Monday, November 19, 2012

MORNING UPDATE: LISTEN TO DIANE RAVITCH 11-19-12 Diane Ravitch's blog

Diane Ravitch's blog:

Click on picture to Listen to Diane Ravitch



Thank You, G.F. Brandenburg

One of the bloggers I admire most is G.F. Brandenburg. Compared to me, he is a veteran blogger. He has been chronicling the foibles of “reform” since 2009. His blog revealed that Michelle Rhee’s claims of having been a miracle teacher were bogus. He has followed her career since she left D.C.; do a search on his site and you will discover an interesting number of blogs about inflated claims in D.C.
I don’t know Brandenburg but I do know he is a retired math teacher, which means he insists on evidence. 


The False Proxy Trap

I confess I never heard about Seth Godin. Then I read these interesting reflections and concluded I have to learn more about him. He is an author and a high-tech entrepreneur. He wrote the following wise thoughts, which are a direct hit on our current obsession with test scores. The scores are a proxy for good education. Our policymakers are satisfied to get the scores, even if the students don’t get a good education.
Godin writes:
Avoiding the false proxy trap.
Sometimes, we can’t measure what we need to measure, so we invent a proxy, something that’s much easier to measure and stands in as an approximation.
TV advertisers, for example, could never tell which viewers would be impacted by an ad, so instead, they 


DC Voucher Schools: No Accountability

The Washington Post looked closely at the DC voucher program and found a shocking lack of oversight or accountability.
The reporters found that there was little or no oversight over curriculum, quality or standards, and parents got no information other than te schools’ advertising.
“…Washington Post review found that hundreds of students use their voucher dollars to attend schools that are 


Unmasking Michelle Rhee’s Right-Wing Agenda

Daniel Denvir has been tracking the political activities of Michelle Rhee’s StudentsFirst and learned that most of her support went to Republican candidates.
She pretends to be a Democrat but in state after state, she has given big money to candidates who support privatization and anti-teacher legislation..
Rhee “poured money into state-level campaigns nationwide, winning 86 of 105 races and flipping a net 33 seats to advocates of so-called “school reform,“ a movement that advocates expanding privately run public charter schools, weakening teachers unions, increasing the weight of high-stakes standardized tests and, in some cases, using taxpayer dollars to fund private tuition through vouchers as the keys to improving public education.
Rhee pretends to be bipartisan. But, as Denvir writes, “90 of the 105 candidates backed by StudentsFirst were 





Diane in the Evening 11-18-12 Diane Ravitch's blog

coopmike48 at Big Education Ape - 6 hours ago
Diane Ravitch's blog: Are Teachers Unions Bad for Education? by dianerav After several consecutive years of hearing that teachers’ unions are terrible, teachers’ unions are an obstacle to reform, teachers’ unions are greedy, it’s easy to cringe when the subject of unions comes up. I personally have gotten over that. I have come to realize that the war on unions is part of the larger war on public education. The unions are the strongest political ally for the public schools, which are the workplaces of their members, and they need make no apology to the far-right that wants to ... more »


Engaging Parents In School… » This Week’s #PTchat On Twitter

Engaging Parents In School… » This Week’s #PTchat On Twitter:


This Week’s #PTchat On Twitter

Guest Post by Joe Mazza
Image credit: Great read! “Beyond the Bakesale”
Join us on this week’s #PTchat as we take a look at the research on creating and building a home-school partnership, while sharing examples what this looks like in today’s schools.

According to Henderson & Mapp (2006), four core beliefs must be firmly in place to have a true home-school partnership:


Core Belief 1: All Parents Have Dreams for Their Children and Want the Best for Them

Core Belief 2: All Parents Have the Capacity to Support Their Children’s Learning


Core Belief 3: Parents and School Staff Should Be Equal Partners

Core Belief 3: Parents and School Staff Should Be Equal Partners


This Wednesday at 9PM EDT / 6PM PST, on Twitter, we will create a shared gDOC for parents, teachers & leaders to help us turn the Core Beliefs into actions within the school. We’ll discuss what takes to get to the point of “partnership.” A great pre-read to this #PTchat comes from Parent Involvement Matters entitled“How Do You Know If You’re Open To Partnership?”

New to Twitterchats?
After logging on to Twitter, visit Tweetchat and simply enter “ptchat” in the box at the top. Follow along, just watch and/or participate as you as much as you like to join others around the world in this weekly chat. We look forward to engaging your unique and important parent and/or educator perspective.

Beyond Proposition 30: California’s education future | EdSource Today

Beyond Proposition 30: California’s education future | EdSource Today:


Louis Freedberg
Louis Freedberg
The passage of Proposition 30 represents a major victory for schools – and for Gov. Jerry Brown. Barring a further erosion of state revenues, Prop. 30 should bring stability to school districts after five years of budget devastation. Yet Prop. 30, while representing the first major affirmation of the public’s support for schools in years, still leaves on the table a range of major education challenges. To meet all of them will cost the state much more than the approximately $3 billion that Prop. 30 is expected to provide in additional education spending.
Here are eight principal challenges:
1.  Bringing the state’s funding levels up to the U.S. average
Latest estimates rank California 46th in per capita spending compared to other states. Over the past decade, the gap between California spending per student and the national average has grown from $691 in 2001-02 to $2856 in 2010-11. According to the California Budget Project, just bringing California to the national average – let alone the highest-spending states like Massachusetts or New Jersey – would cost $17.3 billion, three times more than the amount raised by Prop. 30. The discrepancy raises a basic issue of fairness: Should California’s children be subjected to a less effective education than their peers in many others states just because they happened to be born here?
2.  Achieving funding equity among California school districts
Beyond California’s lagging behind other states, there are major discrepancies among school 

Daily Kos: A reminder from 149 years ago

Daily Kos: A reminder from 149 years ago:


A reminder from 149 years ago

Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation, so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate, we can not consecrate, we can not hallow this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.
271 words, spoken November 19, 1863, by Abraham Lincoln, at the dedication of the Battlefield at Gettysburg, where Lee's final sally North was turned back in 3 days of bloody fighting.
Worth taking time today to read through and ponder once again.
Peace.

School vouchers: Should there be more quality controls? | Get Schooled

School vouchers: Should there be more quality controls? | Get Schooled:


School vouchers: Should there be more quality controls?

Georgia will likely see another legislative attempt at vouchers next session, something that thus far has failed to gain much traction in the General Assembly.
An investigation by the Washington Post will likely revive the debate over whether we should allow parents to receive tax dollars to pay for private schools, especially religious schools.
Most national discussions about vouchers assume that parents will use the vouchers for parochial schools. And, indeed, many of the families receiving vouchers in Washington send their kids to Catholic schools.
But what folks don’t consider is that once vouchers are approved for one religious school, they can’t legally be denied to others. Taxpayers could find their money going to schools run by cults equivalent to the Branch 

What's Wrong with Teacher Evaluation and How to Fix It: One Size Fits All — Whole Child Education

What's Wrong with Teacher Evaluation and How to Fix It: One Size Fits All — Whole Child Education:


James H. Stronge

What’s Wrong with Teacher Evaluation and How to Fix It: One Size Fits All

Teachers matter. They have an extraordinary, positive, and lasting impact on their students. Students with high-performing teachers can progress three times as fast as students with low-performing teachers and each student deserves access to highly effective teachers in every subject.
So, how do we know which teachers are effective? All teachers deserve a fair and accurate assessment of their skills, how they perform in the classroom, and how they can improve. Teacher effectiveness is dependent on these accurate and fair evaluations, based on multiple measures, including—but not solely based around—their students' performance in the subjects they teach.
What can we do about the abysmal state of teacher evaluation? Firstly, we need to recognize what's wrong and, secondly, we need to fix it. So far in this series of blog posts, I've discussed how observation does not equal evaluation and purposeful, data-driven evaluation. Today I lay out the problems of and solutions to a one-size-fits-all evaluation framework.

The Problem: One Size Fits All

What's Wrong
In teacher evaluation, as with almost everything else, one size doesn't fit; it never did and it never will.
Attempting to apply the same dose of evaluation to all teachers leads to a host of problems. For instance, 

Myths Come From Values, Not From Ignorance « The Core Knowledge Blog

Myths Come From Values, Not From Ignorance « The Core Knowledge Blog:


Myths Come From Values, Not From Ignorance

by w3bd0g
November 19th, 2012
Today’s guest post is by Cedar Reiner, assistant professor of Psychology at Randolph-Macon College in Ashland, Virginia.  It originally appeared at Cedar’s Digest, Reiner’s blog about “education reform, college teaching, history and philosophy of science” and other subjects. 
Like many interested in how we apply basic cognitive science to education, I was interested in the recent finding that many teachers still endorse many myths and misconceptions about neuroscience and cognitive psychology. Here is the original paper, and an excellent op-ed by Chris Chabris and Dan Simons in the Wall Street Journal. One interesting element of the experiment was that teachers who knew the most were also the most misinformed (from Chabris and Simons):
Ironically, in the Dekker group’s study, the teachers who knew the most about neuroscience also believed in the most myths. Apparently, teachers 

How can they know? « Cooperative Catalyst

How can they know? « Cooperative Catalyst:


How can they know?

Popout
How can they know,
how hard the burden?
How can they know,
how heavy the load?
Struggle finds a strong heart
and tears, rivers of love
and silence binds us all.

~ Susan Herrick
How can they know? That question has been an ongoing refrain in my head for some time now. Who are they? Students, all ages. What should they know? That is the question of our age, isn’t it?
How can they know? At the Making Connections conference earlier this month, Zoe Weil said the teaching profession has the most influence on our future, yet our current educational goals are not worthy of our students hearts and minds. Students aren’t learning about how our every day choices affect the world. We are not empowering them to investigate the impact of their own choices.
How can they know? At the Global Education Conference this past week, I had the privilege of moderating three 

Mike Klonsky's SmallTalk Blog: WEEKEND QUOTABLES

Mike Klonsky's SmallTalk Blog: WEEKEND QUOTABLES:


WEEKEND QUOTABLES

Duncan remains
"We came out of the gates flying" in the first term, he said, and he plans to "replicate that as much as we can." -- Edweek
Michelle Rhee on Duncan
"The signaling by Secretary Duncan that he will continue for another term is an enormous win for children." -- Huffington
Bobby Jindal says something stupid
Republicans "need to stop saying stupid things... We're not the party of big—big businesses, big banks, big Wall Street, big bailouts." -- The Hill
School districts brace for more cuts
“It in essence widens the gaps between the haves and have-nots,” said Daniel A. Domenech, executive director of the American Association of 

Sunday, November 18, 2012

The Educated Reporter: Should Schools Set Sliding Scales For Student Achievement?

The Educated Reporter: Should Schools Set Sliding Scales For Student Achievement?:


Should Schools Set Sliding Scales For Student Achievement?

It would be tough to find a slope that’s potentially more slippery than this one: public schools setting different achievement expectations for students based on their race and ethnicity.

But that’s exactly what’s happening in dozens of states that have received waivers from the U.S. Department of Education, allowing them to replace the more onerous provisions of No Child Left Behind with more flexible accountability measures. NCLB’s core premise was that all students – regardless of ethnicity, socioeconomic or special education status – would have to be proficient in reading, writing and math by the 2013-14 academic year. States were given leeway in setting their definitions of proficiency, and in deciding how best to move students toward the final goal.

But with the reauthorization of the Elementary and Secondary Education Act more than seven years overdue (and a congressional stalemate unlikely to be solved anytime soon), U.S. Education Secretary Arne Duncan began authorizing waivers. In exchange, states agreed to adopt specific reform measures that were in line with 

Creating The Conditions: Instructional Leadership | Connected Principals

Creating The Conditions: Instructional Leadership | Connected Principals:


Creating The Conditions: Instructional Leadership

cc licensed ( BY NC SA ) flickr photo by anna_t: http://flickr.com/photos/anna/204267895/
Cross-posted at “The Wejr Board Blog”. This is the 3rd part in the “Creating the Conditions” series; Part 1 was on Student Discipline, Part 2 was on Love of Reading.
I recently had the honour to present in the Leadership 2.0 MOOC series (in which I am learning alongside others) on “Providing Instructional Leadership” (To view the archive of the presentation click here - you can also view the slide embedded below).  When George Couros asked me to be part of this, I looked over the sessions and chose Instructional Leadership not because I am an expert on this topic but more because this is the area of current focus for me as an educational leader and this would be a way to learn from others.  I figured doing this would 

School Tech Connect: Rogers Park Is Awake

School Tech Connect: Rogers Park Is Awake:


Rogers Park Is Awake





The great Jesse Sharkey dropped by Sullivan High School last week to meet community activists gathered in Sullivan's auditorium and describe the current threat facing neighborhood schools.

The people of the city, and soon the legislature too, are about to be bombarded with messages about half-empty schools, as if that phenomenon were not part of a planned strategy to privatize the schools. They won't mention the other half of the equation, which is that the "half empty" schools are populated with overcrowded classrooms. 

This business would never stand in the suburbs or downstate, and I hope 

Seattle Schools Community Forum: Just Wondering

Seattle Schools Community Forum: Just Wondering:


Just Wondering

It is always my intention to learn so I read whatever is handy.  So I was in a business office this past week and there was the Puget Sound Business Journal (which I don't regularly read).   So I'm reading this article about how the EMP wants a break on its rent.  (Apparently Paul Allen might not subsidize it forever.)

EMP agreed with the City that there would be rent increases every five years from the time it opened in 2000.  But now EMP is saying they are a non-profit (albeit fronted by one of the wealthiest men in the world) and they say they do lots of "cultural education" to local schoolchildren.

 It is also mentioned in the artilce that EMP has an exclusive liquor license that means no new potential restaurants or bars at Seattle Center can serve liquor.  (Talk about a benefit.)  So the City did offer them a rent 

Is Mulgrew About To Sell Us Out?.southbronxschool.com

http://www.southbronxschool.com:


Is Mulgrew About To Sell Us Out?

I got an email, as I am sure others have, from El presidente de por vida de UFT Mike Mulgrew thanking all for the Sandy clean up effort and stuff like that. Nice.

However, towards the end of his email he reminded us that we still have to make up days that the students were out of school. OK, we know. The rumor floating around is that the days will be made up during the February vacation.

What really got The Crack Team's knickers in a tizzy was these lines;
We will have to make that time up. We have had to do this before on several occasions. Most recently, in the early 1990s, members had to give up vacation days to make up days when schools were closed because of the asbestos crisis.
Yes Mike, we know we need to make these days up, or at least some 

LAME DUCKS ARE QUACKING « Teachers Fight Back

LAME DUCKS ARE QUACKING « Teachers Fight Back:


LAME DUCKS ARE QUACKING

Retired teachers and public employees in Illinois are being warned that the current “lame duck” session of the Illinois General Assembly is poised to undertake the “pension reform” issue.
I’ve never seen so many warnings and also explanations of why most meaningful legislation occurs during lame duck sessions. The “lame ducks” of course are the legislators who have lost elections and or are leaving at the end of the year for some other reason. These are the people who supposedly are ready to consider controversial legislation because they are soon to be accountable to no one.
Some people have suggested that all politicians should only be one term office holders so they wouldn’t be 

Dear Deborah, - Bridging Differences - Education Week

- Bridging Differences - Education Week:


Dear Deborah, While we're still focused on pushing the Administration to promote a different plan, let's make sure that a commitment to equity is a central part of whatever we do. It is remarkable that despite all the rhetoric about education being the civil rights issue of the 21st century, our leaders make no mention of the need for equity, or conversely, the need to address the profound inequity, that characterizes so much of American education today. Many people do not realize that ESEA (Elementary and Secondary Education Act) was initially part of the civil rights laws enacted in the 1960s to insure that economically disadvantaged children received supplemental support. That commitment came to an end with the adoption of No Child Left Behind, and despite all the rhetoric about educating "all" children that accompanied NCLB, there has been very little attention to the growing isolation of poor children of color in under-resourced schools.
As you know, the US Supreme Court is presently hearing arguments in the latest attack on affirmative action in the case of Fischer vs. the University of Texas. The case is important for a number of reasons, and not just because if the court rules the university's policy to be a violation of the law it will constitute a major setback to efforts to maintain some degree of racial diversity in higher education. What makes the University of Texas policy 

Are we winning yet? A 365 million deficit this year, $1.1 billion shortfall next year… - Wait, What?

Are we winning yet? A 365 million deficit this year, $1.1 billion shortfall next year… - Wait, What?:


Are we winning yet? A 365 million deficit this year, $1.1 billion shortfall next year…

Should Elementary Schools Be Modeled After Law Firms? | toteachornototeach

Should Elementary Schools Be Modeled After Law Firms? | toteachornototeach:


Should Elementary Schools Be Modeled After Law Firms?

Should Elementary Schools Be Modeled After Law Firms?

This past weekend, The Daily Beast held its Innovators Summit in New Orleans, which gathered 300 leading thinkers to discuss big ideas for changing the world. One of the most interesting innovations, according to senior reporter Jacob Bernstein, came from a former lawyer named Rafiq Kalam Id-Din, who has a radical idea for stemming the flood of more than 1 million kids who drop out of American high schools every year: Make school more like a law firm, what he calls a “teaching firm.”
He wants to blend the taut, professional structure of the law firm with the success that home schooling-type situations have shown for minority students to create, in essence, one-room schoolhouses where a teacher is in charge of guiding students through their entire elementary school years. The teachers in these unique charters will be wholly accountable for their charges and will make the sort of salary that might normally lure education-minded young adults into law or finance: $150,000 to $300,000 per year.
Id-Din, who was a 2007 Echoing Green Fellow, said during an interview on Echoing Green’s site:
By creating a model for inner city schools that operate with the professional structure of a law firm, my idea will yield an educational enterprise with no choice but to give the highest quality instruction to those who need it most. The law firm is an organizational model that is driven by the delivery of the highest quality legal service—

DIARY OF A PUBLIC SCHOOL TEACHER!: A Teacher Accused!:When He Said/She Said Turns Ugly!

DIARY OF A PUBLIC SCHOOL TEACHER!: A Teacher Accused!:When He Said/She Said Turns Ugly!:


A Teacher Accused!:When He Said/She Said Turns Ugly!


I learned about it by accident. I approached my principal about another child and she asked me not to get upset. I wondered why a simple response to a question about a situation with a student, could possibly upset me. And that's when she told me what a student had accused me of. I really think I was in shock, because I nodded, said, "What?", listened to what she was saying, and returned to the workshop I was attending.

As the day went on, what she said began to sink in. By the time I got home, and shared what was said with my husband, I was furious! How could this not be taken seriously? How could she not let me know? Why would this child say this? I immediately emailed my principal and told her that this would have to be handled.

That Monday, I was told that my computer would be confiscated, and scanned by the district and the police. You can't hide anything on computers. I told them to take it, clear my name. Do anything they had to do to prove that