RESPECT Vision Released for Comment | ED.gov Blog

RESPECT Vision Released for Comment | ED.gov Blog:

RESPECT Vision Released for Comment

Posted on May 4, 2012 by jreeves

What would it take to make America’s most important profession also America’s most valued profession?

To answer this question, 16 Teacher Ambassador Fellows — active classroom teachers working temporarily for the U.S. Department of Education — have been listening to teachers all over the country. They have held over 200 roundtable discussions with thousands of their colleagues to talk about how they envision a transformed teaching profession.

The result is a teacher-written vision document, available on our website here [MS Word, 164KB].

We invite you to review and comment on the newly-released vision statement for the RESPECT Project. The new vision statement has been divided into sections so that readers are able to comment on a particular part of the vision at a time.

• Section I—Introduction
• Section II—A New Vision of Teaching And Leading, and a Reorganized Classroom
• Section III—A New School Day and School Year
• Section IV—An Environment of Shared Responsibility among Teachers and Principals: Strong Principals and Distributed Leadership
• Section V—Entering the Profession
• Section VI—Career Pathways and Professional Advancement
• Section VII—Teacher Evaluation and Development
• Section VIII—Compensation and Conclusion
• Section IX—Appendix: Sample Teacher Role Structure

• More Sharing ServicesShare

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Mike Klonsky's SmallTalk Blog: New studies show, it's Rahm who needs a longer school day

Mike Klonsky's SmallTalk Blog: New studies show, it's Rahm who needs a longer school day:

New studies show, it's Rahm who needs a longer school day

by Mike Klonsky

"Research, schmeesearch!"

But the extended day approach being implemented in many schools as a result of the department’s push to increase instructional time falls short. It largely ignores the deep body of research on what makes effective expanded learning. Instead, too many schools are merely adding another hour or so of regular class time onto the school day. Not surprisingly, two very recent studies suggest we might not accomplish much with this approach to improving schools. -- Washington Post

Excuse me, Mr. Mayor. Did you see that there's more "new" research -- two new studies, in fact -- "flashing warning signs about the move to extend the school day."  Of course there's really nothing new here as I've been reporting for months now. 

Now I know you're not a big ed research guy and prefer repeating things planted in your noggin by people like

Schools Matter: Corporate Party Continues Propaganda Campaign Against Chicago Teachers

Schools Matter: Corporate Party Continues Propaganda Campaign Against Chicago Teachers:

Corporate Party Continues Propaganda Campaign Against Chicago Teachers

by Jim Horn

Back in the old days of the Bush Administration, the Bushies paid hacks like Kate Walsh, who were receiving federal discretionary grants from ED,  to seed the op-ed pages of America's newspapers with pro-NCLB propaganda.  After an Inspector General report called out NCTQ and Walsh for their illegal actions, corporate ed deformers shifted their strategy to take advantage of the era of unrestricted spending by PACs and Super PACs.  

Take the work of Rebeca Nieves Huffman, for instance, whose accounts include Chicago Sun-Times, where she spreads the gospel for the Corporate Party's neoliberal wing, the Democrats for Education Reform.  

Who is Rebeca Nieves Huffman?  Well, here is her ad posted at the Friedman Foundation--as in Milton Friedman-- whose philosophy best represents the conservative wing of the Corporate Party that she 

Why We All Need to Put Quotation Marks Around Education “Reform” | GoingPublic

Why We All Need to Put Quotation Marks Around Education “Reform” | GoingPublic:

Why We All Need to Put Quotation Marks Around Education “Reform”

by Nancy Letts

Are you listening, Malcom Gladwell? I think we’re at a tipping point in education “reform.” This weekend Gail Collins wrote about the obscene amount of money the 1% are making from education. Gail Collins does not suffer fools gladly, people. Recall the number of times she called our attention to the fateful trip Mitt Romney’s family took to Canada with the family dog strapped to the roof of his car? It’s now entered our collective conscious with its very own website. If Gail Collins can do that about a dog, imagine what she can do for education.
Lisa Graves, Executive Director of Media and Democracy, keeps adding notches to her virtual belt as she ticks off the corporations who have resigned from ALEC. Fourteen and counting. She named names until the rest of 

Racism and Segregation in America Today « Larry Miller's Blog: Educate All Students!

