Category Archives: racism

NPE Twitter storm

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Reclaim Reform has a post up on the twitter storm demanding Congressional investigation into the profiteering of standardized testing.

From the link to NPE:

How good are the tests?

Problems with the actual content of tests have been extensively documented. There are numerous instances of flawed questions and design, including no right answer, more than one right answer, wording that is unclear or misleading, reading passages or problems that are developmentally inappropriate or contain product placements, test questions on material never taught, and items that border on bizarre, such as a famous example that asked students to read a passage about a race between a pineapple and a hare. Tests are not scientific instruments like barometers; they are commercial products that are subject to multiple errors.

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Linda Darling Hammond testifies

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Diane Ravitch has a post up on Linda Darling-Hammond testimony at the Vergara trial.  She outlines the criteria for evaluating teachers for tenure and helping struggling teachers:

“Well, it’s important both as a part of a due process expectation; that if somebody is told they’re not meeting a standard, they should have some help to meet that standard.

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Absolutely.  If a teacher is abusive or grossly inadequate, you want them out.  But if a teacher is good in some areas, but needs help in others, by all means, they should get support and encouragement in those weak areas.  In any line of work, you would expect some guidance from those more experienced.  Why should the teaching profession be any different?

More:

And the third reason is that when you create a system that is not oriented to attract high-quality teachers and support them in their work, that location becomes a very unattractive workplace. And an empirical proof of that is the situation currently in Houston, Texas, which has been firing many teachers at the bottom end of the value-added continuum without creating stronger overall achievement, and finding that they have fewer and fewer people who are willing to come apply for jobs in the district because with the instability of those scores, the inaccuracy and bias that they represent for groups of teachers, it’s become an unattractive place to work.

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Word.

This comment by Teacher Ken gets at the heart of teaching and tenure:

I have been the cooperating teacher for five student teachers from the University of Maryland at College Park, three from the undergraduate program and two from the masters’ program. The only one who failed to ‘make it’ was a 4.0 student who refused to listen to the notion that he had to meet the kids where they were in order to be able to inspire/entice them to move further. He dropped out before doing his full load of student teaching.

I have been a building union rep and have served as an informal mentor to both beginning and struggling experienced teachers. I have helped some turn around and have counseled others out of the profession. I have as a union rep helped remove a tenured teacher (who never should have gotten tenure) who was not merely ineffective but a danger to students.

We have those who should never go into teaching – they don’t like kids.

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This can’t be stated enough–the pro-Charter, anti-public schools, anti-Teacher’s union mob would like to play on people’s emotions and say that bad teachers get a free ride once they get tenure.

As Diane has stated in the past, tenured teachers are not guaranteed a job, per se, but are guaranteed the right to a fair hearing if charges are made against them.  That seems reasonable to me.

However, I have heard of instances of bad teachers being kept on because the principal was afraid to confront them.  They feel they had to have mountains of evidence to get rid of a bad teacher. It might also be just a clash of personalities…where the child is better suited for another teacher.  The teacher isn’t necessarily bad and the kid isn’t necessarily bad, but they just butt heads.

On the other hand, I would not want to see a teacher sacked over gossip (lack of solid evidence)…because I’ve seen that happen, too, where some big mouth started a rumor and the good teacher left.  He was one of those teachers that really connected with the kids, too.  The gossipmonger was probably jealous of his ability to connect and the resulting popularity.

And Teacher Ken’s point about the 4.0 teaching student is spot on.  You can be the smartest person in the room, but if you don’t like kids and can’t get down to their level to help them learn, you’re in the wrong profession.  (Gee…why does this describe Bill Gates to a “T”…??)

Freed U.S. Hikers write book

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Democracy Now! featured the three hikers captured in Iran.

They emphasized during the program that they did not hate the Iranian people.  I think this is an important point because it sends the message of peace instead of revenge.

It’s fascinating that this incident apparently was the beginning of tentative peaceful relations that was behind the historic Iranian nuclear deal.

I’m glad that they are using what could be a negative–anger for what happened to them–and turned it into a positive–working for the end of solitary confinement and other ills of the prison system.

A concrete dog run?  Are you kidding me?  Talk about being treated like an animal.  I always thought that they were allowed out into fresh air on a grassy yard.  They’re not even getting that much.  It’s pretty sad when someone in a U.S. prison is experiencing the same thing as prisoners in Iran.

In one of the prisons here, the prisoners once had an organic garden.  Governor Daniels got that stopped.  Um-hmmm….

 

The youngest victims at Auschwitz

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City Jackdaw has a sobering post up on a young Polish Catholic girl, Czesława Kwoka, that perished at the German prison camp.

I wanted to re-post in memory of her, too.  And the other children. And the gypsies.

Be sure to click on the link to her biography.

It’s important to note that these are the poor.  The wealthy could flee the country until the war was over.

 

The Winter We Danced

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Leanne Betasamosake Simpson has a post up on a book about the Idle No More movement with stories and poems and such.  I haven’t read it, but would love to have a copy of what sounds like a wonderful historical book.  She notes that the royalties will benefit the indigenous youth. 

Fact-Checking Eva Moskowitz; Dangerous Bipartisan collusion

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Diane Ravitch has posted this on Eva Moskowitz’s loose version of the facts.

Moskowitz’s Success Academy 4 has almost none of the highest special needs students as compared to nearby Harlem public schools. In a school with nearly 500 students, Success Academy 4 has zero, or one, such students, while the average Harlem public school includes 14.1 percent such students. With little sense of irony or embarrassment, Moskowitz has attacked Bill de Blasio for preventing the school’s expansion inside PS 149. Her school’s expansion would have come at the cost of space for students with disabilities. The school has already lost “a fully equipped music room … A state-mandated SAVE room … A computer lab… Individual rooms for occupational and physical therapy … and the English Language Learners (ELL) classroom,” due to earlier Success Academy expansions in the same building.

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Moskowitz made a number of other claims during her Morning Joe appearance. She said “we are self-sustaining on the public dollar alone.” In fact, Success Academyspends $2,072 more per student than schools serving similar populations. This additional funding comes from donations by the very same hedge fund moguls who have donated over $400,000 to Governor Cuomo’s re-election campaign (charter supporters in the financial and real estate sector have contributed some $800,000 to Governor Cuomo’s campaign).

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Jan Resseger posts about the dangerous bipartisan conventional *cough* wisdom.

As early as 1989, President George H.W. Bush, responding to fears that the United States was becoming uncompetitive,  launched a movement based on standards, assessments, and accountability by convening an education summit of the nation’s governors, chaired by Governor Bill Clinton of Arkansas, to agree on national education goals. Through the 1990s states began to embrace test-based accountability. Then in 2001, when Congress—under President George W. Bush—reauthorized the Elementary and Secondary Education Act, with a new name, “No Child Left Behind,” the federal government mandated test-and-punish.

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Once again, the Bushes and Clintons responsible for so much destruction and misery.

Today, DN hosted a debate between public schools and charters.  The car salesman, er I mean, charter school proponent, Steve Barr,of Green Dot, who was behind the fiasco of Los Angeles schools, Parent Revolution, and  Brian Jones , a public school teacher now pursuing a doctorate.

Barr did the usual charter proponent schtick:  he tried to once again pull the wool over the public’s eye and say that charter schools were public schools; he refused to answer direct questions (because he knew it would make charters look bad); and repeatedly stated he was a “progressive”.  Yeah, right.  Just like Bill Clinton is a progressive.  Wink, wink. Nod, nod.

He was pushing the “progressive” schtick a little too much in hopes that would make opponents back down, I guess, because he’s a “good guy”.  Pffft.  He also lied about charters NOT being about profit.  Thankfully, he got called on that….but some key points were not countered by Amy or Juan.  I was disappointed in that.

Finally, Reclaim Reform has a post up on Diane and the FUD, or Fear, Uncertainty, and Doubt propaganda campaign to destroy public education.  This is one of the psychological techniques used in communications that turned my stomach and why I would never be in PR.  Fear, sex, anger, and love are the top communications techniques to persuade people….keep that in mind, folks, whenever you view any type of media: spoken word, radio, TV, internet, printed, etc.

Related to this, the local school administration said this on the radio: “A teacher can ask the student how many nickels equal a quarter…but if they go to a computer, it can be illustrated how many nickels equal a quarter, and then a dollar, and so on…” (may not be verbatim, but close).  What I heard from that is two things:  1) teachers are boring, so we have to have computer animation; and 2) another way to slip online/computer learning as a replacement of live, human beings.  I personally would have illustrated how many nickels equal a quarter by bringing out five nickels.  I would always use visual cues to help kids understand.  This is especially important for dyslexics, of which I am one.

And a question that keeps rolling around in my head is…why are these people called philanthropists?  Isn’t philanthropy giving money away, not expecting anything in return?  ‘Cause the Broads, Clintons, Bushes, Gates, and billionaires boys clubs absolutely expect to gain from their so-called philanthropy. Absolutely.  So I don’t see that this is philanthropy, but should be called “investment”…

 

Mohawk became ill after fed jail meal

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Warrior Publications has this up on a Mohawk warrior who became ill after being fed a meal while being held in jail.

He became violently ill, but did not receive medical attention.

Shawn Brant is asking that the tape of the day he became ill not be erased. There’s no mention of any remaining food being tested, so I’m guessing that is not being done.

It doesn’t appear that the police are going to own this, based on the comments of the representative.  We’ll see…

Chicago Teachers Under Fire

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Ken Previtti has this up on the bullying of Chicago Teachers….a modern day twist of McCarthyism, where if you don’t tow the line, you’re blacklisted via losing certification.

Democracy, meet dictatorship.

This is unconscionable.    The teachers refuse to subject the kids to it. The parents don’t want it. And the kids certainly don’t benefit from it.  As Ken states, the only people that benefit are the education profiteer$ who sell the test prep, the tests, scoring the tests, and anything else they can think of to profit.

Are the parents not taxpayers? Are the teachers not taxpayers? And the public taxpayer who does not want CCSS?  Again I ask, if the taxpayers don’t want this…then why are their wishes being ignored?

Meanwhile, in Indiana, they are going to push online learning to make up for all the snow days we had this winter….nice way to shoehorn the kids into online learning…

…and get rid of teachers altogether.