http://wp.me/P486sO-87


  LOS ANGELES (CN) — Los Angeles Unified School District illegally rejects job-seekers who have expunged misdemeanor records, two members of the civil rights group All Of Us or None say in a lawsuit against the district.


     All Of Us or None, founded in 2003, promotes the civil rights of people who have been convicted of a crime, including help in employment and legislative advocacy.
     It sued LAUSD, its Superintendent Michelle King and the top officials in its Personnel Commission and Human Resources Division, on Monday in Superior Court.



     Plaintiff Jane Roe has one conviction, for credit card fraud when she was 19, in 2006. It was reduced to a misdemeanor and then dismissed 2011. Since then she has earned a bachelor's degree in behavioral sciences, a master's degree in sociology and a teaching certificate and is in the first year of a doctoral program in education.
     Plaintiff John Doe was convicted of multiple misdemeanors.



     California Labor Code states that employers cannot use convictions that have been judicially dismissed or ordered sealed as a factor in determining whether to hire a job candidate, according to the complaint.



     Roe and Doe say they both were rejected for positions at LAUSD based on misdemeanor convictions that have since been expunged or otherwise dismissed.


     Roe taught at LAUSD as an urban resident teacher from June 2013 to June 2014, and applied toward the end of 2013 for the certified position of middle-school science teacher.
     The district placed her on a list of eligible candidates and Wright Middle School hired her as a science teacher in June 2014. She was fingerprinted for a criminal history background check the next month. Roe started her job at the middle school on Aug. 11, 2014, before the background check results had come in.


     Two weeks later, the district "informed Roe that she was ineligible to work for LAUSD based on her background check result," she says in the complaint.


     The district never provided her with a copy of her background check, but she believes it disclosed her expunged misdemeanor conviction. She says she was not given a reason for her firing, nor notice that she has the right to appeal.


     John Doe was convicted of multiple misdemeanors between 1986 and 2004, including presenting a false ID to a peace officer, battery on a spouse, possession of a concealed weapon and driving under the influence.


     "As part of court-ordered programs, Doe successfully completed anger management classes in 2004, which helped him understand and control his anger and emotions. As a result, it has been more than a decade since his last conviction, and he has devoted his life to his parenting obligations, including care for his daughter during her treatment for leukemia," he says in the complaint.


     Doe graduated from Los Angeles Trade Tech College and is skilled in maintenance work, but has had difficulty finding employment due to his criminal record. With help from A New Way of Life Reentry Project, he was able to have all of his convictions set aside and dismissed in 2013, Doe says.


     With his newly expunged record, he applied for a job with LAUSD as a maintenance worker, which would have been his first stable paycheck with regular hours. He was fingerprinted and the district obtained a copy of his rap sheet. He was not given a copy of the rap sheet but he believes it disclosed his expunged misdemeanor convictions.


     "LAUSD rejected Doe's employment application based in whole or in part on information obtained from his DOJ rap sheet," the complaint states.
     Doe appealed but has yet to hear back from the district.


     "At no time was Doe given an opportunity to present any evidence of mitigation, rehabilitation, relevance of the expunged convictions to the job position, or the nature of his original convictions," he says.


     Both plaintiffs seek to clarify the scope of protection the state offers people who have expunged their records and are looking for employment.


     "Most importantly, plaintiffs seek to vindicate the rights of FICP [formerly incarcerated or convicted people], to restore their dignity, and to be free from undue prejudice of employers such as LAUSD," the complaint states.


     They also want to be placed on top of the list of eligible candidates and allowed to proceed to the next stage of the hiring process, as they want to see copies of the rap sheets obtained by the district.


     They are represented by Joshua Kim with A New Way of Life Reentry Project, who did not immediately respond to a request for comment. Nor did the school district.
CNS - L.A. Schools Deny Job-Seekers Second Chance:

An Effective Video About the Way Adults Talk to Kids Is Causing Debate

Coalition for Public Education/Coalición por la Educación Pública: An Effective Video About the Way Adults Talk to Kids Is Causing Debate:

An Effective Video About the Way Adults Talk to Kids Is Causing Debate

Video tries to show how the way adults talk to kids matters




A video about the way adults talk to kids is causing debate. It focuses on the ways adults can affect a child’s education through interactions with them. Although the response is varied, there’s no denying the power of its message.