Racism and Segregation in America Today « Larry Miller's Blog: Educate All Students!:

Racism and Segregation in America Today

by millerlf

I recently read Michelle Alexander’s book, The New Jim Crow: Mass Incarceration in the Age of Colorblindness. It takes head-on the “elephant in the room” concerning race in America. I feel it is a must read for anyone interested in equality and social justice.
According to Alexander, more black men are behind bars or under the watch of the criminal justice system in the US than there were enslaved in 1850…and more African-American men are disenfranchised now because of felon disenfranchisement laws than in 1870. She constructs a formidable argument that the “war on drugs,” declared in 1982, had every intention of creating a new form of discrimination largely against black men.
Alexander’s book establishes that the war on drugs is truly meant to reinstate legalized discrimination that marked this country’s history during slavery and Jim Crow. The outcome and intention of the war on drugs has been and continues to be the increased policing of black communities which leads to significantly more arrests of  African Americans than any other group in society. And if an African American is branded a felon, their rights return to the Jim Crow South.
Do more African-Americans go to jail more often because they commit more crimes? People of all races, use

Who’s Killing Philly Public Schools?

Underfunded. Overburdened. About to be sold for scrap.

Daniel Denvir
City Paper

Evan M. Lopez and Neal Santos

Thomas Knudsen, the man who was temporarily put in charge of Philadelphia schools in January, was running late to last Monday’s press conference.
He had been delivering the same presentation all day, and doomsday rumors had already leaked: The plan he was about to lay out would dismantle the central office and parcel out school management, at least in part, to private companies.
Knudsen, paid $150,000 to hold the newly created post of Chief Recovery Officer through June, made a point of shaking the hand of every single reporter in the room before beginning his presentation. “Philadelphia public schools is not the school district,” he announced, laying out the five-year plan before the School Reform Commission (SRC). “There’s a redefinition, and we’ll get to that later.”
He got to it, using terms like “portfolios,” “modernization,” “right-sizing,” “entrepreneurialism” and “competition.” I

Pineapplegate: The Gift That Keeps on Giving « Diane Ravitch's blog

Pineapplegate: The Gift That Keeps on Giving « Diane Ravitch's blog:

Pineapplegate: The Gift That Keeps on Giving

by dianerav

Earlier today, we saw a leaked memo in which Pearson defended the tale of the Hare and the Pineapple. It was field-tested, the spokesman said. It was psychometrically sound. It was just a splendid test item, and the corporation couldn’t understand what all the fuss was about. (http://ideas.time.com/2012/05/04/pineapplegate-exclusive-memo-detailing-the-hare-and-the-pineapple-passage/)
There is an adage: When you are in a hole, stop digging.
Well, Pearson, keep digging. It gets better and better.
Fred Smith, who is a testing expert who worked at the old New York City Board of Education, often comments on testing issues in the press and on the New York City parent blog. Today, he wrote the following at the New York City parent listserv:

“Not only that, folks:

This justification from Pearson comes two days after Commissioner John King canned the pineapple.  It shows 

Is the New York Board of Regents Now Toast?

by dianerav

This is an interesting question: Is the New York Board of Regents now toast? Or is it actually chopped liver? Either way, it doesn’t matter. When Governor Andrew Cuomo appointed a commission and assigned the most consequential powers of the Regents to the commission, he neutered the Regents. Peter Goodman, a longtime observer of city and state politics, speculates on this question and leaves little doubt (http://mets2006.wordpress.com/2012/05/04/is-the-governor-firing-the-regents-andor-remaking-an-archaic-dysfunctional-education-policy-making-process-andor-running-for-the-white-house-in-2016-from-ed-in-the-apple/). Governor Cuomo has blatantly taken control of education policy, a function described in the state constitution as belonging to the duly appointed Regents.
Is this good or bad? I personally have never thought it problematic when someone says that a democratic body works slowly. That is the way democratic bodies are supposed to work. That is called checks and balances.. That is why we have not only an executive, but also a bicameral legislature and a judiciary system. Things done

GO TO 

National Resolution on High-Stakes Testing

Democurmudgeon: Charter Schools appear to be on a course to cost a whole lot more than public education.

Democurmudgeon: Charter Schools appear to be on a course to cost a whole lot more than public education.:

Charter Schools appear to be on a course to cost a whole lot more than public education.

by Democurmudgeon

The major argument used by charter and voucher supporters is the reduced cost for education. But as I have noted so many times, behind the scenes, private interests are begging for equal compensation, negating any savings. But it gets worse, according to the study below, when it comes to the actual costs of these schools.

EdWeek: Educators and policymakers have for years debated the academic performance of charter schools, when compared against traditional public schools. Now a new report focuses on charters' financial performance—and concludes that many well-known charter school networks spend more money than comparable, regular public schools.

The report, released by the National Education Policy Center, examines charter schools' spending, as measured by their 990 filings through the Internal Revenue Service, and other state and local data. But the findings are being strongly disputed by one of the charter operators cited in the report, KIPP. The report concludes that the charter school networks studied in New York spend more per pupil—in some cases, a lot more—than nearby traditional public schools that serve similar populations and grade levels, regardless of the size of school. Achievement First schools, 

RheeFirst! » Various articles: Rhee’s Minnesota disaster–how to spend big and lose big in MN

RheeFirst! » Various articles: Rhee’s Minnesota disaster–how to spend big and lose big in MN:

Various articles: Rhee’s Minnesota disaster–how to spend big and lose big in MN

by admin

Rhee spent $34,000 in 2011, and an unknown sum in 2012– including  thousands in ad buys–  for Minnesota anti-teacher bill that Gov. Dayton vetoed.
How Michelle Rhee spent big and failed in Minnesota.
Diane Ravitch: “Thank you, Governor Dayton.”
Governor Dayton’s veto letter: Rhee-backed bill is “anti-public schools” and “yet another example of this prejudice against public school teachers.”
Michelle Rhee group “StudentsFirst” ramping up presence in Minnesota.

Remarks by the President and Secretary Duncan in Student/Parent Discussion on College Loans | The White House

Remarks by the President and Secretary Duncan in Student/Parent Discussion on College Loans | The White House:

Remarks by the President and Secretary Duncan in Student/Parent Discussion on College Loans

Washington Lee High School, Arlington, Virginia

11:35 A.M. EDT

        THE PRESIDENT:  What I'm going to be talking about today is obviously financing college educations.  And I tell a story about how both Michelle and I, we had to rely on student loans and grants and scholarships to get through college and law school, and we still had a huge amount of debt after we graduated.  It paid off, it's a great investment, but obviously we're pretty sympathetic to the challenges that families go through in terms of financing.

        And so I just wanted to get a sense -- all of you are going to be taking out Stafford loans.  And two things I wanted to get a sense of -- number one, I'm assuming that a doubling of the interest rates is not helpful to you, but feel free to talk about that.  I also wanted to get a sense of how it was to apply for one, because one of the things Arne and I and others in the administration have talked about is how do you simplify the process just to make it a little bit easier for people.  Because I know that -- and based on your chuckle, it sounds like that's something that we need to do.

        Anybody want to start?  

        SECRETARY DUNCAN:  How was the financial aid form itself?  Was that scary?  Was it easy?  Was it hard?

        STUDENT:  Pretty easy.  It was kind of like filling out a college application, so that made it really easy -- did it all for you.

        THE PRESIDENT:  Oh, good.

        SECRETARY DUNCAN:  That's what I like to hear.  What about other folks?

        STUDENT:  It was pretty easy.  

        SECRETARY DUNCAN:  It used to be really, really tough, and we worked with the IRS to simplify that.  I was scared to partner with the IRS -- (laughter) -- but they did a great, great job.  The form itself used to be a barrier to going on.  So what was your sense on it?

        STUDENT:  I did it in my college summit class and my teacher helped me with it.  

        SECRETARY DUNCAN:  How was it?

        STUDENT:  It was easy.

        THE PRESIDENT:  Good.  Parents, how are you feeling about this whole college cost thing?

        PARENT:  Well, Brendan is my third one in school now and I have one more that will be coming up --

        THE PRESIDENT:  So you're a pro.  (Laughter.)  

        PARENT:  Yes.  (Laughter.)   

        THE PRESIDENT:  And how about you?  Do you have other kids who are -- you've got to be thinking about?

        PARENT:  Yes, I have one -- two that are in community college now, and so they're going to go on to a four-year university.  But for Amirah, she is going straight to a four-year university, and the cost is a lot more than community college.  So we're looking at all our options -- grants, scholarships, definitely the Stafford loans.  

        THE PRESIDENT:  Just to be able to afford it.  So it's a big chunk to handle.   

        How about you?

        PARENT:  Well, Rina is my first one to go to college.  I have two more -- they're small right now.  One is in third grade --

        THE PRESIDENT:  Okay, so you've got things spaced out a little bit.  That's good.  

        Well, there are two things that we're focused on.  One is obviously keeping loan rates low.  The second thing, though, is to actually try to lower college cost itself.  And we've met with colleges and universities -- the inflation rate on college has actually gone up faster than health care, which is pretty hard to do.

        And some of it is not actually the fault of the universities.  If it’s a state school, the state legislatures across the country have been cutting back on the support for public colleges and universities.  And the only way these colleges a lot of times can make it up is by raising tuition.  They’ve got higher health care costs that they have to deal with. But some of it is, I think, a lack of creativity in terms of thinking about how do you keep costs down.  All of you guys when you get to school, you’re going to have to think about making sure that you’re not loading up yourselves with a lot of debt unnecessarily.  

        Everybody here is going to be living in dorms?

        STUDENTS:  Yes.

        THE PRESIDENT:  And eating Ramen noodles?  (Laughter.)  But I think you guys are in a good position because in addition to being able to take out student loans and having parents who are obviously interested and engaged in the process, what we’re trying to do is to, through a variety of channels, provide more information to students so that they can plan ahead about what their debt loads might be when they graduate.  And that’s something that, frankly, when we were going to school we didn’t really have a good idea.  And a lot of kids ended up being surprised by how much things --

        SECRETARY DUNCAN:  Knowing four-year costs, knowing the loan repayments.  We're trying to do some things to reduce loan repayments at the back end -- something called income-based repayment, IBR -- you can take a look at.  But helping the front end, know what your costs are, more transparency and help at the back end.  So we're trying to do all those things.  As the President said, push states to invest and push colleges to be reasonable.  These are tough times and don't get carried away, and a lot of colleges are doing it well; some aren’t.  So we're trying to challenge them as well.

        THE PRESIDENT:  But overall, it sounds like you guys are all set.  I’m excited for you.  Are you guys getting nervous, too?

        (Pool ushered out.)

The Byrne Creek LEO Club: Leadership, Experience, and Opportunity — Whole Child Education

The Byrne Creek LEO Club: Leadership, Experience, and Opportunity — Whole Child Education:

The Byrne Creek LEO Club: Leadership, Experience, and Opportunity

by ASCD Whole Child Bloggers

Post submitted by Lily Zhang and Angela Fu
The LEO Club at Byrne Creek Secondary School in Burnaby, British Columbia, Canada is one of more than 40 clubs at the school. Hello, my name is Lily Zhang. I am our LEO Club’s outgoing president and my friend Angela Fu will start her term as president next year. We are going to tell you a little bit about what makes Byrne Creek, and in particular the LEO club at Byrne, special.
First of all, we love being students at Byrne Creek! Everyone in our school feels welcomed and included. Byrne Creek is a small school with approximately 1,250 students. Even though Byrne Creek small, our programs are well developed and encompassing. The many diverse programs include Dance Company (in which Angela takes part), Theatre Company, Choir (Lily is a member), Jazz Bands, Leadership, and many IDS (Independent Directed Studies) courses, where students can design their own courses to take. Our school also offers Electronics, Metalwork, Ceramics, Photography, and Sculpture. Our Work Experience program encourages students to experience working in different environments and decide which career they might be interested in, in the future. We believe our school is well-rounded; not only do we have 

Kent State, 40 years on: the shredding of constitutional liberty still goes on | Comment is free | guardian.co.uk

Kent State, 40 years on: the shredding of constitutional liberty still goes on | Comment is free | guardian.co.uk:

Kent State, 40 years on: the shredding of constitutional liberty still goes on

To this day, military repression permeates the US. But as history has shown, resistance will always follow

• • Share47
• Comments (91)

• William Ayers and Bernardine Dohrn
• guardian.co.uk, Friday 4 May 2012 11.14 EDT
• Article history

National Guard troops move in on a student protest at Kent State Ohio on 4 May 1970 Photograph: Time & Life images

Again and again, we learn that war abroad will find a way home.

On 30 April 1970, Richard Nixon announced the US invasion ofCambodia, a sovereign nation the US had been secretly bombing for several months. It was a saturation campaign involving 120 strikes a day by B-52s carrying up to 60,000 pounds of bombs each. But in the