Insta-Millard, education edition: Light on the problems of the Common Core State Standards

December 22, 2013

As if anyone were looking and needed light.  The heat is intense, and the light seems superfluous.

First, Jack Russell Weinstein, a philosopher in North Dakota, of all places, seems to me to have accurately found the issue in Common Core discussions, better than almost anyone else (including Diane Ravitch, at least for succinctness), in a short post at his blog PQED from which this is excerpted:

Jack Russell Weinstein presented the keynote a...

Jack Russell Weinstein presented the keynote address at the 2007 UND Undergraduate Philosophy Conference. (Photo credit: Wikipedia)

Philosophically then, the question is how to negotiate federal and local power in education. We are also concerned with what counts as expertise. If we combine the two, we are faced with a third issue: who negotiates all of this? When the National Governors’ Association created the new Common Core—the standards that many American school kids will now be evaluated against—they relied more heavily on business than on teachers. They asked Microsoft and the standardized testing companies what they thought, and minimized the input of those who actually teach. They then assumed a purpose that suited their needs: they concluded that students should graduate from high school career and college ready.

Now, these are good goals. Our students should be ready to move on to the next stage of life. But where is the love of literature, the ability to communicate needs and political ideas, the capacity to respect both difference and personal experience at the same time? Where is the understanding of the importance of math, science, and history, and the celebration of being alive, in the world, surrounded by art, music, comedy, and neighbors? Leaving these things out of schooling is a bit like teaching your child to kick a soccer ball while convincing her that she doesn’t deserve the chance. It’s like putting her on a soccer team only to teach her to despise the game. It’s like sending your kids to school while telling them that education and teachers have little value. Surely, the first goal of education, like the first goal of soccer, should be to show why it’s worth doing in the first place.

Looking for a general link to Ravitch’s blog, I stumbled on this post, “Why Teachers Don’t Like Common Core”:

Why do teachers resist the mandates of Common Core?

Dr. Diane Ravitch discussed education reform's problems in Dallas, in April 2010.  Photo by Ed Darrell

Dr. Diane Ravitch discussed education reform’s problems in Dallas, in April 2010. Photo by Ed Darrell

We suggest money spent on the development of these major unresearched and unfunded mandates to implement CCSS be used to alleviate the lack of resources — unequal staffing, support services, and restoration of school libraries, music and art classes, as well as enrichment programs in these schools. Research has shown that this is the way to help even the playing field for the districts in poverty.

Teachers are mind-molders. When they embrace, create and implement meaningful change with their students, they are helping every child reach his or her potential. Teachers embrace constructive, researched change that result in better, meaningful learning. Resistance to the Common Core standards should be understood in this context.

Rabid CSCOPE critics in Texas, dedicated to the tasks of destroying teaching while failing to recognize what they do, won’t understand.  First off they fail to recognize, as Dr. Weinstein explicitly does, that Common Core standards do not come from the federal government, botching the history of education and federal involvement from the get go.  More important, few discussions start out with seeking the common ground we might find by asking the question, what is the purpose of this education system we work on?

Do any of us fully understand?

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Insta-Millard Pundit, education edition: The very real war on experienced teachers

December 21, 2013

Veteran teachers take heavy hits from

Veteran teachers take heavy hits from “education reformers” who cut their pay, and reduce benefits, in misguided efforts to “drive poor teachers from the system.” In Photo: Karen Scharrer-Erickson reviews a new teaching tool Thursday with Lisa Schuk, a second-grade teacher at the Academy of Accelerated Learning in Milwaukee. Scharrer-Erickson, 64, said she reluctantly filed for early retirement from Milwaukee Public Schools recently. Read more from Journal Sentinel: http://www.jsonline.com/business/headlines/119892934.html#ixzz2o955nbXI Follow us: @JournalSentinel on Twitter

You should read this article, get angry, and fight education “reformers” who go after teachers.

Indeed, the level of respect afforded to those who have devoted their adult lives to the education of children has diminished to the point that the prevailing zeitgeist suggests that comparably junior members of the profession are somehow inherently superior to their more experienced colleagues.

If it seems like I have travelled down this road before, it because I have. Eighteen months ago, I wrote about how “tenure reform” was an attack on veteran teachers and their employment rights, wrapped in the cloak of “improving education” for kids.

But this new trend is far more sinister. Now, the “reform” crowd (including an alarming number that sell themselves as progressives) don’t merely want the ability to fire veteran teachers. They want to strip them of something that has greater intangible value: their status as mentors and role models for the profession.

File under “daily floggings of teachers will continue until morale improves.”


Again: Motivation 101 – How NOT to

October 18, 2013

This is an encore post, mostly.

“A Swift Kick in the Butt $1.00,” A daily strip of the cartoon series “Calvin and Hobbes,” by Bill Watterson. Watterson appears to have an instinctual understanding of what motivation is not. It’s a topic he returned to with some frequency.

Educators don’t know beans about motivation I think. I still see courses offered on “how to motivate” students to do X, or Y, or Z — or how to motivate faculty members to motivate students to do X.

This view of motivation is all wrong, the industrial psychologists and experience say. A student must motivate herself.

A teacher can remove barriers to motivation, or help a student find motivation. But motivation cannot be external to the person acting.

Frederick Herzberg wrote a classic article for The Harvard Business Review several years back: “One More Time: How Do You Motivate Employees?” Herzberg would get a group of managers together and ask them, “If I have six week-old puppy, and I want it to move, how do I get it to move?” Inevitably, one of the wizened managers of people would say, “Kick him in the ass!” Is that motivation? Herzberg would ask? Managers would nod “yes.”

Frederick Herzberg, 1923-2000

Frederick Herzberg, 1923-2000

Then, Herzberg would ask what about dealing with the pup six months later. To get the older pup to move, he’d offer a doggie yum, and the dog would come. “Is that motivation?” Herzberg would ask. Again, the managers would agree that it was motivation. (At AMR’s Committing to Leadership sessions, we tried this exercise several hundred times, with roughly the same results. PETA has changed sensitivities a bit, and managers are fearful of saying they want to kick puppies, but they’ll say it in different words.)

Herzberg called this “Kick In The Ass” theory, or KITA, to avoid profanity and shorten the phrase.

Herzberg would then chastise the managers. Neither case was motivation, he’d say. One was violence, a mugging; the other was a bribe. In neither case did the dog want to move, in neither case was the dog motivated. In both cases, it was the manager who was motivated to make the dog move.

Motivation is the desire to do something, the desire and drive to get something done.

Motivating employees is getting them to share the urgency a manager feels to do a task, to go out and do it on their own without being told how to do each and every step along the way.

Motivation is not simply coercing someone else to do what you want, on threat of pain, virtual or real.

Herzberg verified his theories with research involving several thousands of employees over a couple of decades. His pamphlet for HBR sold over a million copies.

Education is wholly ignorant of Herzberg’s work, so far as I can tell. How do I know?

See this, at TexasEd Spectator:

Death threat as a motivation technique

May 23rd, 2008
Education | MySanAntonio.com

The sad part about this is that I bet if a mere, ordinary teacher were to have made some similar statement, he or she would be treated more like the student rather than the principle.

Now imagine if some student at the school had said something along the same lines in a writing assignment. We would be hearing about zero tolerance all over the place. The student would be out of the regular classroom so fast it would make your head spin.

No charges will be brought against New Braunfels Middle School Principal John Burks for allegedly threatening to kill a group of science teachers if their students’ standardized test scores failed to improve, although all four teachers at the meeting told police investigators Burks made the statement.

Kick in the ass, knife in the back, knife in the heart — that ain’t motivation.

As God is my witness, you can’t make this stuff up.

I’m not sure who deserves more disgust, the principal who made the threat and probably didn’t know anything else to do, or the teachers who didn’t see it as a joke, or treat it that way to save the principal’s dignity — or a system where such things are regarded as normal.

Bill Watterson returned to the

Bill Watterson returned to the “Swift Kick in the Butt, $1.00″ strip, but this time with the more lively Hobbes Calvin interacted with most often. What would motivate a cartoonist to do that? Watterson is said to have observed, “People will pay for what they want, but not what they need.” Can school administrators even figure out what teachers and students need?  Which version do you prefer? Which one motivates you?

More:


Oops. Future of education already here; reformers missed it (and so did most teachers)

October 17, 2013

You need to see these slides, from Will Richardson.