The Atlanta Speech School released a video called Every Opportunity and the story it depicts is eliciting a strong reaction from teachers and parents. It follows a little boy throughout his day at school and shows how the adults he encounters, from bus driver to teachers, interact with him.

It starts with the child climbing the bus steps and giving the driver an enthusiastic hello that’s met with little more than a grunt. The boy tries to greet an aide at the school’s entrance and she ignores him. He asks the cafeteria employee for his student number and she’s short-tempered and impatient. His teacher grows annoyed at the behavior in his classroom and speaks to the children in a harsh tone.


The second half of the video shows all the same scenarios, but with the adults responding to the children positively. By the end, the kids are depicted as their adult selves, confident and ready for the world because the teachers and staff gave them the encouragement and positivity they needed to succeed.

The video is hard to watch and as such, is provoking a response from some teachers who say these interactions are not the norm and that they make every effort to treat their students with respect.

Nonsense! Let’s demonize teachers as usual. The kids at my school beg to stay during school vacations and are sad when summer break starts. School is the most stable and safe environment for a lot of them. Yes adults should watch their tone with kids, but to make teachers out to be drill sergeants is unfair.

In my 9 years of teaching, I’ve never seen the jerk teachers that are portrayed here. Every one I know works extremely hard to make sure their child is loved and respected. That’s why we are teachers. I agree that education is in need of reform, but this teacher-shaming video is ridiculously inaccurate. Teachers are the ONE thing in education that are doing what’s right by their Coalition for Public Education/Coalición por la Educación PĆŗblica: An Effective Video About the Way Adults Talk to Kids Is Causing Debate:

John Thompson: State of the Schools: Education systems like skyscrapers - NonDoc

State of the Schools: Education systems like skyscrapers - NonDoc:

State of the Schools: Education systems like skyscrapers

State of the schools
Devon Tower highlights the Oklahoma City skyline in early August. (Ashiq Zaman)


James Spurlino, a member of ReadyNation and the owner of Spurlino Materials of Ohio, knows early education, and he knows concrete.
Speaking at the Greater Oklahoma City Chamber of Commerce’s annual “State of the Schools” luncheon Wednesday, Spurlino noted that a visitor on the 50th floor of the Devon Tower rightfully has confidence in the skyscraper’s concrete columns. Even so, employees would not feel safe in the office building if it were built without a foundation. While they can’t see the below-ground concrete, regardless of how well the above-ground tower was built, nobody would trust a huge edifice that doesn’t have a well-engineered foundation.
The same applies to public education.

OKCPS trying to invest despite funding woes

Prior to Spurlino’s remarks, Wednesday’s audience of around 500 local leaders had just heard Oklahoma City Public School Superintendent Aurora Lora’s overview of the excellent efforts that OKCPS has undertaken. Under Lora’s leadership, a compromise over the KIPP relocation plan has been nailed down. Despite funding and support shortages, the system seeks to raise its attendance rate to 95 percent. Even better, private donations will now fund field trips for 5th and 9th graders. Also assisted by public-private partnerships, the OKCPS is focusing on early literacy and numeracy in pre-kindergarten through second grade.
Owing to $30 million in budget cuts, the OKCPS cut 400 positions. Even so, the district posted a 25 percent increase in the number of students taking Advanced Placement courses, and it would like to provide physics and other STEM classes in all of the district’s high schools. A 489 student increase in AP enrollment is barely more than 1 percent of the OKCPS’s student population, however. Significant and meaningful improvements in the nearly 90 percent low-income system won’t be possible until a foundation is laid by creating high-quality early education opportunities.

Spurlino: Early education must come first

Spurlino, the State of the Schools’ keynote speaker, reviewed the cognitive science which explains why we must build an early education system before the efforts of Lora and the OKCPS produce the results needed for competing in the global marketplace.
Between 80 percent and 90 percent of the brain’s development occurs during the first five years of childhood. This is the time when neural synapses are formed and then pruned. Not only is the foundation for language and reading laid during the first years of life, the State of the Schools: Education systems like skyscrapers - NonDoc:

Protect Yourself From ASDs | Gary Rubinstein's Blog

Protect Yourself From ASDs | Gary Rubinstein's Blog:

Protect Yourself From ASDs


If you’re a student, a parent, a teacher, or otherwise interested in education policy, you will soon likely hear about the latest fad in education reform ― ASDs.  An ASD, short for ‘Achievement School District,’ is something modeled after ‘The’ ASD in Tennessee.  Tennessee’s ASD was an education experiment started in 2011 where the state either took over, or turned over to charter networks, schools with test scores in the bottom 5% of the state.  These takeovers are the school district equivalent of martial law.  Most, if not all, of the teachers and administrators are fired.
In return for this ultimate flexibility, the Tennessee ASD promised, according to its website, to ‘catapult’ these schools into the top 25% within 5 years.  Two years after the creation of the Tennessee ASD an optimistic superintendent, Chris Barbic, claimed that three of the six original ASD schools were on track to achieve that ambitious goal, one of them having made so much progress it could break the barrier after just four years.  But this turned out to be a very rosy view.  Now five years have passed and the number of schools that achieved this goal is exactly zero.  Of the six original ASD schools, actually,five out of six remain in the bottom 5% while the other one has only catapulted into the bottom 7%An independent report from Vanderbilt’s Peabody College from December 2015 concluded after crunching the numbers that “the performance of ASD schools has been inconsistent across school years, in most cases showing no difference from the comparison schools.” Another report recently released by George Washington Universitycame to the same conclusion and tried to identify what the causes of their failure were.  It might be time to rename it the Underachievement School District.  It is no wonder that many members of communities that the ASD has invaded are angry.  The other established ASD, Detroit’s Education Achievement Authority (EAA), has been such a failure that it is getting phased out.
But publicly available facts like this have played little role in the proliferation of such districts.  This approach to school reform has been popping up in state after state.  ASDs currently exist in Tennessee, Detroit, Nevada, Milwaukee, and North Carolina while legislation has been proposed to create them in Georgia, Texas, Pennsylvania, and Protect Yourself From ASDs | Gary Rubinstein's Blog:

CURMUDGUCATION: Do Rock Star Teachers Really Need A Union???

CURMUDGUCATION: Do Rock Star Teachers Really Need A Union???:

Do Rock Star Teachers Really Need A Union???


Raymond J. Ankrum, Sr., is a teacher-blogger who put in some years in the Baltimore school system and who now is working a charter gig. And in a recent post, he asks the question that lots of union critics think, but don't always have the nerve to articulate.

The question often comes from people not working in public education-- why do you need a union or tenure or a lock-step pay grid? Isn't all that stuff for the crappy teachers, to protect them from the consequences of their own crappiness? Wouldn't school districts do their best to hold onto super-duper rock star teachers and pay them super well?



That kind of kibbitzing is typical in every field that draws backseat drivers with no experience or expertise ("Doctor, why don't you just prescribe exactly the right dose of exactly the right drug the first time?"). But it's always a little bit of a surprise to hear it coming from teachers. At the risk of sounding like the aged fart that I am, I can't help notice that teachers who pose this rhetorical comment are most often "less seasoned" or "newly minted" or "young." Not that all young teachers have this issue-- the vast majority know better. But some still want to ask this question, so let me try to answer it.

First of all, the question presumes that the rock star teacher works for a rock star principal and a rock star superintendent. This is a large presumption. The rock star teacher may in fact be working for a complete Lawrence Welk administrator, a school leader who hasn't got a clue.

In fact, since school administrators these days turn over at a faster rate than teachers, chances are the rock star teacher is working for someone who had no hand in hiring her. I don't know that anyone has done the research (or could) but it would be interesting to see how many teachers are working for someone that didn't hire them in the first place. I'm going to bet that the percentage is 
CURMUDGUCATION: Do Rock Star Teachers Really Need A Union???:

Show Solidarity with Words & Actions | The Jose Vilson

Show Solidarity with Words & Actions | The Jose Vilson:

Show Solidarity with Words & Actions

Kaden Pagani, 8, left, and his brother Kingston, 6, carry signs as they march down Broadway toward Frank Ozawa Plaza during a Black Lives Matters protest in Oakland on Thursday, July 21, 2016. Image by Michael Short.
KADEN PAGANI, 8, LEFT, AND HIS BROTHER KINGSTON, 6, CARRY SIGNS AS THEY MARCH DOWN BROADWAY TOWARD FRANK OZAWA PLAZA DURING A BLACK LIVES MATTERS PROTEST IN OAKLAND ON THURSDAY, JULY 21, 2016. IMAGE BY MICHAEL SHORT.

