Rheesidual | Q&A with Jason Kamras: Radical ideas for D.C. public schools

Hechinger Report | Q&A with Jason Kamras: What lies ahead for D.C. public schools:

Q&A with Jason Kamras: What lies ahead for D.C. public schools

by Susan Sawyers

George W. Bush and Jason Kamras, the 2005 National Teacher of the Year. (Photo by Krisanne Johnson/White House)

Although there are lots of ideas these days about how to improve U.S. public schools—a number of which are under renewed scrutiny—Jason Kamras thinks he’s got a simple solution.
It’s a radical idea he shares with Warren Buffet and Michelle Rhee, among others: Do away with school choice. No private schools, no homeschooling.
He admits the idea isn’t realistic, but he believes it’s an important thought-experiment nonetheless.
Kamras—who taught middle school through Teach For America between earning his bachelor’s degree, from 

RheeFirst! » Will the real students please stand up? No, not Rhee’s astroturf, “StudentsLast”

RheeFirst! » Will the real students please stand up? No, not Rhee’s astroturf, “StudentsLast”:

Will the real students please stand up? No, not Rhee’s astroturf, “StudentsLast”

by admin

“In the education reform conversation, we have heard from educators, parents, administrators, and policymakers, but we are missing the most authentic, indispensable voice – the student. It troubles me that the people most affected by the actions made by policymakers have absolutely no say in the decision-making process.
The last thing you can do is ignore students. We know what’s wrong with the education system. We know how to fix it. You have questions, we have answers.
Policymakers have artificially promoted the youth voice. …. Michelle Rhee, former chancellor of the D.C. Public Schools…. appeared on the Oprah show to promote her “feel good” organization StudentsFirst.

Daily Kos: so do I have to change my user name?

Daily Kos: so do I have to change my user name?:

so do I have to change my user name?

by rss@dailykos.com (teacherken)

That is the logical question to ask after the decision I made yesterday evening, and upon which I acted this morning.
I notified the personnel office that I am taking the retirement buyout and retiring from my current position as a teacher in a Maryland school system, effective the end of this school year.
I am doing so without knowing what I will be doing next year, and knowing that I will still need some income, albeit not as much as my current teacher salary - after all, I am already on Social Security and will also draw a state pension.
I have begun to explore other opportunities.
Some could have me in a classroom elsewhere, most would not.
Some might mean that my blogging would either be greatly reduced or even elimated.
Whatever I do it will be something where I believe I am serving the larger community in a way with which I feel 

Schools Matter: How Corporate Ed Reform is Chipping Away at Democracy

Schools Matter: How Corporate Ed Reform is Chipping Away at Democracy:

How Corporate Ed Reform is Chipping Away at Democracy

by Judy Rabin

An article in Dissent Magazine by Joanne Barkan in this issue of Dissent explains why the current corporate education reform movement, is not only poisoning an entire generation of children and destroying democracy, but is making lots of greedy people very rich. The irony is that those who hold the power of the purse strings are accountable to no one. However, as thousands of people gather this weekend toOccupy the Department of Education in Washington, DC, it is increasingly clear that the real threat to our national security are the private, for-profit interests who have hijacked meaningful education and the creativity and thinking skills needed to move this country into the future and to find solutions to real problems such as climate change, poverty, inequality and progress in general.

HT to Stan Karp at the Education Law Center.

Chipping Away at Democracy

Yes, the policies of ed reformers are wreaking havoc in public education, but equally destructive is 

RheeFirst! » Michelle Rhee took DCPS financial backers with her and left taxpayers holding the merit pay bag

RheeFirst! » Michelle Rhee took DCPS financial backers with her and left taxpayers holding the merit pay bag:

Michelle Rhee took DCPS financial backers with her and left taxpayers holding the merit pay bag

by admin

Written by Bob Sikes f0r Scathing Purple Musings.  Read the entire post here.
“Huffington Post education reporter Joy Resmovits tracked down Michelle Rhee’s financiers earlier this month. They include two who’ve  pulled their support for DCPS once Rhee left to go solo…
Part of Rhee’s overall education reform prescription is for philanthropists – like Broad and Arnold – to provide grant funding for the merit pay schemes she’s selling in state capitals across the country. She uses her DCPS tenure as her calling card. Rhee told Floridians that the Arnold’s and Broad’s of the world have  “significant interest” in investing in such areas. She just never said they would only do it for a limited period of time before leaving the bill with cash-strapped school districts.“

Seattle Schools Community Forum: BEX IV - Full of Mysteries

Seattle Schools Community Forum: BEX IV - Full of Mysteries:

BEX IV - Full of Mysteries

by Melissa Westbrook

 Finally had my first look at the BEX IV preliminary plans.  I'm sure there is a rhyme and reason to this plan (actually 4 scenarios) and it all revolves around....portables?

As we learn from page 8, there are 170 portables (of all kinds) being used in our district.  Most are general classroom portables at "active" schools - 114.  There are 14 at closed buildings.  The rest have various uses.

Keep in mind they are only talking about middle/K-8 and elementary school buildings for BEX IV (except for Lincoln, Mann and wherever they put the World School).

They have many tantalizing projects but no explanation of what some of them might be used for. 

The projection out date they are looking to is 2021-22 (how old will I be then?  don't scare me like that).

They do not list possible costs for buildings (could be too soon) but those better be costs that reflect the building 

Elham Palestine: Overcoming the Odds — Whole Child Education

Elham Palestine: Overcoming the Odds — Whole Child Education:

Elham Palestine: Overcoming the Odds

by ASCD Whole Child Bloggers

Post submitted by Elham Palestine executive director Huthayfa Jalamna and communication specialist Alla Atari. Elham is a nationwide program extending throughout Gaza and the West Bank that aims at improving the physical, mental, psychological, and social well-being of Palestinian children and enhancing their learning environments to become more conducive for their well-being. It is the Middle East setting of whole child partner Learning for Well-Being and the principles and framework developed by the Universal Education Foundation.
Imagine growing up under one of the most controversial political conflicts in the world. Today millions of Palestinian children are spending their childhood living in unstable and harsh environments at the detriment of their learning and development. Palestinian principals, teachers, counselors, and even students are striving to provide a healthy and stimulating learning environment despite the lack of resources and the stressful atmosphere.

The Elham Palestine program works to stimulate, recognize, and mainstream inspiring initiatives that contribute 

All Things Education: Parent Jiggernaut Follow-Up: Opting out vs. Opting In

All Things Education: Parent Jiggernaut Follow-Up: Opting out vs. Opting In:

Parent Jiggernaut Follow-Up: Opting out vs. Opting In

by Rachel Levy

Some people have asked me why we don't opt our kids out of testing such as this movement encourages people to do. That is definitely under consideration. My reluctance with that is two-fold:

1) I see value in the disruptive route--there are many ways to effect change. I am grateful to have been made aware of my rights as a parent and I see value in publicizing those rights. All power to unitedoptout. But I am not a disruptor. I'm a persuader. I'd much rather try to reason with people first, citing evidence, and then try to work something out collaboratively with out being disruptive, especially if children are involved.

2) Even if I did opt my kids out of the official standardized tests (in my state of Virginia they are the SOLs), that would not change everything that leads up to the test or everything that the tests drive. In fact, if there really were only four testing days (in 3rd grade there are four SOL tests) with four tests at the end of the school year, I would not care so much. I might not care at all. It's everything else that bothers me. I don't want to opt out of the tests 

NYC Public School Parents: City Council hearings :More cuts to schools and even larger classes next year?

NYC Public School Parents: City Council hearings :More cuts to schools and even larger classes next year?:

City Council hearings :More cuts to schools and even larger classes next year?

by Leonie Haimson

Me testifying with other advocates; credit CM Jackson who tweeted this

Yesterday the NYC Council Education committee held preliminary hearings on the mayor’s proposed education operating budget.  Here is a good report from NY1, here is the analysisof the budget by Council staff; here ismy testimony [also shown below].  The proposed operating budget for next year, despite an overall increase in spending would cut schools by another $64 million, with $182 million cut to general education instruction, leading to a projected loss of 2,570 teachers and even higher class sizes in the future. 

Though Chancellor Walcott kept repeating that in the final proposed budget, he expects school budgets to be flat rather than cut, even a flat budget would still likely to lead to a sharp loss in general education teachers and continued class size increases, since the costs  of programs and services go up each year, as well as the 

Chicago Congressman violates House decorum. House what? « Fred Klonsky

Chicago Congressman violates House decorum. House what? « Fred Klonsky:

Chicago Congressman violates House decorum. House what?

by Fred Klonsky

Chicago Congressman Bobby Rush gave a speech on the US House floor today. It was moving message about the murdered teenager Trayvon Martin. As he neared the end of his talk, he pulled a hoodie over his head and put on a pair of shades.
“A hoodie doesn’t make you a hoodlum,” said the Chicago Congressman.
To the presiding officer of the House, this was a violation of House decorum and the sergeant of arms was called to remove Congressman Rush from the well of the House.
Here’s the video:
PopoutHouse decorum?
What the hell is that?
In a far-to-common display 

Did the Florida Tea Party Network Give Rick Scott Political Cover to Veto JD Alexander’s PolyTech Takeover? | Scathing Purple Musings

Did the Florida Tea Party Network Give Rick Scott Political Cover to Veto JD Alexander’s PolyTech Takeover? | Scathing Purple Musings:

Did the Florida Tea Party Network Give Rick Scott Political Cover to Veto JD Alexander’s PolyTech Takeover?

by Bob Sikes

Among four bills the Florida Tea Party Network recommended Governor Rick Scott veto was one which would immediately make Florida Polytechnic an independent institution. From Kenric Ward of Sunshine State News:

Blasting the creation of a separate Polytechnic University in Lakeland, divorced from the University of South Florida, the tea party group said, “Our higher education schools are already under funding pressures, and splitting the pot further is counterproductive to the quality of the institutions.
“Further, private universities are filling the marketplace to service student needs, and we should encourage private-sector growth.”

This call for a veto SB 1944 from the state’s most influential tea party entity represents significant political cover 

Seattle Schools Community Forum: Who will work on a new school?

Seattle Schools Community Forum: Who will work on a new school?:

Who will work on a new school?

by Charlie Mas

It's not enough to oppose charter schools by saying that public schools can do everything that charter schools can do; the public schools have to actually do it. It's time for innovation advocates - both within the public school structure and outside it - to come together to make it happen for students.

The Board's approval of the MOU with the SEA regarding creative approach schools opens an opportunity for folks to change the way we teach children. I have spoken with a few people about this project and now I want to open the conversation to a larger group.

Who will join a group to develop and staff a new school?

I'm thinking of an elementary school housed in the Columbia building in Columbia City that would be a school 

Life Lessons from Room 507 | Maria Shriver

Life Lessons from Room 507 | Maria Shriver:

MARCH 27, 2012

TIPS FOR TRANSFORMATION

Life Lessons from Room 507

By Kendall Ciesemier

As I scrolled through my Twitter feed the other day, I came across a tweet mentioning the campaign to end the derogatory use of the R-word. This tweet triggered my own memories and thoughts about my experiences working with students who have intellectual and developmental disabilities.

Throughout high school I had the privilege of working as a teacher’s assistant in Mrs. Baker’s multi-needs classroom, Room 507. As a highlight of my high school experience, I looked forward to this class period every day.

In class, there were a range of abilities. I worked with students who had Downs Syndrome, Autism, those who were confined to a wheel chair, and those who were non-verbal.

On most days, this classroom taught me more than my core curricular classes. To me, the derogatory use of the R-word is a completely invalid portrayal of the students I encountered.

The students of Room 507 taught me some of life’s greatest lessons - and led me to believe that everyone you meet has something valuable to teach you.

1. Love fully and blindly

When I entered Room 507 everyday, I was greeted warmly with hugs and smiles. 

Join the Whole Child Network of Schools — Whole Child Education

Join the Whole Child Network of Schools — Whole Child Education:

Join the Whole Child Network of Schools

by ASCD Whole Child Bloggers

Current educational practice and policy focus overwhelmingly on academic achievement measured by standardized, mandated tests. This achievement is but one element of student learning and development and only a part of any complete system of educational accountability. ASCD's Whole Child Initiative is an association-wide effort to change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the development of children who are healthy, safe, engaged, supported, and challenged within a sustainable approach to education and community engagement.
In May, ASCD will select a small group of schools to become part of our Whole Child Network. The schools chosen for the network will commit to a comprehensive school improvement process that will use the Whole Child Tenets and their indicators (PDF) as their sustainable approach.
To apply to become a Whole child Network school, go to www.ascd.org/wholechildnetwork. ASCD's Whole Child Network is open to all schools (e.g., public, charter, private) of any grade level within the United States and Canada. Deadline for submission is April 30, 2012.
Chosen schools will be notified by May 15, 2012, and will be asked for documentation of a school team commitment of participation in the network by May 28, 2012.
Each member school will receive a $10,000 grant for the 2012–13 school year, with the opportunity for renewal in the subsequent two school years, as well as customized support in implementing a whole child approach to education. Participating schools will also receive an ASCD Institutional membership, and up to five team members from each site will receive a trip to ASCD's 2013 Annual Conference in Chicago, Ill.
Whole Child Network schools will kick off their participation in the network with a two and half day networkwide training event during summer 2012, followed by one full-day, on-site training for each school, facilitated in partnership with ASCD's Whole Child Programs staff, to introduce the whole child approach within the school community. Following that, ASCD staff will work in close consultation with school officials to design an implementation plan. Elements that may be a part of that plan include a needs assessment as well as customized face-to-face trainings, tools, and products that address the various needs identified by the assessment. This may include instructional program improvements, job-embedded professional development, student support, health and safety, and teacher/leader effectiveness.
For questions about the Whole Child Network or completing the application, please contact us by e-mail atwholechild@ascd.org.

Students to debate charters, criminal justice - The Education Report - Katy Murphy's blog on Oakland schools

Students to debate charters, criminal justice - The Education Report - Katy Murphy's blog on Oakland schools:

Students to debate charters, criminal justice

Tuesday, March 27th, 2012 at 6:11 pm in students2 Comments »

High school debater Kwodwo Moore (center). Photo by Ray Chavez/Staff
On Thursday, after you come to the Tribune’s public forum on high school reform and teaching in Oakland, you’ll still have plenty of time to head across town to a different — and decidedly younger — discussion about education and teenagers.
Charter schools and criminal justice are the subjects of debate at the 6-7:30 p.m. Bay Area Urban Debate League event at the St. Augustine Episcopal Church (not to be confused with the Catholic church on Alcatraz) on 29th Street and Telegraph.
Dmitri Seals, the league’s director, says his hard-working orators have been practicing three times a week for 

Seattle Schools Community Forum: Hell Gets a Chill

Seattle Schools Community Forum: Hell Gets a Chill:

Hell Gets a Chill

by Melissa Westbrook

No, hell hasn't frozen over but it is a bit chilly as I find that I actually agree with the Times' editorial board on an education issue. 

We all agree the public should have the opportunity to hear and/or meet the superintendent finalists.  

Then they go and spoil it by showing their motivation to get an ed reformer in there but I am glad they are standing up for more transparency.  They have a great quote from 2003 when the district was again looking for a superintendent.

We warned then that, "Seattle Schools' number-one goal ought to be regaining public trust and confidence. The district compromises this goal when it promises citizen input but fails to deliver."

Amen, brothers and sisters.  But it would seem that in other cases, the Times works to make sure to protect 

School Tech Connect: Hat Tip To Valerie Strauss

School Tech Connect: Hat Tip To Valerie Strauss:

Hat Tip To Valerie Strauss

by noreply@blogger.com (Tim)

Just a quick post before I leave for France. And by France I mean "my staycation here in Rogers Park."

I'd like to give a tip o' the hat to Valeries Strauss, who ran a guest post by the intrepid Sharon Higgins a day or two ago about the Gulen charter network that is never ever to be discussed in the press.

It falls on me to point out that one of these schools is right here in Rogers Park.  My observation is that the entire network has gotten a lot more savvy about what it puts on the web and what it leaves out over time.

Every time I venture down this road, I realize I'm putting myself in the company of a xenophobic fringe; however, 

All Things Education: Parent Jiggernaut

All Things Education: Parent Jiggernaut:

Parent Jiggernaut

by Rachel Levy

As a parent who used to be in the classroom, I sometimes struggle with which perspective to think from: from that of a parent or from that of a teacher. Becoming a parent made me a much better and more understanding teacher. Conversely, strategies I used in teaching and things I learned there about human nature and interacting with children have proven invaluable to me as a parent. Interacting with other people's children, of course, is not the same thing as interacting with my own. My own children can tick me off in ways my students never could; I can have a hard time getting to that calm, clinical space with my own kids, even as I know I'd make fewer mistakes if I could get there.

So sometimes I feel conflicted when it comes to advocacy and opinions. Watching my own children develop has taught me a lot about how people learn and has challenged some of my old (teacher's) thinking. On the one hand, I have much less tolerance, for example, for constructivist approaches and for the teaching of reading strategies and skills. On the other, I appreciate that constructivists envision schools as meaningful, joyful, and relevant places. It breaks my heart whenever my children are driven to tears, overwhelmed by the tedium and 

tomhayden.com - Peace Exchange Bulletin - Eyewitness Report: “A Real Test of This Generation” in Florida

tomhayden.com - Peace Exchange Bulletin - Eyewitness Report: “A Real Test of This Generation” in Florida:

EYEWITNESS REPORT: “A REAL TEST OF THIS GENERATION” IN FLORIDA

TUESDAY, MARCH 27, 2012 AT 11:42PM

The case of Trayvon Martin may become a turning point in America’s debate over racial profiling, stop-and-frisk policing, and prison time for millions of young people of color since the neo-con crusade against “super-predators” began two decades ago. But first there will be a major pushback from advocates of hard-line law-and-order tactics.

This week, the Los Angeles Police Department disciplined an officer for racial profiling for the first time after a decade of complaints from the ACLU. Two years ago, civil rights lawyer Robert Garcia and I asserted that a pattern and practice of unconstitutional stop-and-frisk tactics exists in LA’s inner city neighborhoods. Stops by LAPD officers rose from 587,200 to 875,200 between 2002 and 20008. (Garcia/Hayden, December 17, 2010) The LAPD’s recent action is unlikely to 

Shanker Blog » Ohio's New School Rating System: Different Results, Same Flawed Methods

Shanker Blog » Ohio's New School Rating System: Different Results, Same Flawed Methods:

Ohio’s New School Rating System: Different Results, Same Flawed Methods

by Matthew Di Carlo

Without question, designing school and district rating systems is a difficult task, and Ohio was somewhat ahead of the curve in attempting to do so (and they’re also great about releasing a ton of data every year). As part of its application for ESEA waivers, the state recently announced a newly-designed version of its long-standing system, with the changes slated to go into effect in 2014-15. State officials told reporters that the new scheme is a “more accurate reflection of … true [school and district] quality.”
In reality, however, what Ohio has done is perpetuate a troubled system by making less-than-substantive changes that seem to serve the primary purpose of giving lower grades to more schools in order for the results to square with preconceptions about the distribution of “true quality.” It’s not a better system in terms of measurement – both the new and old schemes consist of mostly the same inappropriate components, and the ratings differentiate schools based largely on student characteristics rather than school performance.
So, whether or not the aggregate results seem more plausible is not particularly important, since the manner in