First, teachers should send a copy of this to their evaluators, principals, and all other admins up to the superintendent.  Sure, it’s possible they’ll fire you for telling the truth.  But if every teacher in your district did it, they might look at the slides and ponder:  What in the hell do our evaluations and test scores have to do with this new future that is already upon us, and around us, and washing away the foundations of what the state legislature claims we must be doing?

Will Richardson

Will Richardson

Second, this is a model presentation.  Notice how few of the slides are cluttered with words.  Notice those slides with words are easy to read, easy to grasp, and complement and are complemented by a lot of great images.  (One of my students got a less-than-A grade on a PowerPoint presentation in another class, and brought me the evaluation:  “Not enough text,” was one of the criticisms he’d gotten.  That teacher is considered a model by too many administrators.)  It’s not a perfect presentation.  Garr Reynolds would have a lot to say about it.  I’ll wager Richardson’s is better than any other presentation you’ve seen this week, in the content, the depth of information, and the way it’s packaged.  (Would have loved to have seen the presentation . . .)  That is particularly true if you’ve been the victim of teacher professional development sessions in the past week.

There are a lot of slides, partly because so few of them are cluttered by text.  (Don’t know how long the presentation went.)  This presentation would win a case against almost every other slide presentation I’ve ever seen from any law firm, who pay tens of thousands to lawyers to make slide presentations that defy understanding.  The world would be ever so much better were lawyers required to watch this, and compare it with their last presentation.

Third (related to and justifying the first), you need to realize how things have changed in the past year, past five years, past decade, and how we as a society and nation failed to account for those changes, or keep up with them, especially in our public AND private elementary and secondary schools.  Richardson understands the changes, and has some great leads on answers.

This presentation appears to have been a hit.  It seems a few people asked Will Richardson for copies (@WillRich45, www.willrichardson.com), which is why it’s on Slideshare.

Richardson highlights the importance of these thoughts at his blog:

If the recent iPad debacle in Los Angeles teaches us anything it’s that no amount of money and technology will change anything without a modern vision of what teaching and learning looks like when every student and every teacher has access to the Internet. As many of us have been saying for far too long, our strategy to deal with the continuing explosion of technology and connections can’t be to simply layer devices on top of the traditional curriculum and engage in digital delivery. Unfortunately, far too few develop a vision that sees that differently.

*     *     *     *     *

Please note: Technology is integrated throughout these initiatives in ways that serve the vision, not the other way around. This isn’t “let’s give everyone an iPad filled with a lot of textbook and personalized learning apps aimed at improving test scores and then figure out how to manage it.” This is about having important conversations around complex, difficult questions:

  • What will schools look like in the future?
  • What kinds of spaces do we need to support instruction and collaborative work in 5-10 years?
  • How will technology transform curriculum, instruction, and assessment?

And how does it work at your school, teachers?  Students?

We missed the revolution.  The kids are ahead of us.

Can  we catch up?

More:


Gulen schools: A quiet Turkish invasion of U.S. education? Is this a problem?

September 7, 2013

I would have sworn I’d posted in these issues before, but looking back through the archives, I discover I haven’t.

An interesting, perhaps odd, religious cult with Islamic roots moved into the United States several years ago, and started setting up schools for the public.  Hitching on the radical right wing’s creation of public school-killing charter programs, and riding a wave of donations from devotees of the sect, the Gulen movement set up at least one foundation, floated some bonds to build facilities, and established charter schools.  There are 40 of these schools in Texas.

Dallas Morning News photo:  The Harmony School of Nature [on Camp Wisdom Road, west of Duncanville] still isn't ready to open for students.

Dallas Morning News photo: The Harmony School of Nature [on Camp Wisdom Road, west of Duncanville] still isn’t ready to open for students.

My first experience a few years ago came with notice of complaints in the Midland-Odessa area about Islamic schools in the area.

Texas Education Agency spokesperson DeEtta Culbertson said the TEA has not received any complaints or unfavorable reports about the schools, which have also received good reviews in U.S. News and World Report.

Local school district officials in Midland and Odessa seemed baffled by the claims.  The flap died down.  It was during one of the creationism eruptions in Texas curricula wars, though, and I called the schools to see what they taught in science.  I got hold of a fellow in Houston who claimed to be the science coordinator for the dozen or so schools then existing in Texas.  He said he was not Muslim, and he told me that the schools do not teach creationism.  In high school, they use the Kenneth Miller-authored texts, and teach evolution.

At that time a facility being constructed near our home, which I had assumed was part of the Wycliff Bible Translating Institute nearby, put up a sign advertising that it would be opening as a charter school.  The Harmony School of Nature and Science sits in the boundaries of Duncanville ISD, but was obviously aimed at pulling students from Dallas ISD and Grand Prairie — or anywhere else parents in Texas are willing to drive from.  I know a few people whose children attend the school, and basically, they like it.  The school seems particularly adept at dealing with very bright special-needs kids.

In efforts to provide a fully-rounded education, our local Harmony School helps sponsor a Cub Scout Pack, which is a program I fully support (don’t get me going on National PTA’s stabbing Scouting in the back . . .)

Not all is rosy.  Officials of the foundation that supports and guides the Harmony schools say their sole intent is to improve education in the U.S., and it’s difficult to find any kind of unsavory indoctrination going on, the reality is that Harmony is becoming a large education system in Texas (and other places) — and some complaints unusual in the U.S. War on Education, or War on Teachers, or War on Children, create ripples.  Some teachers have complained that Turkish nationals get out-of-proportion pay packages to teach in the schools, and that good teachers are being replaced with Turkish nationals.  Some conjecture that this is being done solely to get a lot of Turkish nationals and followers of this particular sect into the U.S. — an enormous, elaborate, and U.S. taxpayer-funded scheme to get around U.S. immigration laws.

Diane Ravitch‘s education blog — the most important education news outlet in the nation right now — carried a post yesterday about more controversy; here’s part of the post (you should read it all at Ravitch’s blog)

Sharon R. Higgins is a parent activist in Oakland, California, who manages multiple websites as a concerned citizen. One is “charter school scandals.” Another is the Broad Report. Third is a compilation of articles about the Gulen movement.

Sharon has long wondered why so many districts, states, and the federal government have turned over a basic public responsibility to foreign nationals, who hire other foreign nationals, and export hundreds of millions of taxpayer dollars. Her concern is not nationalistic or xenophobic. It is about the civic and communal nature of public education.

She writes: “On Saturday I spoke at the “Expose the Gulen Movement” protest rally held on a farm in the rural, rolling hills around Saylorsburg, PA. We assembled less than two miles from the compound where Fethullah Gulen lives. Gulen is considered to be one of the two most powerful men in Turkey. This is the video of my speech, starting at 00:45 min.

http://new.livestream.com/…/AbdEylemVakti/videos/28766474

Earlier that day, Gulenist operatives had driven around to take down the signs that organizers had posted to help guide protesters to the rally. The day before, a man from “the camp” (Gulen’s compound) also attempted to bribe the owners of the farm in an effort to prevent us from using their place.  [continued at Ravitch's site]

I offered my experience in a comment there, but the links snagged it — so I’m repeating it here, with the links restored:  My response at Dr. Ravitch’s blog:

Texas is wholly baffled by the Gulen movement, including especially the teacher-bashing GOP education “reformers.” Hypothetically, they favor the public-school-blood-sucking charters. But things are sometimes different on the ground.

In Texas, the schools are known as Harmony schools. We had a flap several years ago when some charter school advocates discovered, to their dismay, that the schools don’t teach creationism instead of evolution (point in favor of Harmony).

At the time, TEA and local district officials I spoke with were completely unaware of the size of the group establishing and backing the schools.

Today their website lists 40 schools across Texas ( http://www.harmonytx.org/default.aspx ) in Dallas, Houston, El Paso, Brownsville, Midland & Odessa, Fort Worth, Austin, San Antonio, Lubbock and Laredo. Parents I know have been happy with the attention their kids get, and the care paid to science and math education. Complaints in Odessa some time ago centered around the Muslim teachers, but that flap died down.

But — is this trouble? — at least one school in Dallas County (about two miles from me) has been unable to get an occupancy permit to start school this year. Students are being bused to other locations, I understand — but code officials think it may be months before the building can be certified. Does this demonstrate a lack of financial planning and ability on the part of the foundation? Does this indicate animosity from Dallas code officials (public schools in Texas are essentially exempt from local code enforcement, and some districts, like Dallas, take unfair advantage of this; what I know of the difficulties at the new Harmony building are common, never-fixed features of schools in Dallas ISD — I don’t have the full story).

Here’s the notice on the school’s web page [since removed, I think; can't find it this morning, but this is direct quote, verbatim]:

Dear Parents/Guardians,

Even with all our best efforts, we have some additional inspections that will not be completed in time for the start of school Tuesday, September 3. Therefore, we have made alternative plans to accommodate our students for this week. Please drop off your students as you normally would here at the Harmony Nature Campus by 7:50 a.m. for elementary and 8:00 a.m. for middle and high school. We have reserved buses to safely transport students and staff members to the following Harmony Public Schools campuses within our district:

Grades K-3 students will have classes at Harmony Science Academy-Fort Worth.
Grades 4-6 students will have classes at the Harmony Science Academy-Euless.
Grade 7 students will have classes at Harmony Science Academy-Grand Prairie.
Grade 8 students will have classes at Harmony School of Innovation-Fort Worth
High School students will have classes at Hurst Conference Center.

*Harmony Science Academy Fort Worth – 5651 Westcreek Dr. Fort Worth, TX – (817) 263-0700
*Harmony School of Innovation Fort Worth – 8100 S. Hulen St. Fort Worth, TX – (817) 386-5505
*Harmony Science Academy Euless & Harmony School of Innovation Euless – 701 S. Industrial Blvd. Euless, TX – (817) 354 – 3000
*Harmony Science Academy Grand Prairie -1102 NW 7th St, Grand Prairie – (972) 642-9911
Hurst Conference Center: 1601 Campus Drive Hurst, Texas 76054

Dismissal will remain the same: elementary at 2:50pm and middle/ high school will be at 3:15pm at the Nature campus. There will be no afterschool club and aftercare this week.

Please complete and bring the attached permission slip tomorrow with your child. We will also have extra copies for you to sign in the morning. Students should not bring all their supplies tomorrow.

Some of those bus rides are about 30 miles.

Here’s information from the blog on city issues of the Dallas Morning News (this has not hit the education desk, I don’t think): http://cityhallblog.dallasnews.com/2013/09/southern-dallas-charter-school-that-failed-city-inspections-still-not-ready-to-open.html/

Interesting how this group from Turkey managed to figure out where below-radar-level is in all of these states.

Diane, with 40 — or more — schools in Texas, are you sure your total of 146 schools is correct? Has anyone checked the foundation’s 990 forms lately (I’ve not looked in a couple of years). Is there just one foundation, or several?

In Texas these schools are operated by the Cosmos Foundation.  These schools have won explicit support from Texas right-wing “education reformers” like Sen. Dan Patrick, demonstrated by legislation passing the Texas Lege this year,  and have implicit support from right-wing campaigns against Texas public schools which end up promoting Harmony Schools, which have a comparatively politics-free and religion-free curricula agenda.  One might wonder whether the Texas CSCOPE controversy, and the McCarthy-esque witch hunt to find communists among Texas teachers, is not a well-designed campaign to allow expansion of Harmony Schools and other charter school organizations whose very existence might provoke higher scrutiny and public controversy, were there not other political shiny objects distracting people.

There will be more to come; check the blogs noted above, and please check back here.

Update:  Harmony lists 40 schools in Texas with 24,247 students.  In student enrollment, that makes Harmony the 51st largest school district in Texas (out of 933), larger than Denton ISD (23,994), Birdville ISD (23,545), Pflugerville ISD (22,763), Judson ISD (22,040), and Midland (21,736), but smaller than McKinney ISD (24,442), Lamar ISD (24,637), Laredo ISD (24,706), or McAllen ISD (25,622).  Duncanville ISD is about half that size, at 12,902; Dallas ISD has 157,143 students, second to Houston ISD’s 204,245 students. (Schooldigger statistics)

Update, September 8:  Cosmos Foundation — the group operating Harmony schools in Texas — showed 2011 income of just over $168 million, according to the IRS 990 form available through the Foundation Center.

Update 2, September 8: Harmony Nature and Science notified parents late Saturday that the school will be open Monday — which means no buses.  Looking for news reports to confirm.  Here’s a screen capture of the announcement at Harmony’s website:

Screen capture of announcement that school will be held in the school building starting September 9, 2013.

Screen capture of announcement that school will be held in the school building starting September 9, 2013.

More:


If class size doesn’t matter, why do the charter schools list it as a key selling point?

July 18, 2013

Classroom in Edgewood ISD, San Antonio, Texas, in 2010. Photo by Bob Daemmrich

Classroom in Edgewood ISD, San Antonio, Texas, in 2010. Republican legislators want more classrooms like this one, crowded, to save money paying teachers and heating the rooms. Or maybe they have a real reason — it can’t be a good one. What’s the ratio, three kids to one desk? Did one kid fail to shower this morning.  Texas Tribune photo, by Bob Daemmrich

Steven Zimmer, a member of the board of the under-assault Los Angeles Unified School District, lays it on the line:  Class size is important, and legislative efforts to expand class size in public schools are intended to sabotage public schooling — and that action harms students.

Description of the video at YouTube from the OTL Campaign:

Small class size isn’t about protecting teachers’ jobs or making their work easier — it’s about providing every student with quality attention in the classroom. Steve Zimmer, Board Member of the Los Angeles Unified School District and a former teacher, asks why we tolerate or dismiss crowded public school classrooms when charters and private schools use small class sizes as a selling point?

More:

 J. D. Crowe cartoon from the Mobile, Alabama, Press-Register.

“OK, Class . . . How many of you are students adn how many are teacher consultants?” J. D. Crowe cartoon from the Mobile, Alabama, Press-Register, August 18, 2009.

“It could be worse — this could be a public school classroom during budget cuts.” Cartoon by Mike Keefe, Denver Post, March 18, 2011

 


Hold teachers accountable? I don’t think that word means what you think it means

June 18, 2013

Diane Ravitch gets all the good discussion — of course, she’s much the expert and she’s done several thousand posts in the last year.

View of a two-story wood-frame school house wi...

View of a two-story wood-frame school house with students and teachers out front, by H. N. Gale & Co. (Photo credit: Wikipedia)

Ravitch engaged in a brief back-and-forth with Ben Austin, a guy who contributed to the invention of virtual IEDs to blow up California schools, called parent trigger laws.  Under California law, if 50% +1 of the parents of the students at a school sign a petition, the district must take apart the faculty or give up control of the school to a non-public school entity.  See my posts repeating the early parts of the exchange under “More” at the bottom of the post.

For reasons I can’t figure, parent trigger advocates claim these moves bring “accountability” to education, though the only effect is usually to fire public school teachers.  Oddly, most of the time replacements then are not accountable to the local school district nor the state for similar levels of student educational achievement.  But a public school is dead and a private entity has taken its place.

Discussion on the threads at Ravitch’s blog get long.

Phila. Teachers on Capitol Steps, Wash., D.C.,...

Philadelphia teachers on Capitol Steps, Washington, D.C., May 13, 1011. Library of Congress colleciton

I responded to a guy named Steve who rather asserted that teachers are just trying to avoid accountability, and so should probably be fired (there’s more nuance to his position, but not enough).  A few links are added here, for convenience of readers.

Steve said:

Wouldn’t it be nice if there were absolutely no standardized measures for educational success, and teachers could simply focus on educating children in whatever way they believe is best, and that all schools were funded to their greatest need and without oversight? And students learned to their capacity and everyone would sing kum-ba-yah at the end of the day?

No. The premise of no standardized measures is a bad idea. In that case, as now, we would have no real way to determine whether the system is working.

You mistake testing for reform, and you mistake test results for quality; you assume that test results are the result of what a teacher does in the previous few months, without any assistance (or interference) from parents, the front office, state agencies, and smart phones.

It would be good if we had research to guide teachers in the best ways to educate kids. We have way too little now, and what does exist rarely can break through the complex regulatory web created by NCLB proponents who ironically, and probably sardonically, require any new process to be “research tested and proven,” probably knowing that gives raters more opportunities to fire teachers.

That’s where our dispute lies.

Yes, sometimes it’s best to hold hands and sing “Kum Ba Yah.” Especially in school. Singing is good, music education is important to the development of sterling minds. Group activities to celebrate milestones produces greater achievement.

I gather you’re opposed to that. That’s a key part of the problem. “Reformers” are too often working against what we know works (though often we’re not sure why it works), against what many regard as “frills” like music and poetry (well, Aristotle argued against it, didn’t he?), and against achievement that can’t be used to fire somebody.

It’s a problem of models. A group singing a song together shows some developmental progress, and may show other progress. The Donald Trump “You’re Fired” model is much more titillating to bullies. Bullies tend to rule too many places.

We need a model that works, a model grounded in good theory (“theory” does not mean “guess”), a model that produces some sort of scoreboard teachers can use, day-in and day-out, to determine what to do next.

“Accountability” is a light on that scoreboard, but it’s not the score, and it’s not the game.

And yes, it certainly would be a better world if poverty, racism, abuse and more simply didn’t exist.

Don’t patronize with stuff you don’t believe and you know policy makers won’t work towards.

Poverty is the big one here. We’ve known for 40 years that poor parents as a group cannot produce students who will achieve well academically as well as rich parents, not because they’re not the great parents they are, but because middle class wealth brings learning opportunities for preschool kids and pre-adolescents and teens that mold minds and make them work well; kids in poverty miss that. Until you’ve tried to get your students up to speed on the Constitution with students who do not know how many states there are, what oceans border our nation, who George Washington was, what a Constitution is, how laws are made, or where food comes from, you really don’t appreciate the difficulty.

Yeah, they used to get that stuff in the newspaper. But their families can’t afford newspapers.

And when I get those kids to “commended” levels on the state test, how dare you tell me I’ve failed. Shame on you, and may you be nervous every time you hear thunder, or go under the knife with a surgeon who passed my class.

But this isn’t the world we live in. This is an organized society. When public funds are spent, there needs to be accountability.

There can be no accountability where there is no authority. If I do not have the authority to obtain the tools to educate the students in my tutelage to the standard, why not hold accountable those who are the problem? I produced four years of achievement in the bottom 20% — you’re bellyaching because the top 3% only got one year of achievement? They were already scoring at the 14 year level — sophomores in college. “Adequate Yearly Progress” can’t be had for those students, if you define adequate as “more than one year,” and if they’re already far beyond the material we are required to teach.

Accountability is a tool to get toward quality. You want to use it as a club. I think it should be a crime to misuse tools in that fashion.

You really don’t have a clue what’s going on in my classroom, do you.

I am *so* tired of the educators on this blog berating anyone who suggests that a teacher be accountable for *anything*.

Show me where anyone has said that. I weary of anti-education shouters complaining about teachers not being accountable, when we’re swimming in “accountability,” we’re beating the system most of the time, and still berated for it; our achievements are denigrated, our needs are ignored. If we win the Superbowl, we’re told we failed to win an Oscar. If we win the Superbowl AND an Oscar, we’re told someone else did better at the Pulitzers. If we win the Nobel Prize for Peace, we’re asked to beef up our STEM chops.

I was asked to boost my state passing scores by 5%. Part of the reason Dallas dismissed me was my abject refusal to sign to that (“insubordination”). That it’s mathematically impossible to boost a 100% passing rate to 105% didn’t change anyone’s mind, nor give anyone pause in passing along the paper. College acceptances didn’t count, SAT scores didn’t count, student evaluations didn’t count.

I wish idiots who can’t do math would be held accountable, but you want my gray scalp instead (and larger paycheck; but of course, that’s not really in the system, is it?). Is there no reason you can find to cling to?

There’s a difference between “accountability,” and “pointless blame.” See if you can discern it. Your children’s future depends on it. Our nation’s future depends on it. We’re not playing school here.

People are accountable for the work that they do.

That’s absolutely untrue in about 85% of the jobs in America. W. Edwards Deming died, and people forgot all about the 14 points and how to make winning teams. Are you familiar with the Red Bead experiment?

Most people calling for accountability can’t define it (Hint: in the top management schools, you don’t see this equation: “accountability=fire somebody”).

Can you do better? What is “accountability?” Will you please rate me on the advancements of my students? No? How about on their achievements? No? Can you tell me even what you want to hold teachers accountable for?

Don’t wave that sword when you don’t know how to use it, or if you can’t recognize the difference between a scalpel and a scimitar, please.

You give me white beads, I turn 80% of them red, and you complain about the few that remain white? [If you're paying attention and you know Deming's experiment, you know I reversed the color in my example -- no one ever catches me on that.  Why?]  You’re playing the guy who, having witnessed Jesus walking on water, wrote the headline, “Jesus can’t swim!” That’s a joke — it’s not how to make a better school, or a better education system, and it’s not accountability.

NOBODY wants a teacher to be accountable for things that are beyond their control. You have had FIFTY YEARS to develop a means to show that you are accountable in your use of public funds. You have not done it to the public’s satisfaction.

As Deming noted occasionally, we’ve had 5,000 years to develop standards of quality for carpentry and metalwork, and haven’t done it.

The Excellence in Education Commission in 1983 recommended changes to stop the “rising tide of mediocrity” in education. Among the top recommendations, raise teacher pay dramatically, and get out of the way of teachers so they can do their job.

Instead, teacher pay has stagnated and declined, and we have a bureaucracy the sort of which George Orwell never had a nightmare about standing in their way.

But you want to “hold the teachers accountable.”

I suppose it’s impossible to be part of the rising tide of mediocrity and also recognize you’re part of the problem.

Your failure to understand accountability should not cost me my job. I not only want accountability, I want justice, especially for my students. 97% of my students will face invidious racial discrimination when they go out to get a job; many of them (about 50%) come from families who don’t use banks. No checking accounts, no home loans, no car loans from a bank. More than half of the males have never worn a tie. 75% of them come from homes where no novel is on any bookshelf; 30% of them claim to come from homes where there are no books at all, not even a phone book.

They passed the test with flying colors despite that.

That kid who came in not knowing how to write a paragraph went out of my classroom with a commended on his state test, and writing well enough to score 80th percentile on the SAT including the writing part. You have a lot of damnable gall to claim that my work to get him to write his brilliant ideas, well, was wasted effort.

Why won’t you hold me accountable for that? Why do you refuse to look at real accountability?

Don’t claim I’m shucking accountability, when you haven’t looked, and you don’t know what it is.

So – others are now coming in to try and develop what you failed to do. Yup, some of them are shysters. Some of them are ego-maniacs. And some of them are doing so because they have experience and success and they can apply those to helping to improve education and measurement of same.

Good luck to them. Why not let me compete with them. I mean compete fairly — either they don’t get to take money from me merely by existing, or I get to take money from them when I beat them in achievement, and when we take students away from them because they aren’t getting the job done?

You seem to think that these other alternatives for sucking taxpayer money work better. My schools beat charter schools and most private schools in our same population in achievement, in yearly progress, and in a dozen other categories. (Our art students took the top prizes at the state show, beating students from one of the nation’s “top ten high schools” four miles away; the art teachers who got them there? Rated inadequate, given growth plans, funding cut . . . I though you were campaigning for accountability?)

Don’t change the subject. I thought you were for accountability. All of a sudden, you’re against it when we’re talking brass tacks. When we miss a standard, we public school teachers get fired. When we beat the hell out of a standard, we still get fired. When we beat the private schools, the charter schools, and the home schooled kids in achievement, we get zip, or a pink slip.

Accountability? I’d love to see it. You can’t show it, though, so you’re wasting my time and taxpayer money hollering about it.

Some of you even have the temerity to say that the system isn’t broken. Well, maybe it’s not broken for *you*. But it IS broken for the rest of us. And it’s public money here – so – if you are so certain that everything is hunky-dory in what you are adding to the process, well then, prove it. That’s what using public funds requires.

Your kids are in jail? Sorry the system failed you so badly. I had a 90% graduation rate out of my students, in a state where 75% is the state norm and suspected by everyone to be inflated. If your kids are not in jail, and didn’t drop out, that’s good.

Public education isn’t a right (in most states); it’s a civic duty, the thing that keeps our republic alive and democratic. School worries about your kids, sure — but we must also worry about every other kid, too.

What about the 200 other families in your neighborhood? The levels of vandalism and other crimes in your neighborhood depends on the children of those families getting an education. I was able to turn around a dozen of them. The local cops actually did a good job with another dozen.

The local charter school wouldn’t take any of those 24 kids. The private schools took one on an athletic scholarship, but he flunked out his junior year, after football season ended. He was out of school for full six months before we got him back. Three of those girls got commended on the state test despite their having infants; two others got commended and one more passed for the first time in her life despite their delivering children within three weeks of the test. We covered the history of children’s literature one week, convincing more than a few that they should read to their babies, as they were never read to. I got the local bookstore to donate children’s books for each parent in my class, so that their children won’t grow up without at least one book in the house.

We’re teachers, and we worry about the future. Why won’t you allow accountability for that?

Accountability? The word does not mean what you think it means.

Firing teachers is not accountability. It’s an evasion of accountability. It’s destructive of schooling and education. Firing teachers damages children. Even if you could tell who the bad teachers are — and you can’t, no one can do it well — firing teachers cannot offer hope of getting better teachers to replace them.

Why not improve education instead? Who is accountable for that?

Again at Diane Ravitch’s blog, Steve responded that he wants everyone held accountable, including parents and administrators.  Good, so far as it goes.  I think that’s just lip service.  He’s still firing teachers with no way to tell the good from the bad.

More:


An unfriendly view of parent trigger laws

June 10, 2013

Parent trigger laws portrayed, At the Chalkface

Parent trigger laws portrayed, At the Chalkface; it’s a warning sign, of course.


War on Teachers and Education, Part 3: Prof. Ravitch’s response

June 10, 2013

At her blog again, Diane Ravitch responded to Ben Austin’s open letter to her at the Huffington Post.

Earlier today, Ben Austin wrote an open letter to me on Huffington Post. He expressed dismay about my characterization of him and his group Parent Revolution. Read his letter here. Here is my reply.

My Reply to Ben Austin’s Open Letter to Me

Dear Ben Austin,

Thank you for your invitation to engage in dialogue in your letter posted on Huffington Post.

You probably know that I have been writing a daily blog for the past fourteen months and during that time, I have written over 4,000 posts. I can’t remember any time when I have lost my temper other than when I wrote about your successful effort to oust an elementary school principal in Los Angeles named Irma Cobian.

I apologize for calling you “loathsome,” though I do think your campaign against a hardworking, dedicated principal working in an inner-city school was indeed loathsome. And it was wrong of me to say that there was a special place in hell reserved for anyone “who administers and funds this revolting organization that destroys schools and fine educators like Irma Cobian.”

As I said, I lost my temper, and I have to explain why.

I don’t like bullies. When I saw this woman targeted by your powerful organization, it looked like bullying. Your organization is funded by many millions of dollars from the Walton Family Foundation, the Bill & Melinda Gates Foundation, and the Eli and Edythe Broad Foundation. You have a politically powerful organization, and you used your power to single out this one woman and get her fired.

Your organization sent in paid staff to collect signatures from parents. The teachers in the school were not permitted to express their opinion to parents about your efforts to fire their principal. When you succeeded in getting her fired, 21 of the 22 teachers on staff requested a transfer. That suggests that Cobian has the loyalty of her staff and is a good leader.

Who is this woman that you ousted?

All I know about her is what I read in this article in the Los Angeles Times.

It said: “More than two decades ago, Cobian walked away from a high-powered law firm to teach. The daughter of Mexican immigrants, she said she was inspired by a newspaper article about the low high school graduation rates of Latinos and wanted to make a difference.

“Her passion for social justice led her to Watts in 2009.”

Irma Cobain is now in her fourth year as principal of the school, and you decided that her time was up.

What did her teachers say about her?

“Third-grade teacher Kate Lewis said Irma Cobian is the best principal she’s had in nine years at Weigand Avenue Elementary School in Watts.

“Joseph Shamel called Cobian a “godsend” who has used her mastery of special education to show him how to craft effective learning plans for his students.”

“Fourth-grade teacher Hector Hernandez said Cobian is the first principal he’s had who frequently pops into classrooms to model good teaching herself. Recently, he said, she demonstrated how to teach about different literary genres by engaging students in lively exercises using characters from the “Avengers” comic book and film.”

When Cobian arrived at the Weigand Avenue Elementary school four years ago, she found a school with low test scores, low parent involvement, and divisiveness over a dual-language program. “All the students come from low-income families, more than half are not fluent in English and a quarter turn over every year,” the Los Angeles Times story said.

Cobian decided to focus on improving literacy and raising morale. She certainly won over the faculty.

The day after Cobian learned about the vote removing her, she went to a second-grade classroom to give prizes to children who had read 25 books this year. She cheered those who met the goal and encouraged those who were trying. But she could not hide her sadness.

“I need happiness today,” Cobian told the bright-eyed students. “What do I do when I’m sad?”

“Come here!” the students sang out.

For a moment, her sadness gave way to smiles. But later, she said: “I am crushed.”

Ben, how did you feel when you read that? I felt sad. I felt this was a caring and dedicated person who had been singled out unfairly.

Ben, I hope you noticed in the article that Dr. John Deasy, the superintendent of schools in Los Angeles, praised the plan that Cobian and her staff developed for improving the school. He called it a “well-organized program for accelerated student achievement.” He thanked Cobian for her commitment and hard work.” But you decided she should be fired.

Ironically, the parent who worked with you to fire Cobian said she preferred Weigand to her own neighborhood school where she had concerns about bullying. Even stranger, the parents at Cobian’s school voted to endorse her plan. Your parent spokesperson said she did not like the plan because it focused on reading and writing, but she told the reporter from the Los Angeles Times that she actually never read the plan.

I understand from your letter, Ben, that you somehow feel you are a victim because of what I wrote about you. But, Ben, you are not a victim. Irma Cobian is the victim here. She lost her job because of your campaign to get rid of her. She is the one who was humiliated and suffered loss of income and loss of reputation. You didn’t. You still have your organization, your staff, and the millions that the big foundations have given you.

I am sorry you had a tough childhood. We all have our stories about growing up. I am one of eight children. My father was a high-school dropout. My mother immigrated from Bessarabia and was very proud of her high school diploma from the Houston public schools. She was proud that she learned to speak English “like a real American.” My parents were grateful for the free public schools of Houston, where I too graduated from high school. We had our share of problems and setbacks but I won’t go on about myself or my siblings because my story and yours are really beside the point. What troubles me is what you are doing with the millions you raise. You use it to sow dissension, to set parents against parents, parents against teachers, parents against principals. I don’t see this as productive or helpful. Schools function best when there is collaboration among teachers, parents, administrators, and students. Schools have a better chance of success for the children when they have a strong community and culture of respect.

Your “parent trigger” destroys school communities. True to its name, the “trigger” blasts them apart. It causes deep wounds. It decimates the spirit of respect and comity that is necessary to build a strong community. Frankly, after the school shootings of recent years, your use of the metaphor of a “parent trigger” is itself offensive. We need fewer triggers pointed at schools and educators. Please find a different metaphor, one that does not suggest violence and bloodshed.

It must be very frustrating to you and your funders that–three years after passage of the “parent trigger” law– you can’t point to a single success story. I am aware that you persuaded the parents at the Desert Trails Elementary School in Adelanto, California, to turn their public school over to a privately operated charter. I recall that when parents at the school tried to remove their signatures from your petition, your organization went to court and won a ruling that they were not allowed to rescind their signatures. Ultimately only 53 parents in a school of more than 600 children chose the charter operator. Since the charter has not yet opened, it is too soon to call that battle a success for Parent Revolution. Only the year before, the Adelanto Charter Academy lost its charter because the operators were accused of financial self-dealing.

But, Ben, let me assure you that I bear you no personal ill will. I just don’t approve of what you are doing. I think it is wrong to organize parents to seize control of their public school so they can fire the staff or privatize it. If the principal is doing a bad job, it is Dr. Deasy’s job to remove her or him. I assume that veteran principals and teachers get some kind of due process, where charges are filed and there is a hearing. If Cobain was as incompetent as you say, why didn’t Dr. Deasy bring her up on charges and replace her?

I also have a problem with the idea that parents can sign a petition and hand their public school off to a private charter corporation. The school doesn’t belong to the parents whose children are enrolled this year. It belongs to the public whose taxes built it and maintains it. As the L.A. Times story pointed out, one-quarter of the children at Weigand Avenue Elementary School are gone every year. The parents who sign a petition this year may not even be parents in the school next year. Why should they have the power to privatize the school? Should the patrons of a public library have the power to sign a petition and privatize the management? Should the people using a public park have the right to take a vote and turn the park over to private management?

We both care about children. I care passionately about improving education for all children. I assume you do as well. You think that your organized raids on public schools and professionals will lead to improvement. I disagree. Schools need adequate resources to succeed. They also need experienced professionals, a climate of caring, and stability. I don’t see anything in the “trigger” concept that creates the conditions necessary for improvement. Our teachers and principals are already working under too much stress, given that schools have become targets for federal mandates and endless reforms.

I suggest that educators need respect and thanks for their daily work on behalf of children. If they do a bad job, the leadership of the school system is responsible to take action. What educators don’t need is to have a super-rich, super-powerful organization threatening to pull the trigger on their career and their good name.

Ben, thanks for the open letter and the chance to engage in dialogue. If you don’t mind, I want to apologize to Irma Cobain on your behalf. She was doing her best. She built a strong staff that believes in her. She wrote a turnaround plan that Dr. Deasy liked and the parents approved. Ms. Cobain, if you read this, I hope you can forgive Ben. Maybe next time, he will think twice, get better information, and consider the consequences before he decides to take down another principal.

Diane Ravitch

If Dr. Ravitch is correct in her claims, and her fears for future results, the biggest problem with this parent-trigger farce is that it costs a lot of money, and does only damage to schools, and to students, therefore.

Please continue to Part 4.

This series, on the dustup between Prof. Diane Ravitch and Ben Austin in California:

More:


War on Teachers and Education, Part 1: Prof. Ravitch’s emotion-touching call for a cease-fire on teachers

June 10, 2013

This is the first of five parts needed to document and lay the background for what unfortunately promises to be a pitched public relations battle, if not a serious battle to rescue a California school from being crushed by a corporation making a hostile takeover of a school using California’s “parent trigger” law.  Follow-ups may be needed.

Diane Ravitch in Dallas, April 28, 2010 - Copyright 2010 Ed Darrell (you may use freely, with attribution)

Diane Ravitch in Dallas, April 28, 2010 – Copyright 2010 Ed Darrell (you may use freely, with attribution)

If you’ve followed education issues, you know Dr. Diane Ravitch is a professor of education at Columbia, one of the most respected schools of education in the world.  Her work on education reform was popular with the Reagan administration in the period after the Report of the Commission on Excellence in Education in 1983, and particularly with education reformers at the time I was tapped to work at the Department of Education, in the old Office of Educational Research and Improvement.  Dr. Ravitch was appointed to head that arm of Education in the administration of George H. W. Bush, but after I had left government for the private sector.

More recently, Dr. Ravitch has looked hard to find evidence that the testing regimes imposed by the “No Child Left Behind” Act (NCLB) actually produce benefits to the education of students.

Finding no such evidence, Dr. Ravitch has called for an end to unproven methods of destruction of schools and school systems in pursuit of foggy, unattainable goals.

Recently, big-dollar guys have backed efforts to kick out teachers and trained educators from schools, and in particular with “parent-trigger” laws, which allow a group of parents to petition for the removal of professionals at a school, and for a group of parents to then take over the management of that school.

Oddly, the first places these laws have been applied is against teachers in schools where parental involvement has been historically abysmal.  A closer look shows that in these cases professional organizers, well-financed by businessmen who fancy themselves education reformers, did the load-carrying to get the petitions signed, and to get the educators ousted.

One of the schools where this process is moving is Weigand Avenue Elementary School in Watts, that troubled, poverty-ridden section of Los Angeles more famous for riots and gangs than educational attainment.

Dr. Ravitch wrote on her blog on May 25:

Parent Revolution Force Out Excellent Principal

The billionaire-funded Parent Revolution flexed its muscle and got enough parent signatures to force the resignation of a highly effective principal.

Please read the story.

This is the principal who was ousted by Parent Revolution:

“Third-grade teacher Kate Lewis said Irma Cobian is the best principal she’s had in nine years at Weigand Avenue Elementary School in Watts.

“Joseph Shamel called Cobian a “godsend” who has used her mastery of special education to show him how to craft effective learning plans for his students.

“Los Angeles Unified Supt. John Deasy praised a plan developed by Cobian and her team to turn around the struggling campus — where most students test below grade level in reading and math — calling it a “well-organized program for accelerated student achievement.” He thanked Cobian for her commitment and hard work.”

21 of the school’s 22 teachers have requested transfers because of Cobian’s ouster.

Parent Revolution is a malevolent organization funded by Walton, Gates, and Broad.

There is a special place in hell reserved for everyone who administers and funds this revolting organization that destroys schools and fine educators like Irma Cobian.

Dr. Ravitch has a good sense of justice, and injustice in my opinion.  This situation got her thinking, and she had more comments later.

Wondering About Ben Austin

Earlier today, I posted an article that appeared in the Los Angeles Times about Parent Revolution forcing the ouster of an excellent principal, Irma Cobian.

I keep thinking about it. I think about the way her staff admired and respected her, how 21 of 22 teachers requested a transfer when she was targeted by the phony Parent Revolution.

Ben Austin is loathsome. He ruined the life and career of a dedicated educator. She was devoted to the children, he is devoted to the equally culpable foundations that fund his Frankenstein organization–Walton, Gates, and Broad. His biggest funder is the reactionary Walton Family Foundation [line added here], which spends $160 million every year to advance privatization.

Ben Austin is Walton’s useful idiot. He prattles on about his liberal credentials, but actions speak louder than words.

Here is my lifelong wish for him.

Ben, every day when you wake up, you should think of Irma Cobian. When you look in the mirror, think Irma Cobian. Your last thought every night should be Irma Cobian.

Ben, you ruined the life of a good person for filthy lucre. Never forget her. She should be on your conscience–if you have one–forever.

W. Edwards Deming

W. Edwards Deming,Wikipedia image. Oddly, few, if any, education reform efforts work to incorporate any of Deming’s rules for running high-efficiency, highly-productive, championship-quality organizations; its as if there is a different agenda being pursued.

Ravitch makes a good point.  Organizational turnarounds rarely work when they start with mass firings.  It didn’t work in the French Revolution, it didn’t work in Russian in 1917.  Management experts like W. Edwards Deming, the most famous of the tough-reorganization management consultants in the drive for high quality organizations, bluntly warn that such efforts generally are destructive — the people fired are not the problem, nor do they have the authority to fix the problems, most often.  People on the front line know the problems better than anyone else, and can provide the leadership to turn organizations around, however — and for those reasons, you don’t get rid of them, if your goal is to effect an organizational turnaround.

Mr. Austin should have a framed photo of Mrs. Cobian on his desk so he must see her, every day.

Mr. Austin disagrees.

See part 2.

This series, on the dustup between Prof. Diane Ravitch and Ben Austin in California:

More, different views, and resources:


Can videos make you teacher of the year? Paul Andersen’s Montana science videos

November 25, 2012

There’s a great story here — maybe more than one.

For “Origin of Species Day,” November 24, the anniversary of the 1859 publication of Charles Darwin’s most famous book, Paul Andersen sent out this Tweet:

Who is Paul Andersen?  He’s Montana’s Teacher of the Year (for what year, I don’t know).  He teaches science in Bozeman, at Bozeman High.

Plus, he’s produced 224 videos, most of them on science issues.  They’re short, they’re informative, and they work.  Salman Khan, not yet — but here’s one more piece of the great big puzzle, how do we marry education and technology.

Where does he offer continuing education for teachers on how to produce videos?  Why isn’t Texas paying big money to him to get him to do that, to teach Texans how to use YouTube to teach?

Andersen’s on the right path, and he’s running hard.  Teachers, are you paying attention?

(By the way, I’d quibble a bit on his history — I think Darwin did a fair deal of experimentation on evolution, breeding pigeons for a decade, among other things.  But Andersen’s use of stickleback evolution is very good; the little fishies have been observed to speciate in the wild, and then to duplicate that speciation in captivity, thereby confirming what was observed out in the lakes.  Thank you sticklebacks!)

Very quickly this gets into serious territory.

Look, I’m an out of the loop teacher in Dallas, Texas — and for all its money and size and importance, Texas is mostly a cultural and educational backwater.   It’s not that there aren’t great people in education here, or no great resources — we are shackled to an ancient political system that puts more value on fealty to not-quite-superordinate ideas than on cutting edge education, or mass educational attainment.  There is a powerful anti-intellectual stream in Texas politics that believes a hobbled education system will not threaten the political, social or cultural order.  Too many Texans take great solace in that, covertly or overtly.

As a nation, we are engaged in a series of great education experiments, using our children as testing subjects, as guinea pigs.  How does video fit into making education work better?

Here we’ve got Paul Andersen and his science videos.

Despite my grousing about his not being in Texas, he is active in national circles where the serious questions get asked about how to use video, and other technologies.

A YouTube Education Summit on October 18 and 19 got Andersen out of Montana, where Andersen ran into C. G. P. Grey, another guy who uses video.

Grey responded with this ode to a “digital Aristotle“:

Links and other information Grey offered:

Some thoughts on teachers, students and the Future of Education.
The book kid me is holding in the video is The Way Things Work. If there’s a bookish child in your life, you should get them a copy: http://goo.gl/QdreH

Also I don’t think that the idea of Digital Aristotle is sci-fi, but if you *do* want to read the sci-fi version, I highly recommend The Diamond Age: http://goo.gl/uvbx6

Thanks to YouTube EDU for bringing me out: http://www.youtube.com/education

And Angela for arranging the whole show: http://www.youtube.com/aresearchbug

And Jessica for her amazing note artwork: http://www.youtube.com/seppyca

Full credits and more info at: http://cgpgrey.squarespace.com/blog/digital-aristotle-thoughts-on-the-future-…

CGPGrey T-Shirts available from DFTBA: http://dftba.com/product/10m/CGP-Grey-Logo-Shirt

Twitter: http://twitter.com/#!/cgpgrey

Google+: http://plus.google.com/115415241633901418932/posts

Facebook: http://www.facebook.com/pages/Greys-Blog/193301110697381

Andersen replied, questioning how well a digital Aristotle can work, since it takes Aristotle out of the equation:

Links Andersen promised:

Paul Andersen reflects on Digital Aristotle, his trip to the YouTube Edu summit, and the future of education

Digital Aristotle: Thoughts on the Future of Education:
http://www.youtube.com/watch?v=7vsCAM17O-M

60 Minutes episode on Sal Khan:
http://www.cbsnews.com/video/watch/?id=7401696n

Classroom Game Design at TEDxBozeman:
http://www.youtube.com/watch?v=4qlYGX0H6Ec

Blended Learning Cycle:
http://www.youtube.com/watch?v=-apJDi7cx9o

Game on, ladies and gentlemen.  Which one is closer to being right? 

There you go, from evolution, to evolution of teaching and education.  What’s the selection tool for quality education?  Which species of learning will survive to reproduce?

Your thoughts in comments, please.

More:


Steve Schafersman, Texas State Board of Education District 15

November 6, 2012

District 15 for the Texas State Board of Education covers 77 counties in Texas’s northern Panhandle.  It’s oil (Midland), cotton, Texas prairie and small towns, and lots of schools, and some surprisingly good colleges and universities.

Texas State Board of Education District 15, TFN image

Texas State Board of Education District 15, TFN image – “District Overview
District 15 is huge, covering all of northwestern Texas. It is also arguably the most Republican SBOE district, giving more than 74 percent of the vote to Sen. John McCain in the 2008 presidential election and more than 70 percent to Gov. Rick Perry in the 2010 gubernatorial race.”

It’s a district where science plays a big role, and should play a bigger one.  The 15th includes those lands in Texas where the Dust Bowl got started, where unwise plowing based on inaccurate readings of climate contributed to one of the greatest man-made natural resources disasters in all of history.  It’s the home of Texas Tech University, where members of the chemistry faculty created a wine industry based on the chemistry of grape selection and fermentation, and where geologists learn how to find oil.

This area leads Texas in wind power generation, a considerable factor in the state that leads the nation in wind power generation.

In short, science, engineering and other technical disciplines keep this area economically alive, and vital at times.

Of the two candidates, Democrat Steve Schafersman is a scientist, and a long-time, staunch defender of science education (what we now cutely call “STEM” subjects:  Science, Technology, Engineering and Math).  If the race were decided by a test in STEM subjects, Schafersman would be the winner.  Schafersman lives in Midland.

The GOP candidate in the race is religiously anti-science, Marty Rowley of Amarillo.  As a good-ol’-boy, former pastor, he’s got a lot of support from the usual suspects.  Rowley’s views on science, technology, engineering and mathematics run contrary to the business and farming interests of his entire district.  Do his supporters look to the future?

Do you vote in Midland, Lubbock, Amarillo, Dalhart, Abilene, San Angelo, Dallam County, Tom Greene County, Cooke County or Montague County?  You need to vote for Steve Shafersman.  Do your children a favor, do your schools a favor, and do your region of Texas a favor, and vote for the guy who works to make education good.

Shafersman is the better-qualified candidate, and probably among the top two or three people with experience making the SBOE work well, in the nation.  He deserves the seat, and Texas needs him.

More:

Steve Schafersman campaign flier:

Shafersman for Texas State Board of Education District 15

Schafersman for Texas State Board of Education District 15 – click image for larger version


Powerful teacher unions make good schools

October 12, 2012

From a column by Washington Post writer Matt Miller, “Romney vs. teachers unions:  The inconvenient truth”:

That reality is this: The top performing school systems in the world have strong teachers unions at the heart of their education establishment. This fact is rarely discussed (or even noted) in reform circles. Yet anyone who’s intellectually honest and cares about improving our schools has to acknowledge it. The United States is an outlier in having such deeply adversarial, dysfunctional labor-management relations in schooling.

Why is this?

My hypothesis runs as follows: The chief educational strategy of top-performing nations such as Finland, Singapore and South Korea is to recruit talent from the top third of the academic cohort into the teaching profession and to train them in selective, prestigious institutions to succeed on the job. In the United States, by contrast, we recruit teachers mostly from the middle and (especially for poor schools) bottom third and train them mostly in open-enrollment institutions that by all accounts do shoddy work.

As a result, American reformers and superintendents have developed a fetish for evaluating teachers and dismissing poor performers, because there are, in fact, too many. Unions dig in to protect their members because . . . that’s what unions do.

When you talk to senior officials in Finland, Singapore and South Korea, it’s as if they’re on another planet. The question of how they deal with low-performing teachers is basically a non-issue, because they just don’t have many of them. Why would they when their whole system is set up to recruit, train and retain outstanding talent for the profession? [emphasis added here]

Whose approach sounds more effective to you?

Miller suggests, among other things, raising starting pay for teachers — $65,000 to $150,000 — and greatly boosting the rigor of training for teachers.

Any such hopes for effective reform could not occur under the “austerity budgets” proposed in Utah, Wisconsin, Texas, Oklahoma, Louisiana, and the U.S. Congress.

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Box office slaps Hollywood: ‘Don’t talk jive smack against teachers’

October 3, 2012

Teacher and education blogs were all atwitter — and Twitter was all ablog, I suppose you could say — about the opening this past weekend of the movie “Won’t Back Down.”

“Parent trigger” laws bubble up in discussion a lot recently — laws that allow a group of parents to petition a school district, or the state, and say that they want to take over a local school.  Conservatives and other anti-teacher groups promote these laws as a means of education reform.  Generally, in the few cases in which a school is taken over by parents, teachers and local administrators are fired, and the school operates much like a charter school.

“Won’t Back Down” professes to be “based on a true story.”  I am reminded that both “Psycho” and “Texas Chainsaw Massacre” also professed to be based on a true story — the same story, in fact.  I’ve written about this before – based on a true story, except not in Texas, no chainsaw, no massacre, nor was there a hotel and a shower.  The Adventures of Huckleberry Finn is more carefully based on a true story — there is a Mississippi River; or The Bald Soprano — there are bald people, and there are sopranos.  But I digress.

The film has a cast of some great star power — Maggie Gyllenhaal, Viola Davis and Holly Hunter.  It was produced by the documentary group that also produced Al Gore‘s “Inconvenient Truth,” and then moved to the popular but wildly polemical “Waiting for Superman,” another hit on teachers.  They should have stopped with that one, instead of raising the ante (raising the “anti?”).

Audiences don’t like films that cast teachers as villains, it would appear.

Stephanie Simon of Reuters wrote:

(Reuters) – Education reform film “Won’t Back Down” opened Friday to terrible reviews – and high hopes from activists who expect the movie to inspire parents everywhere to demand big changes in public schools.

The drama stars Maggie Gyllenhaal as a spirited mother who teams up with a passionate teacher to seize control of their failing neighborhood school, over the opposition of a self-serving teachers union.

Reviewers called it trite and dull, but education reformers on both the left and right have hailed the film as a potential game-changer that could aid their fight to weaken teachers’ unions and inject more competition into public education.

Yahoo!’s Movie Talk got to the point:

Even an Oscar-caliber leading cast couldn’t save this one. Maggie Gyllenhaal’s latest film “Won’t Back Down,” also starring Viola Davis and Holly Hunter, set the record this past weekend for the worst opening of a film that appeared in more than 2,500 theaters, making a mere $2.6 million [via Box Office Mojo].

Yes, all three of these former Oscar nominees — Hunter having won a golden statuette in 1994 for “The Piano” — now have a pretty bad blemish on their resume. But they aren’t to blame, say industry watchers, who are reacting to the film with a resounding face palm. “‘Won’t Back Down’ wore the dunce cap last weekend, mostly because its marketing was almost non-existent,” says Jeff Bock, box office analyst for Exhibitor Relations.

“Record for the worst opening?”  Ouch.

Back to the “based on a true story” issue:  We may understand why the screenwriter and director of the first Texas Chainsaw movie, Tobe Hooper took the liberties he did to add elements to the story.  He knew the original story of a disturbed man in Wisconsin who was jailed for corpse mutilation.  He knew that was the foundation for Alfred Hitchcock’s “Psycho.”  How to update it, to make the story bankable from the box office?  Move it to Texas, add a chainsaw with all its terrifying whine, and add in the standard teenager murder story elements; maybe put a mask on the villain/evil beast, to make it more terrifying — there is great terror in being pursued by nameless, faceless folk as Orwell showed us.  Both Hitchcock and Hooper fully understood that the real, dull story, wasn’t something people would pay to sit through while eating grossly-overpriced popcorn.

“Won’t Back Down” suffered from sticking too close to the facts.  If you’re going to claim the antagonist is psycho, you have to give them a big butcher’s knife or a chainsaw, and a costume, in order to make really, really scary.

Teachers just are not that scary in real life.  Teachers are not the villains, in real life.

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Shutting teachers out of the education conversations, a national pathology – can Dallas avoid it?

September 26, 2012

 

Have you noticed, and has it bothered you, that many of the major discussions about what to do to help education shut out teachers?

This is nothing new.  As Director of Information Services at the old Office of Educational Research and Improvement, I occasionally got tagged to go speak to education groups meeting in and around Washington, D.C.  One or our projects was a reboot of the Educational Resources Information Centers, or ERIC Library System.

At every public function where I spoke, or where I attended and was identified as an ED employee, teachers would seek me out, and ask how long I spent in the classroom as a teacher.  Then they’d tell me teaching college doesn’t count, and they’d complain that education policy makers at all levels ignore teachers.  They didn’t appreciate people making policy for them who didn’t know their situation from having been on the ground with them, as one of them, or at least listening to what they had to say.

It’s a key principle of leadership, to understand what the frontline employee faces, to know what the workers on the shop floor see, to feel the heat from the open hearth, to know the discomfort of hitting Omaha Beach and be pinned down by gunfire while wet and sandy and weighed down with 80 pounds.  It’s one of the keys to understanding how Harry Truman, who saw action in Belgium at the Western Front and who lived in the trenches, could decide against a land invasion as a first option for forcing Japan to surrender at the end of World War II.  It’s why his troops thought so much of Patton, as he stood shoulder to shoulder with them at the front as bullets whizzed by, why Soichiro Honda’s workers listened when he stripped down and stripped an engine to find a problem.

A couple of days ago the president of the Dallas ISD School Board, Lew Blackburn, Tweeted his gratitude for help from Leadership Dallas for a “dine and discuss” session with DISD leaders.  It’s good that Blackburn Tweets.  He has good intentions, most likely — and he’s trying to let people know what’s going on.

What’s the topic?  How to improve education in Dallas, of course.

What ONE group of key stakeholders is left out of these discussions?  Teachers.

It’s a bugaboo for me.  Education discussion sponsored by the New York Times, but no teachers.  Secretary of Education Arne Duncan buses across America — school kids show up to sing welcomes, but teachers appear to be left out of discussions along the route.

So I Tweeted back — what’s up with that?  In the past few months, I’ve gotten Tweets back from writers, scientists, friends, and Tom Peters, the management guru.  I was happy Blackburn responded.  it puts him in good company.

It’s not like this once teachers were left out, due to scheduling conflicts.  The process design pointedly includes stakeholders other than teachers.  Trained facilitators — professionals? paid? — are brought in, a touch that suggests these meetings are formal efforts whose products will be used for some formal policy-making purpose.  Invitees include “diverse” community members.

Listen. Learn. Dialogue.

Dallas ISD Dining & Dialogue is a pilot initiative in partnership with Dallas ISD and Leadership Dallas Alumni with support from the Dallas Regional Chamber.  The purpose is to encourage frequent communication over a meal between members of the community and Dallas ISD that address practical solutions to improve education in our community.  The roundtable-style dining events bring together small groups of individuals with diverse backgrounds to foster community-wide dialogue about Dallas ISD in an effort to gain understanding, share ideas, and increase diverse investment in education for the benefit of our region.

The FREE dining events are held quarterly at various sites within the Dallas metroplex. Discussions are led by trained facilitators who guide participants through questions designed to elicit thoughts and opinions on issues facing Dallas ISD.  This dining and dialogue framework is patterned after Dallas Dinner Table, a popular, highly-regarded community event founded by Leadership Dallas alumni, and DeSoto Dining and Dialogue.
Dialogues will include school board members and other important school voices along with community stakeholders such as business leaders, parents, neighborhood associations, nonprofits and members of the Dallas ISD Teen Board.

Picture

I still get some notifications from DISD, but none on this.

Should we be concerned  about any biases of Leadership Dallas, intentional or unconscious?  Leadership Dallas draws its inspiration from Leadership Atlanta, the formal effort to create a band of leaders to lead Atlanta after so many leaders died in a tragic airplane crash years ago.  Alas, the assumption is that educators cannot be leaders.  The course work is scheduled in a way that makes it difficult for any professional to participate, but almost impossible for any hourly worker, or teacher.

Looking through the records, I see very few people participating who have much to do with education, and especially no teachers.  Gross oversight.  There are no garbage collectors, either –  that may be a bigger problem in a place like Memphis with a different history on garbage collectors — or any other workers without graduate degrees.  Small business owners don’t get great representation, either.

Hmmm.  NEA?  AFT? We’ll check with them later.

So, Lew Blackburn — you’re the leader of this bunch, in some cases more than Superintendent Mike Miles (he may not be paying attention to this, either, let alone to the opinions of mere teachers, who make 17% of what he earns.  It’s up to you, I think.  You need to make sure teachers are a part of this dialogue, to be sure it doesn’t become a monologue.

Get some teachers involved in this process.  Get some principals involved, and some other school administrators.  Counselors might have a good, and different view.  Do you still have librarians enough in DISD to get a couple involved?  Libraries should be a key focus point for education in the 21st century, and many Dallasi ISD libraries have librarians who work harder and more effectively than the district has a right to expect (they don’t get paid for what they do, heaven knows).  And, keep records of these dinners.  These meetings are in the gray area of the Texas public meetings laws — but you want to be certain you have an open process that is not open to petty challenges due to bureaucratic miscues.  If any policy comes out of these meetings, you’ll need to be certain they were open for public meetings rules.

Gee, any reporters invited?

Are these sessions designed to improve education in Dallas, or to find new ways to flog teachers? Make sure the actions speak louder than words on these things.

Mr. Blackburn, you’ve made a couple of good moves here — including Tweeting about what’s going on.  Keep these processes going, and improve them.  Make sure teachers are not left behind.

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