“Your Silence will not protect you”Audre Lorde calls for our silence to be transformed into language and action in her 1977 speech. But if our silence will not protect us, then why do we hold on to it for comfort? Why do revert to silence when we witness, see and read about the injustices and cruelty of this world? Why do we let fear take over? Why do we let compliance sink in?
There are many reasons for silence. But I am not looking to hear reasons and excuses for your silence or lack of action. I am here to tell you that while educators dominate the Twitter-sphere with their skyrocketing number of tweets, only a small fraction of those tweets are dedicated to discussions on racism, social justice, inequity, Islamophobia, homophobia and prejudice. Conversations are happening, but they’re a very minor, and often times you see them in spaces where people of colour have already paved the way for them, such as on #EduColor and #SoJustEdu.
Pew Research Centre published survey results on social media conversations about race. According to the survey, “two of the most used hashtags around social causes in Twitter history focus on race and criminal justice: #Ferguson and #BlackLivesMatter”.
So then why are educators so silent when it comes to race conversations? 
According to Pew Research Centre’s survey, “roughly two-thirds (67%) of whites who use social media say that none of things they post or share pertain to race”. Why are Twitter’s most dominant users silent on issues that concern the very youth who are driving these conversations online? How can Show Solidarity with Words & Actions | The Jose Vilson:

Massachusetts Locked Over Charter School Expansion, Offering a Glimpse of the Politics Playing Out at the National Level

Education Law Prof Blog:

Massachusetts Locked Over Charter School Expansion, Offering a Glimpse of the Politics Playing Out at the National Level


The national opposition to charters from the NAACP and Black Lives Matter is strengthening the position of those at the local levels who might otherwise fold under pressures to expand charters.  At least, that appears to be the case in Massachusetts.  As some may recall, an advocacy group filed a novel claim in Massachusetts last year arguing that the state's limitations on the number of and funding for charters violated the state constitution's mandate of a quality education. The theory, in many respects, copied that of the constitutional attack on teacher tenure in California: if there is an education policy you do not like and you think your policy would produce better results, challenge the policy you do not like as an unconstitutional impediment to a quality education.  In fact, it worked at the trial level in California.  But as I demonstrate here, constitutional education claims require a lot more than this.  The challenge to tenure was riddle with factual holes and the Court of Appeals eventually saw through them.  But the charter claim in Massachusetts is not even theoretically valid.  
The state's obligation is to provide a quality education in its traditional public school system, not create an alternative system of charters for those who want to exit broken schools.  To be clear, broken traditional public schools are a constitutional violation, but the notion that courts could mandate charters as the remedy is an enormous stretch. Nonetheless, the threat this litigation posed and, more important, the rhetoric and attention it brought to the issue of charters appeared to turn the political tide.  Numerous leaders in the state, including the governor, were voicing support for a change to charter laws in the state shortly after the lawsuit.  Quite honestly, I thought a new charter law was a foregone conclusion a earlier this year.
The current story out of Boston suggests the pendulum is already swinging back.  Democratic leaders are standing stronger against charter expansion.  And given that this particular change being debated will disproportionately fall on minority schools and communities, their views at both the local and national level are sure to loom large.  But as my posts the past two days show, the differences in opinion between local and national opinions can run deep.  The interesting question in Massachusetts is the possibility that differences in opinion between state leaders and local communities may also run deep.Education Law Prof Blog:

Brand New NY-Based Charter-Boosting Nonprofit Has Michigan as First Customer | deutsch29

Brand New NY-Based Charter-Boosting Nonprofit Has Michigan as First Customer | deutsch29:

Brand New NY-Based Charter-Boosting Nonprofit Has Michigan as First Customer


The School Empowerment Network (SEN) is a Brooklyn, NY-based nonprofit that received its nonprofit status in February 2016.
Just-born SEN specializes in three services: principal development, teacher development, and new school development. Its home page features an obvious link entitled, “START A NEW CHARTER SCHOOL.”
SEN’s three board members are computer science major Daniel Pasette as president; former TNTP (The New Teacher Project) and NYDOE exec director Alex Shub, and former NYDOE COO (Portfolio Planning) Eduardo Contreras.
As of August 18, 2016, it lists on its website a single funder, the Walton Foundation, and a single client: Michigan’s state-takeover Education Achievement Authority(EAA). It turns out that paint-barely-dry-on walls SEN is “leading” EAA, as the SEN website notes:
The Education Achievement Authority of Michigan (EAA) is a public system of schools whose mission is [to] turn the lowest performing schools in Michigan into the highest performing schools through people development, proven instructional strategies, and seamless operations.
At the EAA, School Empowerment Network is leading the design and implementation of teacher development pathways as well as an Achievement Leadership Institute (ALI) to prepare the next cohort of school administrators. As teachers build a track record of success in EAA schools, they have opportunities to reach more students, earn more money, and grow professionally by moving up our career ladder, from “Model” to “Lead” to “Master” Teacher—and eventually, if they are so inclined, into school administration positions.
SEN is also leading the implementation of Small Learning Communities (SLCs) to improve student academic and social/emotional outcomes. Our model assigns a cohort of staff to a specific grade or grade band of students, building one-year-at-a-time a clearly defined school culture which is modeled and embodied by all. As a result, small school communities are able to understand and meet the needs of each and every student. In 2015-2016, two SLC academies were launched in the district, and School Quality Review results already show evidence of new and much stronger school cultures, where clearer behavioral expectations have been established and are largely being met.
What lovely SEN marketing– and such a contrast to EAA reality, which includes likes of EAA embarrassment, former chancellor John Covington, who cut out as EAA leader amid questionable financial management issues.
Though Michigan’s state-run EAA is in its final year, the schools remain under the auspices of the state’s school reform office. The future jurisdiction of these schools is connected to a restructuring of the Detroit Public Schools.
Given the timing of the legislated EAA dissolution and the establishment of SEN as a nonprofit, it is possible that SEN was created to oversee the EAA school transition. Brand New NY-Based Charter-Boosting Nonprofit Has Michigan as First Customer | deutsch29:

Please Testify in State Hearings on ESSA Plans: Point Out the Road Away from Test-and-Punish | janresseger

Please Testify in State Hearings on ESSA Plans: Point Out the Road Away from Test-and-Punish | janresseger:

Please Testify in State Hearings on ESSA Plans: Point Out the Road Away from Test-and-Punish

This blog will take an end-of-summer break after today.  Look for another post on Monday, September 5, 2016.
Last December’s newly reauthorized federal education law, the Every Student Succeeds Act, uses the power of the federal government to continue holding states and schools and school districts accountable for raising students’ test scores. However, Congress turned some of the control for how all this will work back to the states, who no longer have to follow so many federal prescriptions but who still have to present an accountability plan and tell the U.S. Department of Education what they are going to do to improve the lowest scoring schools. Gone are No Child Left Behind’s demands that schools make Adequate Yearly Progress; gone are mandatory turnarounds such as school closure and privatization for so-called “failing” schools; gone is the federal requirement that states use students’ standardized test scores as a substantial portion of formal teacher evaluations.
The Every Student Succeeds Act (ESSA) demands that states come up with their own accountability plans which they must submit for approval to the U.S. Department of Education. What this means is that there is a window for change, but it must bubble up spontaneously across the 50 states. If public school supporters are to achieve any kind of policy that is more supportive and less punitive, we are going to have to organize and begin working for long-term change in the culture of punitive, test-and-punish accountability that has been normalized over the past two decades.
Where to start?  A good rule to remember, if you get a chance to testify to any kind of hearing on the plan ESSA says your state must develop, is that the hearing is a good place to present the core principles that underpin your understanding of the mission and importance of well funded and equitable public schools.  The U.S. Department of Education itself accepted comments, about 20,000 of them, until the beginning of August on the rules it is developing to implement the new Every Student Succeeds Act.  One of these comments, submitted by the Vermont State Board of Education, raises some of the most important concerns as states develop the plans they will be submitting.  Although we don’t yet even know whether the federal Department of Education will correct the Department’s draft rules to ameliorate the problems the Vermont letter identifies, Vermont’s State Board of Education models a way to speak to some of the most basic problems in current accountability-centered school policy.
The Vermont letter begins by attacking the very premises of test-and-punish school reform: “Our Board is proud to represent a state where the people support a strong state funding system, enjoy schools that foster high student performance and register narrow equity gaps as compared with the nation. Nevertheless, the opportunity gap is our most pressing concern and is the number one goal in our strategic plan. With these traditions and values in mind, we have strong concerns and reservations about ESSA. Fundamentally, if we are to close the Please Testify in State Hearings on ESSA Plans: Point Out the Road Away from Test-and-Punish | janresseger:
 

Schools Matter: Education Technology, Surveillance and America's Authoritarian Democracy

Schools Matter: Education Technology, Surveillance and America's Authoritarian Democracy:

