Latest News and Comment from Education

Thursday, July 3, 2014

The Meaning of July Fourth for the Negro by Frederick Douglass | Bill Ayers

The Meaning of July Fourth for the Negro by Frederick Douglass | Bill Ayers:



The Meaning of July Fourth for the Negro by Frederick Douglass



A speech given at Rochester, New York, July 5, 1852

Mr. President, Friends and Fellow Citizens:

He who could address this audience without a quailing sensation, has stronger nerves than I have. I do not remember ever to have appeared as a speaker before any assembly more shrinkingly, nor with greater distrust of my ability, than I do this day. A feeling has crept over me quite unfavorable to the exercise of my limited powers of speech. The task before me is one which requires much previous thought and study for its proper performance. I know that apologies of this sort are generally considered flat and unmeaning. I trust, however, that mine will not be so considered. Should I seem at ease, my appearance would much misrepresent me. The little experience I have had in addressing public meetings, in country school houses, avails me nothing on the present occasion.

The papers and placards say that I am to deliver a Fourth of July Oration. This certainly sounds large, and out of the common way, for me. It is true that I have often had the privilege to speak in this beautiful Hall, and to address many who now honor me with their presence. But neither their familiar faces, nor the perfect gage I think I have of Corinthian Hall seems to free me from embarrassment.

The fact is, ladies and gentlemen, the distance between this platform and the slave plantation, from which I escaped, is considerable-and the difficulties to he overcome in getting from the latter to the former are by no means slight. That I am here to-day is, to me, a matter of astonishment as well as of gratitude. You will not, therefore, be surprised, if in what I have to say I evince no elaborate preparation, nor grace my speech with any high sounding exordium. With little experience and with less learning, I have been able to throw my thoughts hastily and imperfectly together; and trusting to your patient and generous indulgence I will proceed to lay them before you.

This, for the purpose of this celebration, is the Fourth of July. It is the birth day of your National Independence, and of your political freedom. This, to you, as what the Passover was to the emancipated people of God. It carries your minds back to the day, and to the act of your great deliverance; and to the signs, and to the wonders, associated with that act, and that day. This celebration also marks the beginning of another year of your national life; and reminds you that the Republic of America is now 76 years old. l am glad, fellow-citizens, that your nation is so young. Seventy-six years, though a good old age for a man, is but a mere speck in the life of a nation. Three score years and ten is the allotted time for individual men; but nations number their years by thousands. According to this fact, you are, even now, only in the beginning of your national career, still lingering in the period of The Meaning of July Fourth for the Negro by Frederick Douglass | Bill Ayers:

Some More *Clarity* on BESE’s “Special Counsel,” Contract Limitations, and PARCC | deutsch29

Some More *Clarity* on BESE’s “Special Counsel,” Contract Limitations, and PARCC | deutsch29:



Some More *Clarity* on BESE’s “Special Counsel,” Contract Limitations, and PARCC

July 3, 2014


July 03, 2014, has been quite the day for uplifting information in the Roemer/White vs. Jindal battle over Louisiana public education. In this post, I elaborate on three topics: 1) Roemer’s, White’s, and the BESE majority’s attempts to “retain special counsel” in order to sue the governor; 2) further limits placed upon LDOE and BESE regarding contracts, and 3) an update on PARCC.
To give readers a sense of how one will feel after reading this post, let me say that none of this is news that will make BESE President Chas Roemer or Louisiana State Superintendent John White light of heart.
Stand for Children might want to sit down, as well.
That “Special Counsel” Situation
Here in Louisiana, we have a situation in which the state board of education (BESE) has voted to “retain special counsel” so that it and the state superintendent, John White, might sue the governor, Bobby Jindal, over his actions initiated on June, 18, 2014, decision to extract Louisiana public education from both the Common Core State Standards (CCSS) and the associated Partnership for Assessment of Readiness for College and Careers (PARCC) assessments.
BESE President Chas Roemer appears to be pretty puffed up about how Jindal’s June 18,2014, executive order– not the least of which involved freezing BESE money for its current “arrangement” for PARCC tests–”violates” BESE’s and White’s “rights.”
BESE is a state agency and is part of the executive branch. As such, in order for BESE to retain special counsel, it must at least secure the approval of the attorney general. The question becomes whether BESE needs approval of the governor, as well.
The Louisiana Code has two statutes concerning state agency retention of special counsel. Both statutes are excused from the regular contract procurement process as per the Louisiana Procurement Code. (See this post for more details.) One statute, RS 42:263, requires only attorney general approval:
§263.  Resolution requesting special counsel
A.  No parish governing authority, levee board except as provided in Subsection B hereof, parish school board, city school board, or other local or state board shall retain or employ any special attorney or counsel to represent it in any special matter or pay any compensation for any legal services whatever unless a real necessity exists, made to appear by a resolution 
Some More *Clarity* on BESE’s “Special Counsel,” Contract Limitations, and PARCC | deutsch29:

Michelle Rhee’s Campaign Cash Infusion | Truth in American Education

Michelle Rhee’s Campaign Cash Infusion | Truth in American Education:



Michelle Rhee’s Campaign Cash Infusion

Filed in Candidates on Education by  on July 3, 2014 • 0 Comments
michelle-rhee
Photo credit: Center for American Progress (CC-By-ND 2.0)
Today’s Moring Education article at Politico discussed StudentsFirst involvement in the 2012 elections.  It also sheds some light on why the Common Core is entrenched within the Republican ranks and some Governors.
Former D.C. Chancellor Michelle Rhee directed hundreds of thousands of dollars in the last election cycle to conservative candidates and organizations through her ed reform group StudentsFirst, according to the group’s latest tax filings. The 990 forms cover the fiscal year from August 2012 through July of 2013. They show that StudentsFirst and its sister organization, StudentsFirst Institute, raised a combined total of $26.7 million, down slightly from $28.6 million the previous year. The haul includes a huge bequest of stock, worth $2.6 million, from an unnamed donor. (Rhee will not disclose her funders.) On the expense side, Rhee’s group spent $2 million for consulting services from the Democratic firm SKDKnickerbocker. It also spent $1.7 million on membership fees paid to the grassroots activist site Change.org. The site hosted a number of StudentsFirst petitions that gathered tens of thousands of signatures — and provided Rhee’s organization with a trove of email addresses — until protests from organized labor prompted Change.org to cut ties with StudentsFirst.
— Rhee, who earns nearly $350,000 a year, also spent heavily on political activism in the year covered by the tax forms. StudentsFirst gave $500,000 to a business-backed committee in Michigan that successfully worked to defeat a union effort to enshrine collective 
Michelle Rhee’s Campaign Cash Infusion | Truth in American Education:



Van Roekel Tells RA Delegates Bringing Equity to Schools Requires Leadership, Not Just Action | NEA Today

Van Roekel Tells RA Delegates Bringing Equity to Schools Requires Leadership, Not Just Action | NEA Today:



Van Roekel Tells RA Delegates Bringing Equity to Schools Requires Leadership, Not Just Action

July 3, 2014 by twalker  
Filed under Featured NewsTop Stories
Share
By Tim Walker
NEA President Dennis Van Roekel delivered his final keynote speech at the 2014 Representative Assembly on Wednesday with a passionate and stirring exhortation for educators to lead the movement to bring equity and excellence to our schools. Success in ridding the system of high-stakes testing and the influence of corporate reformers, creating higher standards, and building a quality workforce will depend on nothing less, Van Roekel told the assembly.
“A strong future for public education for our association depends on leading an agenda focused on student success and educator quality, not as an afterthought, but as our first priority.”
NEA Vice President Lily Eskelsen García and NEA Secretary Treasurer Beckly Pringle introduced Van Roekel with a heartfelt and humorous tribute, good-naturedly ribbing him for his boundless optimism, but also praising his courageous leadership. “It truly is the end of an era,” Eskelsen García said. They then invited Van Roekel’s 100-year-old mother, Marie, a retired teacher and lifelong NEA member to invite her son to the stage.
President Dennis Van Roekel delivers his Keynote Address during the 2014 NEA Representative Assembly
Reflecting on his long and storied career as an educator and union leader, Van Roekel took the opportunity to look at where the NEA and public schools have travelled in the three decades since he attended his first RA in 1980. It has been, he said, a proud but tumultuous time for the organization, marked by three key transformations: the growing importance of social justice to NEA’s work, the shift toward union-based political action, and the monumental changes following the release of  “A Nation at Risk” in 1983.
The landmark report contained some solid recommendations that went ignored.  What happened next, Van Roekel said, set the stage for where we stand today: many politicians see public education not as a shared national value, but as a problem, and an army of corporate reformers see schools as profit centers, not places of learning
“Ideas and recommendations materialized that were never mentioned in the report. Vouchers, tax credits, privatization, merit pay – a whole new generation of so-called reforms,” Van Roekel recalled.
The verdict on these schemes is abundantly clear. An onslaught of testing triggered by No Child Left Behind has robbed a generation of students a substantive and valuable education and imposed a punitive accountability system that has punished teachers and students alike.
“Plain and simple, their strategy has failed America’s students, especially students who are poor and students of color. It is not acceptable to continue down this path. The direction must change!” Van Roekel declared to  applause.
“We must not allow politicians to define the terms of change and ‘accountability’ to yet another generation of students,” Van Roekel said. “Accountability is not about what the test scores are–it is about what the system did, in every way possible, to help all students succeed. This is about equity.”
To neutralize the influence of the corporate reformers and move equity front and center in the national Van Roekel Tells RA Delegates Bringing Equity to Schools Requires Leadership, Not Just Action | NEA Today:

The Best of LAUSD: the others - Los Angeles Public Education | Examiner.com

The Best of LAUSD: the others - Los Angeles Public Education | Examiner.com:



The Best of LAUSD: the others




 The wonderful Music teachers and their fantastic programs that I have observed over the last 34 years.

The itinerant teachers that serve the needs of special children.
There are also elementary assistant principals who work at 3 different schools that are usually great distances apart. Their sole function is to deal with the paperwork for special needs students. Because the district sends them to so many schools in one week, and there is so much paperwork and so many IEP meetings for them to conduct, they don't have the time to observe and to get to know these students.
The classroom aides that do everything that they can for the students and for their teachers. Some of these aides live in the community and can affect changes in students’ behaviors.
The playground and lunch aides that weather all types of weather and all types of behavior and come out smiling.
The office managers, cafeteria managers, and offices clerks that go above and beyond for the teachers and for the students.
The plants managers and custodians that handle every teachers request no matter the size.
The supportive parents—that serve on the booster clubs, P.T.A.s, school councils, and serve as classroom parents. I have met parents that ask what you need and if you say that I need the Eiffel Tower by Monday for a lesson that call DHL.
The teachers are LAUSD. Add in the students, the other school site employees, the supportive parents and you have the setting for a positive educational experience.
But, again, this is LAUSD and the teachers don’t count and they are last on the district totem pole.
I once heard that the Montebello, California school district rotated their district administrators from the schools and back. Wow! Teachers in charge! Educators not far from the classroom running the district.
If LAUSD=the teachers+students+parents+school staffs, then why do we The Best of LAUSD: the others - Los Angeles Public Education | Examiner.com:

7-3-14 The Whole Child Blog — Encourage Student Passions with Genius Hour

The Whole Child Blog — Whole Child Education:









THE WHOLE CHILD BLOG

ASCD Whole Child Bloggers

Encourage Student Passions with Genius Hour

Founded on an innovation championed by businesses like FedEx and Google, "the genius hour" sets aside school time (at least an hour, every week) for students to work on something they are passionate about. This video outlines some basic tenets of implementing "genius hour" programming at your school and points to further resources (tutorials, lesson ideas, and connections to other educators) at www.geniushour.com.
Klea Scharberg

What Questions Do You Have About the Common Core State Standards?

Although most states plan to fully implement the Common Core State Standards (CCSS) during the 2014–15 school year, many questions remain about what the standards are, how they were created, and how they will influence students' and teachers' daily work. The current issue of ASCD Policy Points (PDF) outlines basic facts about the standards that you can use not only for your own background knowledge, but also to inform your discussions with your colleagues, community members (including parents), and local policymakers.
Laura Varlas

Turning Around the Teen Brain by Building Effort

Neuroplasticity means humans have the ability to change their brains through repeated, adaptive practice. Buy-in, however, can be a huge hurdle in getting students to invest effort in the actions that will grow their brains.
"If the brain's not buying in, then it's not changing," author Eric Jensen noted in his 2014 ASCD Annual Conference session, "Turnaround Tools for the Teenage Brain."


7-2-14 The Whole Child Blog — What Questions Do You Have About the Common Core State Standards?
The Whole Child Blog — Whole Child Education: THE WHOLE CHILD BLOGWhat Questions Do You Have About the Common Core State Standards?July 2, 2014 by Klea ScharbergAlthough most states plan to fully implement the Common Core State Standards (CCSS) during the 2014–15 school year, many questions remain about what the standards are, how they were created, and how they will influence students' and teache

What Is a Teacher? | Natasha Walizer

What Is a Teacher? | Natasha Walizer:



What Is a Teacher?

STUDENT TEACHER




 A teacher is the one who listens to the "strange" boy talk about his fascination with dragons and not judge. A teacher listens intently to the very animated child and might not understand what he is speaking of, but a teacher listens.

A teacher is the one who listens to the 7th grade girl complain about her over-protective mother and how she wishes she could wear what clothes she wants. A teacher calmly tells the child that her mother is just being a good mom and taking care of her. A teacher watches the teenager roll her eyes and inside cries because a teacher worries about what trouble that girl could get into one day.
A teacher sits next to the small boy, even though his clothes and he smells. A teacher wonders of the last time he bathed or his clothes were washed for him, but he can't add two digit numbers so a teacher sits by his side and helps him.
A teacher will call home to message machines over and over again trying to get through to the parent of the child who has been missing from school for days at a time without any reason. A teacher will take a 30-minute duty free lunchtime to call home and speak to the parent of a gifted child who again has done brilliantly on a class project.
A teacher wants to recognize the hard work children have done even though it is expected from some of them.
A teacher believes there are no bad students, just challenging ones.
A teacher will question and teach her students how to question.
A teacher can take criticism from students. A teacher will stay up until midnight to change the next day's lesson plans because the students said they needed to be taught in a different way then previously taught.
A teacher stands in the cafeteria and watches certain children waste food, throwing away what they don't eat while others have been given a free lunch and ask for people's extras because they know there is nothing at home. A teacher thinks of their own lunch in the classroom and knows they could go with less. A teacher looks at the students who do not have that choice.
A teacher pulls apart two girls or two boys bigger than them while they try to rip out each other's hair for no better reason than one supposedly said something What Is a Teacher? | Natasha Walizer:

Are You on the Common Core Enemies List? | Missouri Education Watchdog

Are You on the Common Core Enemies List? | Missouri Education Watchdog:



Are You on the Common Core Enemies List?




blueprint for ccssi supporters

We are truly living in Nixonian times.  The above excerpt is from a June 1971 White House memo entitled Dealing with our Political Enemies.  You better be careful what you say and what you write about Common Core in 2014 if you don’t agree with the process or product.  You might just end up on an Enemies List reminiscent of Nixon’s.  From List of White House ‘Enemies’ and Memo Submitted by Den to the Ervin Committee:
(click on graphic to enlarge)
enemies list
There are various interpretations of the saying: “those who don’t know history are doomed to repeat it.”    The CCSSI supporters must not have studied the Nixon tactics that ultimately ended his presidency.  CCSS educational groups and bureaucrats are using the same tactics to push Common Core against taxpayers who don’t want this initiative which circumvented the political process.  Many of the CCSS supporters are no better than Nixon operatives smearing their opponents.  Those opposing the CCSSI have been labeled as angry white suburban moms, tin foil hat wearers, racists, misinformed and the latest adjective is quite vulgar.  CCSSI supporters have labeled a teacher who publicly opposed them as a f***tard.    These “professionals” calling a teacher a vile name and blackballing the teacher from committees are the administrators and educational reformers now directing students’ educational development and delivery.  This educational reform includes “character education” being pushed in the schools today.  If this is indicative of the character of educational professionals, it is time to pull your child out of public school.


Jay P. Greene hit the nail on the head in his latest post about the ugliness surrounding a very non-transparent plan of education crafted by the elites for the “common” student.  From Common Core Political Naivete and the Enemies List:Are You on the Common Core Enemies List? | Missouri Education Watchdog:

7-3-14 LA School Report - What's Really Going on Inside LAUSD

LA School Report - What's Really Going on Inside LAUSD (Los Angeles Unified School District):








Galatzan raises new concerns about LA Unified bond committee
For the second time in recent weeks, Tamar Galatzan has turned a critical eye toward LA Unified’s Bond Oversight Committee and the role it plays in monitoring district spending on bond-funded projects. At the board meeting on Tuesday, she objected to the BOC’s wholesale approval of a library project that earmarked $116,000 to move library equipment and materials from one school to another. Using M


School workers union ratifies 3-year deal with LA Unified
Members of the school service workers union, SEIU Local 99, have ratified their three-year contract agreement with LA Unified, raising the wage of nearly 20,000 workers to $15 an hour by July 1, 2016. The union said in a statement early this morning that 82 percent of the members approved the contract after three days of voting. The union consists of cafeteria workers, custodians, special educatio


LAUSD expands search to find enough summer school teachers
As LAUSD kicked off its newly expanded summer school program last month, accommodating more students than ever before, one thing became clear: Sometimes, more money means more problems. And one problem district officials didn’t anticipate was finding enough teachers who wanted to work in the summer. Without a sufficient number, the district scrambled to fill classes with adult education and subst
Morning Read: School report cards to come under revision
Changes coming to school report cards As with most other elements of the public education system, the state’s School Accountability Report Card is set to undergo fairly significant revisions as a result of the adoption of the Common Core State Standards and the Local Control Funding Formula. S&I Cabinet Report Middle school key to college, career pipeline As California focuses on education re
7-2-14 LA School Report - What's Really Going on Inside LAUSD
LA School Report - What's Really Going on Inside LAUSD (Los Angeles Unified School District): Top 6 shockers: how Weingarten and Deasy agree on tenureCourtesy: Aspen Ideas Festival The stage was set with the two public education luminaries, ready to square off on such lightning rod issues as tenure and teacher dismissal laws in the wake of last month’s Vergara trial: Randi Weingarten, leader of th