Outdoor preschool takes root on Vashon Island
All put in a Thermos of hot water brought to the remote site by teacher Erin Kenny.
This blog entry continues a series, asking if the non-educators who advocate using state test scores to evaluate teachers actually understand my job, my students, or my school. Of course, it’s not just my personal circumstances they need to understand. I write from the perspective of a high school English teacher, one of many thousands around California and around the country. Like our teaching brethren in other subjects and grade levels, we find ourselves facing a barrage of snake-oil salesmen, peddling a product that might have one legitimate use, but they promise it will cure all the ills in the teaching profession. Enough already. Today, I focus on what they need to understand about secondary schools. If there are some elementary school teachers reading this post, I hope you’ll add comments sharing your professional perspective.
Governor Charlie Crist’s recent veto of Florida’s Senate Bill 6 was a victory for teachers in the Sunshine State, as their legislature had begun to lead them towards a dismal future of testing malpractice. Sadly, the Race to the Top has created a frenzy of interest in linking student test scores to teacher evaluation. The next step they promote is ending the use of seniority and tenure (ideas I’d be more likely to support if their advocates could better understand teaching and evaluation). Teachers are supposed to be “data-driven” now, while the Department of Education and legislators throughout the country ignore the utter lack of data to support their “reform” efforts. I think part of the problem is that they need to better understand schools – at least, I’d like to think that’s the problem. Because, if they do understand schools and still promote these measures, one can
Not long ago education schools had a virtual monopoly on the teaching profession. They dictated how and when people became teachers by offering coursework, arranging apprenticeships and granting master’s degrees.But now those schools are feeling under siege. Officials in Washington, D.C., and New York State, where some of the best-known education schools are located, have stepped up criticisms that the schools are still too focused on theory and not enough on the craft of effective teaching.In an ever-tightening job market, their graduates are competing with the products of alternative programs likeTeach for America, which puts recent college graduates into teaching jobs without previous teaching experience or education coursework.And this week, the New York State Board of Regents could deliver the biggest blow. It will vote on whether to greatly expand the role of the alternative organizations by allowing them to create their own master’s degree programs. At the extreme, the proposal could make education schools extraneous.“In a lot of respects, what the Regents have done is the ghost of Christmas future,” said Arthur Levine, a former president of Teachers College at Columbia University and now president of the Woodrow Wilson National Fellowship Foundation. “Education schools are on the verge of losing their franchise.”While alternative programs now operate in most states, only a few, including Rhode Island and Louisiana, allow these programs to effectively certify their own teachers.Arne Duncan, the United States secretary of education, is also trying to expand these programs. The 2011 federal education budget doubles the financing for teacher training through a $235 million fund that will go to both alternative and traditional preparation programs focused on high-needs schools and subjects. And in the Race to the Topcompetition, points are given to states that provide “high-quality pathways for aspiring teachers and principals”
In response to Capistrano Unified Education Association’s (CUEA) April 19 proposal, the Capistrano Unified School District (CUSD) sent a letter to CUEA Executive Director, Christine Balentine, indicating a willingness to return to the bargaining table to commence negotiations regarding various items, including, but not limited to, “restoration language” regarding recently imposed reductions.CUSD has offered to meet with CUEA as early as April 22. The district is hopeful that both parties can negotiate a mutually acceptable agreement at the bargaining table.

L.A.'s Roman Catholic Cardinal Roger Mahony has joined the chorus of critics of a proposed Arizona law he calls the most “mean-spirited, and useless anti-immigrant” statute in the country. A pair of Congressmen and the head of a Latino legal organization called on Arizona’s governor to veto the law.
The Arizona measure would make it a crime to be an illegal immigrant and would require law enforcement personnel to check the immigration status of anyone they suspect of being undocumented.

Two Democratic congressmen – Luis Gutierrez of Illinois and Raul Grijalva of Arizona – called the measure unconstitutional because the federal government makes and enforces immigration laws.
Thomas Saenz, President of the Mexican American Legal Defense and Educational Fund (MALDEF), said Arizona should learn the lessons of California’s Proposition 187. The 1994 voter-approved measure would have denied health care and education benefits to undocumented immigrants. Saenz said even though a federal court struck down the law, there were serious consequences.
Sweet celebrations and a sense of satisfaction fill the air this week in seven Coachella Valley elementary schools that have earned the right to be called distinguished.
Some of the schools, such as Martin Van Buren Elementary in Indio, overcame such challenges as having 80 percent of students considered English learners and nearly all qualifying for subsidized meals, a measure of poverty. Many schools might use such demographics as an excuse. Van Buren uses them as motivation.
“There are no excuses here,” said Principal Melinda Wallace.
We hear that from many of the successful schools.
“The dog ate my homework?” ponders Principal Lynda Lake of Cielo Vista in Palm Springs, another winner. “Wrong.”
Like Cielo Vista, Landau Elementary in Cathedral City uses No Excuses University, a program that emphasizes technology.
All our distinguished schools have innovative programs, a positive attitude, and experienced principals and teachers who have found a way to motivate students and engage their families.
Experience, however, is a key. Two principals of our newly minted distinguished schools — Lynne Keating at Landau and Karen Cornett at Sunny Sands Elementary in Cathedral City — are retiring at the end of the year.
They are among 175 school employees throughout the valley who are taking early retirement.
Sharon McGehee, superintendent at Desert Sands Unified School District, said she was thrilled the district has 125 takers, twice as many as expected.
“I think they (retirees) feel good that they know they're helping out younger colleagues as well as having
How much more evidence do we need before we conclude that charter schools aren't the panacea for America's public education woes that so many believe them to be? If you missed the story last week, a charter school created and administered by Stanford University's renowned Department of Education had its charter revoked by the local school board. Why? The same old drumbeat of low test scores and a designation as one of the poorest performing schools in California by our state's Department of Education.
You would, of course, expect nothing but the best of everything from Stanford University in its creation of a charter school: the highest-quality curriculum based on the latest educational research, the best-trained teachers, and outstanding resources. It was all there. And, in spending $3000 more per student than the average public school, money wasn't an issue either. Yet the charter school failed. My gosh, if some of the finest minds in education in America can't figure out a way to educate disadvantaged children, what are the chances that anyone else can?
Stanford has plenty of perfectly reasonable explanations for their failure. The charter school is located in East Palo Alto, a city with large minority and immigrant populations and a long history of poverty and crime. Manyparents are uneducated and speak little English. Kids in East Palo Alto have a perfect storm of obstacles preventing them from achieving even minimal academic success. But that's the point. The Stanford charter school was designed to overcome these barriers and it couldn't.
Perhaps the Stanford charter school didn't fail. Reports indicated that its curriculum included traditional academic components, but also social and emotional education. So maybe the criterion that was used to evaluate performance, namely, testing, was too narrow to fairly assess the range of knowledge that the students were gaining from their education.
It is also not completely unreasonable to suggest that knowledge proficiency for many poor students might be less important than important life skills such as social and emotional competence, hard work, time management, and persistence, particularly since most of these students will likely join the work force rather than pursue higher education. Perhaps giving them some basic life skills, hope for the future, and keeping them