Education Technology, Surveillance and America's Authoritarian Democracy



"The NSA has nothing on the monitoring tools that education technologists have developed in to 'personalize' and 'adapt' learning for students in public school districts across the United States" - Jesse Irwin, marketing and communications professional
The state-finance matrix defined: Influenced by David Harvey's notion of the state-finance nexus, the state-finance matrix is a highly disciplined neoliberal landscape where state power structures and technologies facilitate and protect the activities and interests of finance capitalism over all else. This matrix provides an insulated environment for financialization via securitization, which simply described, is a process where financial institutions bundle together (illiquid) financial assets - primarily loans - and transform them into (liquid) tradable securities that can be expeditiously bought and sold in secondary financial markets. Within this globalized environment, digital securities trading - including “fictitious” trading, hedging and speculating in derivative markets - generates “phantom wealth”; whereby the exchange of capital, money and currency is detached from material or labor value. In the twenty-first century, debt is the new global currency and is a primary source of (intangible) wealth accumulation.
Rebooting the System for a New Age
Writing in Forbes Magazine in 2013, technology entrepreneur Naveen Jain made an assessment of the historical origins of mass public education by pointing out that, “Our education system was developed for an industrial era.” Jain went on to explain that the U.S. education system,
…today uses the mass production style manufacturing process of standardization. This process requires raw material that is grouped together based on a specific criteria. Those raw materials are then moved from one station to another station where an expert makes a small modification given the small amount of time given to complete their task. At the end of the assembly line, these assembled goods are standardized tested to see if they meet certain criteria before they are moved to the next advanced assembly line.
Jain makes this point not as a critique of education serving the interests of capitalism through the application of the scientific management model of production (Taylorism) to schooling. On the contrary, he does so to make a case that current education reform policies are a continuation of the original mission of U.S. public education as an instrument of social control, yet only being modernized to bolster financialized capitalism. As Jain puts it“Our education system Schools Matter: Education Technology, Surveillance and America's Authoritarian Democracy:

The Perils of PBL’s Popularity (John Larmer) | Larry Cuban on School Reform and Classroom Practice

The Perils of PBL’s Popularity (John Larmer) | Larry Cuban on School Reform and Classroom Practice:

The Perils of PBL’s Popularity (John Larmer)


Recently, I have published posts on Project-based Learning. Astudent and foundation official  have raised questions with and about PBL as an appropriate instructional approach. As this instructional reform, once the darling of early and mid-20th century Progressives, has surged again in practitioner and researcher circles, criticism of its implementation and use needs to be aired. For this post, I turn to John Larmer, a champion of PBL, who believes deeply in the instructional approach but shows concern over its potential faddishness and too easy acceptance. Former high school teacher of social studies and English, Larmer is Editor in Chief of publications at the Buck Institute for Education (BIE). He writes often about Project-Based Learning. This post originally appeared March 21, 2016
As readers of this blog well know, Project Based Learning is a hot topic in education these days. The progressive teaching method is being touted as one of the best ways to engage 21st-century students and develop a deeper understanding of content as well as build success skills such as critical thinking/problem-solving, collaboration, communication, and self-management.
At the Buck Institute for Education, we think PBL is even more than that; it can be absolutely transformative for students who experience enough high-quality PBL in their K-12 years. They gain not only understanding and success skills but also confidence in their ability as independent learners and a greater sense of their own efficacy and power.
PBL is transformative for teachers and schools, too, as they create real-world connections to learning, change school culture, and guide students to successfully complete high-quality projects. And teachers who use PBL regularly can experience  “the joy of teaching,” which they may not – make that likely will not – in a test-prep, drill-and-kill environment.
You’ll notice I use the term “high-quality” twice in the above, which points to a real concern we have at BIE. We don’t want PBL to become yesterday’s news, another education fad for which much is promised and little delivered. This is why BIE developed and promotes the Gold Standard PBL model: to help ensure PBL’s place as a permanent, regular feature of 21st century education for all students.
If it’s not done well, I see PBL facing three dangers:
1. Unprepared Teachers & Lack of Support
Teachers who are not prepared to design and implement projects effectively will see lackluster student performance and face daunting classroom management challenges. Shifting from traditional practice to PBL is not a simple matter of adding another tool to a teacher’s toolbox. PBL is not just another way to “cover standards” that’s a little more engaging for students. PBL represents a different philosophy about what and how students should learn in school, and many teachers and school leaders do not yet realize its implications. It was born in the
The Perils of PBL’s Popularity (John Larmer) | Larry Cuban on School Reform and Classroom Practice:

A Conversation With Nashville School Board Member Amy Frogge « Dad Gone Wild

A Conversation With Nashville School Board Member Amy Frogge « Dad Gone Wild:

A Conversation With Nashville School Board Member Amy Frogge 

I don’t think it would be breaking news for me to confess that I’m a big fan of Jennifer Berkshire and the work she does with herEduShyster blog. She’s inspired me to want to do a series of interviews with people who work in education in Tennessee. I think these interviews will be particularly relevant based on the impact Tennessee’s educational policy has on national educational policy. Our proximity to Louisiana, the cast of characters including Kevin Huffman, Todd Dickson, Ravi Gupta, and Chris Barbic, the over investment in politics by Stand For Children, being one of the first states to win Race To The Top money – these things, along with vibrant teacher/parent advocacy groups, have placed us at the forefront of the education reform movement.
For my first interview, I chose Nashville School Board member Amy Frogge. She is a parent who first decided to run for school board in 2012 and shocked everybody by winning big, despite her opponent raising $113k. And she didn’t win by a narrow margin. Outspent 5-to-1, Frogge beat her opponent by a 2-to-1 ratio — 3,524 votes to 1,725. Over the last four years, Frogge has used her position to fight for Nashville’s public schools. She pushed back against unchecked charter school growth. She fought for expanded recess and increased funding for community schools. She sounded the warning bell about over-testing and called for better treatment of teachers. Basically, she educated us about today’s prevalent issues before we were aware they were even issues.
Needless to say, this didn’t make Frogge very popular with the reform crowd. This year, she was up for re-election and along with fellow board member Will Pinkston, became a target for the privatizers. Stand for Children, along with the charter school crowd and the Chamber of Commerce, sunk over $200k in an attempt to defeat her. She failed to receive the endorsement of either the Chamber of Commerce or the local paper. In fact, the local paper used its endorsement release to attack her. They claimed, “Frogge also has served as a disruptive force unwilling to step outside her box and has shown a pattern of being responsive and respectful only when constituents agree with her.” Unfortunately for them, her constituents disagreed, and she went on to win reelection with over 60% of the vote.
Last week, Amy Frogge and I met at the local dog park to discuss a wide range of issues. I should disclose that Ms. Frogge and I are friends and often find ourselves on the same side of issues. Here’s our conversation that morning :
Dad Gone Wild: Good morning, Amy. I’d like to point out that we’re meeting at the dog park because if I’m not mistaken, your family is not just passionate about schools, but also about rescue animals.
Amy Frogge: Good morning. We’ve rescued a lot of animals and oftentimes we are not planning to rescue them, but we end up with a lot of stray pets. Right now, we have four cats, two dogs and a hedgehog. Two of our cats, I picked up on the campaign trail. They were strays.
DGW: That’s impressive. Speaking of the campaign trail, this is the second term you just A Conversation With Nashville School Board Member Amy Frogge « Dad Gone Wild:

TBFURMAN: Regarding The Spiritual Leader Of The Gulen Charters

TBFURMAN: Regarding The Spiritual Leader Of The Gulen Charters:

Regarding The Spiritual Leader Of The Gulen Charters



Just a few links here of Gulen-related information.

This ongoing video series about Gulenism is available online, and they're all quite good. I don't know anything about the person posting them, but the information jives with what you read in the scholarly work, at least from what I can tell.

It's obvious I'm not a scholar, but it would be interesting to use these videos as a starting point for a conversation about this cadre of Gulenists who are running so many charter schools.

Of course, the Gulenists would deny basically all of this.

Oh, and just for the heck of it, here are the 8 most recent H-1B certified visa applications from Concept. They're for the coming school year.






 

 





This one is really pretty frightening.. I have no idea who is posting these; this one is a bit over the top, but if you took away the music, you'd be listening to some very fascinating descriptions of the Gulen Movement by former Gulenists.


 

I understand perfectly well that there are any number of partisans who will say anything and everything about Gulen now that the momentum is there inside Turkey. And Turkey is definitely descending into madness..







But we really need to be having a more honest conversation about the actual nature of this Movement. Because we're in pretty deep at this point.TBFURMAN: Regarding The Spiritual Leader Of The Gulen Charters: