Feeds:
Posts
Comments

Posts Tagged ‘evaluation’

We’re pleased to announce that the summer issue of Rethinking Schools magazine features a special forum with three perspectives on edTPA, the high-stakes test for new teachers that is being piloted in teacher education programs around the country.

V27-4

We know edTPA is an issue of great interest to everyone in the field of education as we consider how best to maintain teaching as a profession.

In that spirit, we invite you to read the articles and join the critical conversation about edTPA in the comments section of this blog post.

We also invite you to consider donating or subscribing to Rethinking Schools if you don’t already do so.  Because we feel so strongly about the need for education and reflection on the edTPA, we opened up the majority of this issue to nonsubscribers, but as a nonprofit independent publisher, we rely on your donations and subscriptions to keep us going.

Thanks for reading, donating, subscribing, and supporting critical conversation.

Sincerely,

The staff and editors at Rethinking Schools

The articles in “A Forum on the edTPA”

Linda Darling-Hammond and Maria E. Hyler argue that the edTPA will lead to better teachers and more professional respect. Their article is titled “The Role of Performance Assessment in Developing Teaching as a Profession.”

In “Wrong Answer to the Wrong Question,” Barbara Madeloni and Julie Gorlewski disagree. The edTPA distorts the teacher education process, they say, and opens the door to Pearson reaping more profits and power.

What’s a Nice Test Like You Doing in a Place Like This?” by Rethinking Schools editor Wayne Au, puts the discussion in the context of corporate education “reform” as he shares his experience with the test in his own teacher education program.

Read Full Post »

As you are no doubt aware, increasingly powerful corporate interests are attempting to reduce teaching and learning to what’s on a standardized test.  We have all seen these tests be used to punish students, discipline teachers, withhold funds from our schools, and even close schools down. However, a movement of parents, students, and teachers has been growing around the country that has been pushing back against these tests and calling for education and assessment that is relevant to students and empowers our youth.

In Seattle, teachers at the school where I teach, Garfield High School, announced in January, 2013 that they would refuse to give the Measures of Academic Progress (MAP) test, calling it a waste of time and resources. The boycott soon spread to other schools around the city.  Our boycott was very successful during the winter testing period.

However, now the Seattle School District is asking us to give the MAP test again for the spring testing session. In response, we are calling for an international day of action in the struggle against flawed tests and in support of the MPA test boycotting teachers on May Day, Wednesday, May 1.   We encourage you to participate in the day of action in any way you and your fellow educators feel is appropriate. Please read the call to action below and send us your statements of solidarity.

In struggle for educational justice,

Jesse Hagopian
Teacher, Garfield High School
Editorial Associate, Rethinking Schools

Educational Justice Has No Borders

Join the May Day International Day of Solidarity with the Seattle MAP Test Boycott

Seattle’s boycotting teachers need your support for their “educators’ spring” uprising against the MAP test.

ScraptheMap

Seattle Education Association in solidarity with Garfield High School.

Dear educators, parents, and students around the world:

On January 9, 2013, teachers at Garfield High School in Seattle announced a unanimous vote to boycott the district mandated Measures of Academic Progress (MAP) test, which they said was not aligned to their curriculum, was a waste of their students’ time and resources, and unfairly targeted the most vulnerable populations. Specifically, Garfield’s teachers expressed their opposition to the fact that English Language Learner students are required to take the MAP test most often, causing them to miss out on vital instructional time in the classroom. In this way, the boycott of the MAP test should be viewed as part of the movement for the rights of immigrants and people from all cultures, nationalities, and linguistic backgrounds to have access to a high quality public education. Garfield High School’s Parent Teacher Student Association and the Associated Student Body Government both voted unanimously to support the teachers’ boycott of the MAP test.

Soon afterwards, several other Seattle schools joined the boycott—Orca, Chief Sealth, Ballard, and Center School.  Teachers at those schools were originally threatened with a 10 day suspension without pay, but because of the overwhelming solidarity from parents, teachers, and students from across the country, the Seattle School District backed down and declined to discipline any of the boycotting educators. Since then, several other schools have joined the boycott, a survey of Seattle teachers was conducted that shows overwhelming opposition to the MAP test at every grade level, and the movement for quality assessment has spread throughout the nation.

Now the Seattle teachers need your support again.

The spring offering of the MAP test produces the scores that are supposed to be used in Seattle’s teacher evaluations.  For this reason the Seattle School District could take a harsher stance against boycotting teachers this time around.

May Day is traditionally a day of international workers solidarity. What better time to show your support for the teachers who have risked their livelihoods to advocate for quality assessment and for our resources to be used to support learning rather than endless testing?

We, the Seattle MAP test boycotting teachers, pledge our solidarity to teachers around the world who are struggling for an education system that supports and empowers our students with curriculum and assessments that are relevant to their lives. In turn, we ask for your support as we struggle for these very goals.

Possible solidarity actions include:

Furthermore, we, the MAP test boycotting teachers, would very much appreciate being informed about struggles teachers are engaged in around the world.  Please let us know if there are any ways we can support your efforts for educational justice.

In Solidarity,

Seattle MAP Test Boycott Committee

Learn more:

Read Full Post »

In a public statement released today, more than sixty educators and researchers [UPDATE: now 130+], including some of the most well-respected figures in the field of education, pledged support for the boycott of the Measures of Academic Progress (MAP) test initiated by the teachers at Garfield High School in Seattle, calling the action a “blow against the overuse and misuse of standardized tests.” Among the signers of the statement are former US Assistant Secretary of Education Diane Ravitch, Chicago Teachers Union President Karen Lewis, author Jonathan Kozol and professor Nancy Carlsson-Paige. While the MAP test is used exclusively for rating teachers, “the test’s developers (the Northwest Evaluation Association) have noted the inappropriateness of using tests for such evaluations” the educators wrote.

“We’ve had more than a decade of standardized testing,” Ravitch said, “and now we need to admit that it’s not helping.” She added: “By signing this statement, I hope to amplify the voices of teachers who are saying ‘enough is enough’.”

“On Martin Luther King Day, we celebrate people who are willing to take personal risks to act according to their conscience,” Lewis said. “The teachers at Garfield High School are taking a stand for all of us.”

New York City public school teacher and doctoral student Brian Jones drafted the statement last week and received help with revisions and outreach from University of Washington professor Wayne Au. “I’m overwhelmed by the response to this statement,” Jones said, “I feel like this is the beginning of a real movement to challenge high stakes standardized testing.”

“We contacted leading scholars in the field of education,” Au said, “and nearly every single one said ‘Yes, I’ll sign.’ The emerging consensus among researchers is clear: high stakes standardized tests are highly problematic, to say the least.”

“When I look at this list of names, I see the people whose work helped to make me the teacher I am today,” Jesse Hagopian, a teacher at Garfield High School said. “Their support really means a lot to me, and I know that many teachers at Garfield High School feel the same way.”

The Statement: 

We Support the Teachers of Garfield High School

High-Stakes Standardized Tests are Overused and Overrated

The Use of Standardized Tests is Spreading

To fulfill the requirements of the No Child Left Behind legislation, schools in all 50 states administer standardized tests to students, often beginning in third grade, in reading and math. Now, in response to the demands of Race to the Top and the trend toward greater “accountability” in education, states are developing even more tests for more subjects. Standardized tests, once used primarily to assess student learning, have now become the main instrument for the high-stakes evaluation of teachers, administrators, and even entire schools and school systems.

Tests Consume a Great Deal of Time and Money

Standardized testing is consuming an-ever growing proportion of education budgets nationwide. The total price tag may be nearly two billion dollars (1). Texas alone spent, last year, $90 million (2) on standardized testing. These tests are not a one hour or one day affair, but now can swallow up whole weeks of classroom time (3). In Chicago, some students must complete 13 standardized tests each year (4).

Testing Hurts Students

In the name of “raising standards” the growth of high stakes standardized testing has effectively lowered them. As the stakes for standardized tests are raised higher and higher, administrators and teachers have been forced to spend less time on arts, sciences, social studies, and physical education, and more time on tested subjects. The pressure to prepare students for standardized exams forces teachers to narrow instruction to only that material which will be tested (5). With the fate of whole schools and school systems at stake, cheating scandals have flourished, exposing many reform “miracles” in the process (6). Worse, focusing so much energy on testing undermines the intrinsic value of teaching and learning, and makes it more difficult for teachers and students to pursue authentic teaching and learning experiences.

Research does not Support Using Tests to Evaluate Teachers

As a means of assessing student learning, standardized tests are limited. No student’s intellectual process can be reduced to a single number. As a means of assessing teachers, these results are even more problematic. Research suggests that much of the variability in standardized test results are attributable to factors OTHER than the teacher (7). So-called “value-added” models for teacher evaluation have a large margin of error, and are not reliable measures of teacher performance (8).

Educators Are Taking a Stand for Authentic Teaching and Learning

In a nearly unanimous vote, the staff at Garfield High school in Seattle decided to refuse to administer the district’s Measures of Academic Progress (MAP) test. Research has shown that this test has no significant impact on reading scores (9). While serving other low-stakes district purposes in the Seattle Public Schools, it is only used as a high-stakes measure for teachers, even though the test’s developers (the Northwest Evaluation Association) have noted the inappropriateness of using tests for such evaluations. In taking this action, the educators at Garfield High School have struck a blow against the overuse and misuse of standardized tests, and deserve support. We, the undersigned (10), stand with these brave teachers and against the growing standardized testing industrial complex.
Signed*,

Curtis Acosta
Chican@/Latin@ Literature Teacher, Tucson

Lauren Anderson
University of Southern California

Sam Anderson
National Black Education Agenda

Taiwanna Anthony
Prairie View A&M University

Jean Anyon
The Graduate Center, City University of New York

Michael W. Apple
University of Wisconsin-Madison

Fadhilika Atiba-Weza
Retired Superintendent

Wayne Au, University of Washington, Bothell
Rethinking Schools

Ann Aviles de Bradley
Northeastern Illinois University

Bill Ayers
University of Illinois, Chicago

Rick Ayers
University of San Francisco

Jeff Bale
Michigan State University

Johanna Barnhart
The Graduate Center, City University of New York

Ann Berlak
San Francisco State University

Kenneth Bernstein
Maya Angelou Public Charter Middle School

Bill Bigelow
Rethinking Schools

Elizabeth Bissell
Putney Central School

Steve Brier
The Graduate Center, City University of New York

Maureen T. Boler
PS17K, New York

Steve Brier
The Graduate Center, City University of New York

Jacqueline Grennon Brooks
Hofstra University

Anthony Brown
University of Texas, Austin

Jim Burns
South Dakota State University

Kristen Lynn Buras
Urban South Grassroots Research Collective

Carol Burris
Keith Middle School, New Bedford

Keith Campbell
Saint Mary’s College of California

Kenneth Carano
Western Oregon University

Nancy Carlsson-Paige
Lesley University

Elizabeth Carroll
Appalachian State University

Cynthia Carvalho
Keith Middle School, New Bedford

Noam Chomsky
Massachusetts Institute of Technology

Linda Christensen
Rethinking Schools

Anthony Cody
Education Week Teacher Magazine

Ross Collin
Manhattanville College

Kevin Cordeiro
Social Studies educator

Kim Cosier
University of Wisconsin, Milwaukee

Keith Danner
University of California, Irvine

Antonia Darder
Loyola Marymount University

Noah DeLissovoy
University of Texas, Austin

Susan DuFresne
Teacher, Washington State

Susan Huddleston Edgerton
Massachusetts College of Liberal Arts

Jeff Edmundson
University of Oregon

Shanti Elliott
Francis Parker School, Chicago

Christopher Erickson
Great Neck South High School

Pete Farruggio
University of Texas Pan American

Joseph Featherstone
Michigan State University

Anita Fernandez
Prescott College

Donna Fielding
Plainview–Old Bethpage  John F. Kennedy High School

Michelle Fine
The Graduate Center, City University of New York

B L Buddy Fish
Jackson State University

Nancy Flanagan
Education Week Teacher Magazine

Esther Fusco
Hoftstra University

Ofelia Garcia
The Graduate Center, City University of New York

Ruth Wilson Gilmore
The Graduate Center, City University of New York

Alice Ginsburg
Author

Gene Glass
University of Colorado, Boulder

Noah Asher Golden
The Graduate Center, City University of New York

Joanna Goode
University of Oregon

Avery F. Gordon
University of California, Santa Barbara

Julie Gorlewski
State University of New York, New Paltz

Paul Gorski
George Mason University

Tim Goulet
Pipefitters Local Union 274

Karen Gourd
University of Washington, Bothell

Judith Gouwens
Roosevelt University

Sandy Grande
Connecticut College

Gabriella Gutierrez y Muhs
Seattle University

Rico Gutstein
University of Illinois, Chicago

Helen Gym
Asian American United
Rethinking Schools

Leonie Haimson
Class Size Matters

Zoe Hammer
Prescott College

Nicholas D. Hartlep
Illinois State University

Barbara Hawkins
Teachers College,  Columbia University

Nick Henning
California State University, Fullerton

Jane Hirschmann
Time Out From Testing

Brian R. Horn
Illinois State University

James Horn
Cambridge College

Diane Horwitz
DePaul University

Nora Hyland
Rutgers

Ed Johnson
Advocate for Quality Public Education, Atlanta

Shaun Johnson
At the Chalk Face

Brian Jones
The Graduate Center, City University of New York

Denisha Jones
Howard University

Marc Kagan
New York City School

Richard Kahn
Antioch University Los Angeles

Stan Karp
Rethinking Schools

Judith S. Kaufman
Hofstra University

Kenneth Kaufman
NYC High School Teacher

Bill Kennedy
University of Chicago

Joyce E. King
Georgia State University

Jonie Kipling
Hofstra University

Sid Kivanoski
Brooklyn Technical High School

Rachel Knoll
Mother, Educator
Madison, WI

Pamela J. Konkol
Concordia University Chicago

Jodi (Sacks) Kostbar
Professional Performing Arts School

Jonathan Kozol
Author

Steven Krashen
University of Southern California

Kevin Kumashiro
University of Illinois, Chicago
National Association for Multicultural Education

Raina J. Leon
St Mary’s College of California

Zeus Leonardo
California State University, Long Beach

Karen Lewis
Chicago Teachers Union

Pauline Lipman
University of Illinois, Chicago

Barbara Madeloni
University of Massachusetts, Amherst

Tim Mahoney
Millersville University

Sallie A. Marston
University of Arizona

Victoria J. Maslow
New  York City Department of Education

Kavita Kapadia Matsko
University of Chicago

Morna McDermott
United Opt Out National

Kathleen McInerney
Saint Xavier University

Elizabeth Meadows
Roosevelt University

Erica R. Meiners
Northeastern Illinois University

Deborah  Meier
Coalition of Essential Schools

Nicholas Michelli
The Graduate Center, City University of New York

Gregory Michie
Chicago Public School teacher
Concordia University Chicago

Alexandra Miletta
Mercy College

Alex Molnar
University of Colorado, Boulder
National Education Policy Center

Steevenson Mondelus
HOFSTRA graduate, Social Studies

Terry Moore
Save Our Schools

Mark Naison
Fordham University

National Association for Multicultural Education

Monty Neill
FairTest

Donna Nevel
New York University

Sonia Nieto
University of Massachusetts, Amherst

Pedro Noguera
New York University

Isabel Nuñez
Concordia University Chicago

Dr. Tema Okun
National L0uis University

Edward Olivos
University of Oregon

Celia Oyler
Teachers College, Columbia University

Lisa (Leigh) Patel
Boston College

Thomas Pedroni
Wayne State University

Emery Petchauer
Oakland University

Bob Peterson
Milwaukee Teachers’ Education Association
Rethinking Schools

Anthony Picciano
The Graduate Center, City University of New York

Bree Picower
Montclair State University

Irene Plonczak
Hofstra University

Theresa Plue
Easton Secondary School

Thomas S. Poetter
Miami University

Anthony Pravin

Courtney Prusmack
Adams 14 Schools, Denver

Therese Quinn
Teacher

Annette Quintero
United Teachers of Dade

Rachel Radina
Miami University

Jessie Ramey
University of Pittsburgh

Diane Ravitch
New York University

Kristen A. Renn
Michigan State University

Rethinking Schools

Yolette Rios
Hesperia Teachers Association
California Association of Bilingual Educators

Peggy Roberston
United Opt Out National

Georgiena C. Robinson
John F. Kennedy High School
Plainview, NY

John Rogers
University of California, Los Angeles

Jerry Rosiek
University of Oregon

Leilani Sabzalian
University of Oregon

Kenneth J. Saltman
DePaul University, Chicago

Lily Sanabria-Hernandez
Hofstra University

Karyn Sandlos
School of the Art Institute of Chicago

Mara Sapon-Shevin
Syracuse University

Karen Saunders
Spark Teacher Education Institute
Brattleboro, Vermont

Al Schademan
California State University, Chico

Eric Schmitt
Teacher, New York

Nancy Schniedewind
State University of New York, New Paltz

William Schubert
University of Illinois, Chicago

Ann Schulte
California State University, Chico

Tim Scott
Education Radio

Brad Seidman
John F. Kennedy High School
Bellmore, NY

Doug Selwyn
Plattsburgh State University

Susan Semel
The Graduate Center, City University of New York

Carla Shalaby
Wellesley College

Jessica T. Shiller
Towson University

Ira Shor
The Graduate Center, City University of New York

Alan Singer
Hofstra University

Elizabeth A. Skinner
Illinois State University

Timothy D. Slekar
Penn State University, Altoona

Christine Sleeter
California State University, Monterey Bay

Ceresta Smith
United Teachers of Dade Phoenix Rising MORE Caucus

Jody Sokolower
Rethinking Schools

Jim Sommerville
Cudahy Middle School

The Southeast Massachusetts & Rhode Island Coalition to Save Our Schools

Mariana Souto-Manning
Teachers College, Columbia University

Joi Spencer
University of San Diego

Joel Spring
Queens College and The Graduate Center, City University of New York

Sandra L. Stacki
Hofstra University

Lester Stasey
Alvarez High School, Providence

David W. Stinson
Georgia State University

David Stovall
University of Illinois, Chicago

Simeon Stumme
Concordia University Chicago

Katy Swalwell
George Mason University

Cathryn Teasley
Universidade da Coruña

Melissa Bollow Tempel
Milwaukee Public Schools
Rethinking Schools

Chris Thinnes
Curtis School, Los Angeles

Paul Thomas
Furman University

Maris Thompson
California State University, Chico

Carol L. Tieso
College of William and Mary

Joe Tonan
Claremont Faculty Association

Victoria F. Trinder
University of Illinois, Chicago

Eve Tuck
State University of New York, New Paltz

Jesse Turner
Children Are More Than Test Scores

Wayne Urban
University of Alabama

Angela Valenzuela
University of Texas, Austin

Bob Valiant
Dump Duncan

Jane Van Galen
University of Washington, Bothell

Manka Varghese
University of Washington

Michael Vavrus
The Evergreen State College

Sofia Villenas
Cornell University

Shirin Vossoughi
Stanford University School of Education

Federico R. Waitoller
University of Illinois at Chicago

John Walcott
Calvin College

Stephanie Walters
Rethinking Schools

William Watkins
University of Illinois, Chicago

Kathleen Weiler
Tufts University

Lois Weiner
New Jersey City University

Matthew Weinstein
Teacher Educator
Tacoma, WA

Kevin Welner
University of Colorado, Boulder
National Education Policy Center

Angela Wheat
Freeport High School

Barbara Winslow
Brooklyn College

Kathy Xiong
Milwaukee Public Schools
Rethinking Schools

Diana Zavala
Change the Stakes

Yong Zhao
Author and Scholar

Al Zucker
New Day Academy, Bronx

NOTES
  1. Chingos, M. M. (2012). Strength in Numbers: State Spending on K-12 Assessment Systems. Brookings Institution.
  2. Cargile, E. (May 3, 2012). “Tests’ price tag $90 million this year”. Kxan Investigates, Kxan.com (NBC).
  3. Dawer, D. (December 29, 2012) “Standardized Testing is Completely Out of Control”. PolicyMic.com.
  4. Vevea, B. (November 26, 2012) “More standardized tests, more Chicago parents looking for ways out”. WBEZ.org.
  5. Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267.
  6. Pell, M.B. (September 30, 2012). “More cheating scandals inevitable, as states can’t ensure test integrity”. The Atlanta Journal-Constitution.
  7. Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., … & Shepard, L. A. (2010). Problems with the use of student test scores to evaluate teachers. Washington, DC: Economic Policy Institute. See also: DiCarlo, M. (July 14, 2010). “Teachers Matter, But So Do Words”. Shanker Blog, The Voice of the Albert Shanker Institute.
  8. Schafer, W. D., Lissitz, R. W., Zhu, X., Zhang, Y., Hou, X., & Li, Y. Evaluating Teachers and Schools Using Student Growth Models. Practical Assessment, Research & Evaluation, 17(17), 2.
  9. Cordray, D., Pion, G., Brandt, C., Molefe, A., & Toby, M. (2012). The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement. Final Report. NCEE 2013-4000. National Center for Education Evaluation and Regional Assistance.
  10. All signatures represent individual opinions, not institutional endorsements, unless specified. To add your signature to this statement, send an email with your name and affiliation(s) to: GHSstatement@gmail.com.
*  The last update was Jan. 23, 2013, 5:32 p.m. CST.

Read Full Post »

by Kris Collett

On Monday, September 10, 29,000 of our Chicago colleagues went on strike after they failed to reach an agreement over education reforms sought by 1% Mayor Rahm Emanuel. Twenty-five years have passed since Chicago teachers last went on strike.

The reforms sought by Emanuel will be no surprise to those who have followed the corporate education “deform” movement: teacher evaluations and teacher pay tied to standardized test scores, longer school days to allow more time for testing, closing schools and turning them over to charter operators, and provisions that slash health benefits and seriously curtail job security.

Rethinking Schools, along with the National Network of Teacher Activist Groups, is standing in solidarity with Chicago teachers as they fight for the future of public education. Why? Because their fight is our fight.

Pauline Lipman, professor of education policy studies at the University of Illinois at Chicago, perhaps said it best in her interview with Amy Goodman, host of Democracy Now!:

What is happening here in Chicago is also strategically significant nationally. [Chicago] was the birthplace of the neoliberal, corporate, top-down education reform agenda—privatizing public education, closing and sabotaging public neighborhood schools, high-stakes testing, paying teachers based on test scores—that whole agenda. And Chicago is now the epicenter of the fight back against it. What happens here in Chicago will really have an implication for whether we are able to turn back this national agenda.

We want to highlight and excerpt a few articles and interviews that we feel provide a glimpse of what Chicago teachers are fighting for:

Democracy Now! Interviews Teachers on the Ground

The host of Democracy Now! Amy Goodman invited Phil Cantor, a strike captain at  North-Grand High School, to talk more about why teachers are striking:

We’re striking for a lot of reasons. If you just see what’s in the mainstream media, all they talk about is that teachers want more money. But that’s really far from the truth. We’re fighting for reasonable class sizes. We’re fighting for wraparound services for our students. I teach in a school with a thousand students; we don’t even have one social worker in that building for most of those kids. So we’re fighting for the education our students deserve in Chicago. We’re fighting against reforms that we see, from the classroom level, are not going to work.

For more about the corporate “deform” agenda, see Stan Karp’s “Challenging Corporate School Reform and 10 Hopeful Signs of Resistance.”

Phil also explained on the show what it means for teachers when their pay is tied to high-stakes standardized test scores.

At my school, I looked at the calendar for the year, and there are about 15 days where students are being tested on standardized tests. These tests are not designed to help the students. Many of these tests are designed because of No Child Left Behind to measure the school. And now, because of Race to the Top and these new reforms, now these tests are being used to measure teacher performance. So what does that mean? It means that rather than planning rich-inquiry, interesting lessons for our students, we have to focus on very specific tested standards in a very narrow way. . .

To give an absurd example, this week I’m supposed to give a district-mandated test to my 9th-grade biology students, who I’ve known for one week, on DNA-to-RNA transcription and translation in protein synthesis. The reason they’re getting this test, on material they’ve never seen before, is so that I can be measured from the beginning of the year to the end of the year. . . . It’s an insane way to try to measure teachers. It’s clearly sort of the business model, the corporate model of people who don’t understand the classroom, saying, “Oh, we’ll test them at the beginning of the year and the end of the year and see growth.” But it’s an absurd sort of test that is not going to work even for that purpose, and it’s certainly not going to help our students.

Read “Neither Fair Nor Accurate” by Wayne Au for more reasons why it’s a terrible idea to link pay to standardized test scores. 

Chicago teachers have worked diligently over the past several years to develop deep ties to parents and the community, and it’s paying off now. Goodman invited local school councilmember and parent Matt Farmer on the show to comment.

I support the efforts of the Chicago Teachers Union in this labor negotiation, because I believe they are fighting to make schools in Chicago better for all kids. The reason I say that is because the mayor talks at length about providing a “world-class education” for Chicago’s kids, but what we know is that the mayor’s kids are getting one at the University of Chicago Laboratory Schools. Why, we should ask, aren’t the reforms the mayor is trying to push through the same as those that are working at the lab school? More art, more music, libraries for kids—those are not the types of resources and classes that we are seeing.

Listen to or read the transcript of the Democracy Now! segment about the Chicago Teachers’ strike.

 Stand in Solidarity with Chicago Teachers

If you want to show your solidarity with the Chicago teachers, start with the National Network of Teacher Activist Groups. They have organized a campaign, Solidarity with Chicago Teachers, where you can find up-to-date information on what’s happening and pledge your solidarity by posting a testimonial; teaching a related lesson; organizing discussions and solidarity from your union, school, or education program; and/or contributing to the CTU solidarity fund.

 Stay Informed

Here are several other articles and resources that we recommend for understanding the struggle, lending your support, and keeping up with developments:

Read Full Post »

by Kris Collett

Our summer issue is out, and many articles are already garnering positive attention.

We’re stoked that our editorial “The New Misogyny” spread on Twitter like wildfire. Thanks to Diane Ravitch for retweeting it to her 30,000+ followers! Read it now to see what the buzz is about.

Our friends at AlterNet and at Common Dreams posted Bill Bigelow’s article “From Johannesburg to Tucson.” I always learn something new about the people’s history when I read Bill’s articles, but it’s his insightful observations that make me pause and reflect on the kind of society I want to leave behind:

“The common denominator in these instances is the disrespect of those in power for students’ capacity to think critically and to take action based on their beliefs. When educational authorities consistently display such slight regard for students’ academic and moral capacities, is it any wonder that they match this contempt with an intellectually thin, idea-poor curriculum?”

The Institute for Humane Education has a very fine blog, Humane Connection. They dedicated a post to a brief review of the issue focusing on two articles they believe embody the principles of humane education.

The National Writing Project shared Linda Christensen’s article with their 7,300 twitter followers. “The Danger of a Single Story” is about an essay writing unit Linda completed with her high school students shortly following the tragic murder of Trayvon Martin.

In addition to directing the Oregon Writing Project at Lewis & Clark College, which takes her into schools all around the Portland area, Linda also teaches a class at Jefferson High School (as a volunteer), where she taught for almost 25 years.

We also dedicated space in the magazine to teacher quality issues, including Stan Karp’s article “Taking Teacher Quality Seriously.”  The article was picked up by the Marshall Memo, a widely read “weekly round-up of important ideas and research in K-12 education.”

These are just a few highlights from the issue. Check out the entire issue, and consider a subscription if you like what you see.  (Use code 5PAYWALL12 for a 15% discount.)

Kris Collett is the Outreach/Marketing Director for Rethinking Schools.

Read Full Post »

As Rethinking Schools’ representative to the National Network of Teacher Activist Groups, I hear a lot of news about exciting organizing (and outrageous attacks on education). Recently, TAG Boston told us that Stand for Children has zeroed in on Massachusetts. That reminded me that last fall, Rethinking Schools published an investigative piece, “For or Against Children? The Problematic History of Stand for Children,” in which authors Ken Libby and Adam Sanchez described how Stand began as a parent-led organization with a progressive agenda, but has become a highly funded weapon in the attacks on teachers and teachers’ unions. I thought our blog readers would be interested in this update by Teacher Activist Group-Boston.

–Jody Sokolower, Policy and Production Editor


Stand for Children is at it again, this time in the state of Massachusetts. The self-proclaimed “independent social justice organization” has been organizing to curtail the rights of teacher unions across the country.

In Massachusetts, their recent and extremely complex ballot initiative, “Great Teachers Great Schools,” is focused on stripping due process rights, silencing the voices of child advocates, and forcing yet-to-be-tested evaluation rules onto school districts. The ballot initiative doesn’t mention children once and it’s quite possible that it will divide parents and teachers instead of bringing them together.

Why would any organization want to do this? After taking a closer look at who is on Stand For Children’s (SFC) advisory board these apparent contradictions make a little more sense.

In Massachusetts, the current board of advisors is composed of members who have more experience with running a business than a classroom. Members include the Managing Director at Spectrum Equity, a private equity firm, and a Vice President of Client Services at KGA who formerly worked for Fidelity Investments. Nationally SFC has received millions of dollars from The Walton Family Foundation, the philanthropic arm of the wealthy owners of Wal-Mart. They have been using their money and influence to lobby legislators all over America and convince them that cheaper, younger, unprotected teachers are good for corporations and good for our children.

Massachusetts is no different. SFC has already started using their cash and clout to collect more than 100,000 signatures in a matter of months. They believe our teachers need to be evaluated aggressively. SFC believes more expensive, veteran teachers who are historically the leaders of our schools shouldn’t be valued for their experience.

TAKING A STAND Members of the Boston Teacher Activist Group, who teach in public schools in and around Boston. The educators warn that a ballot question being pushed by Stand for Children would have a chilling effect on the ability of teachers to advocate for their students.

No teacher would disagree that there’s a need to better our current evaluation system in order to improve teacher quality. In fact, Massachusetts is already implementing a rigorous new teacher evaluation program that has been supported by AFT Massachusetts and the Massachusetts Teachers Association. Why then do voters need to weigh-in on implementing another system before the new one is rolled out?

Good question. It appears that the bill is really about weakening unions and local control. If passed, there is little motivation for school districts and unions to agree on issues of evaluation or possibly, in the future, agree on anything at all. School districts can ask the state to make all final, binding decisions. The result is an attack on unions that undermines collective bargaining, which in turn is an attack on teachers and the young people that teachers care about most.

What’s worse is that even if the initiative does pass, it is hard to see how it can improve our public schools. As Mary Ann Stewart, president of the Massachusetts Parent Teacher Association, explained: “This is a huge distraction from what teachers and parents believe is most needed to help students succeed. We need small class sizes, excellent preschools, support services for at-risk students, and high quality professional development for teachers. Instead, this ballot question gives us more top-down mandates and red tape.” In addition, both associations of Massachusetts principals and the Secretary of Education Paul Reville are opposed to the initiative.

Lastly, and most importantly, this initiative silences the voices of teachers and makes it harder for them to advocate for their students. It weakens protections for teachers and will leave many of them too scared to speak out against the injustices their students face. Without protection, teachers may be afraid to stand up for an English language learner or a special education student who isn’t receiving the supports they deserve. Instead of standing for children, teachers will be forced to stand for silence, regardless of where the children fall.

Read Full Post »

Follow

Get every new post delivered to your Inbox.

Join 844 other followers

%d bloggers like this: