Haunting Words to Inspire Every Teacher By Marilyn Rhames (August 2, 2011)
Back in the days when I had no idea of what was actually required to be a good teacher, back when I was in grad school studying education theory and making foolish assumptions about how to manage students, I walked in on a conversation in a teacher's lounge that would change my life.
I had recently fled—yes I said fled—an elementary school on the West Side of Chicago. My year of student teaching had begun with the principal telling her staff that she hired us because we were physically attractive and that she loved the "green stuff" (gesturing money with her fingertips) and thus would have no problem firing any of us to save her job. She frequently used the P.A. system to spread her tyranny. Once she announced basketball try-outs and bluntly added that students who weren't skilled at the game should not show up. "I like to win," she said.
I shared a class with a mentor teacher who passed out worksheets all day and once responded to an insult from a student by saying, "You're talking about yo' mama." Some days I felt more like a bouncer than a resident teacher because I had to break up fights in the hallways and shout at the top of my lungs to get students' attention in class. I knew that if I were to gain any positive teaching tools, I'd have to go to another school. So after six months, I fled. The split was so messy that I didn't get a chance to say good-bye to my students. I ended up finishing my training at a progressive public school on a different side of the city.
That's when I stumbled in on that life-changing conversation in the teacher's lounge. The chatter was animated. A few teachers were reminiscing about their classroom horror stories at other schools: John dashed out of the classroom ... Sarah threatened to jump out the window, again ... Angel knocked over bookshelves in a fit of rage .... And in my desire to fit in and one-up the last tale, I began to share about the unbelievable dysfunction at my old school. Even though I hadn't yet earned my teaching certificate, I felt like I had earned some stripes. I was persevering to educate the youth despite the insanity within the urban public school system. I was the heroine of the story, fearless and unafraid.
"It happened to them," were the four words that shut me and the other teachers up. "It happened to them, not to you. You tell the stories like it's some kind of entertainment, but it happened to them—the kids. They are the ones who 30 years from now will remember these stories with tears in their eyes."
It was the middle school social studies teacher. He was a demur white man in his late 30s who often wore cardigans like Mr. Rogers. Until then he had kept silent, even as each story gave rise to a higher level of ridiculousness. He went on to explain that he, too, used to complain and feel like the victim until another teacher rebuked him with those words. He felt compelled to pass that wisdom on.
It happened to them: This truth has haunted me for the past eight years I've been teaching. I am only glad that I got set straight early in my teaching career. Some teachers never seem to get it. You know this when their debates about education reform are centered around teacher rights, and not student rights. Teachers' needs are important—I have a mortgage; I have a family; I would like to retire one day—but they are not the core issue. The mission is bigger than us. Educators and policymakers must boil the chatter down to two essential questions: To what degree will this policy enhance student learning and how will we know?
My children attend the school where I teach so I am all the more aware that "it"—whatever "it" is in a school, good or bad—is happening to them. I have to continually raise my expectations for myself, as a practitioner and as a parent. I must think deeply about what I believe, and then advocate for it. I can no longer rely on the teachers' union (if I were still in one) to represent my views and values about education. I must be like that social studies teacher who took a risk and spoke up for what was right. That is the only way anyone has ever changed the world. And that's why I am "Charting My Own Course." (reposted from Marilyn Rhames)
My thoughts and I welcome yours as well - this is the moral purpose and the significance in our daily work as educators .... and especially for those of us creating charter school choice for at risk (At Promise) populations .... This is about them, about what's happening to them and how we can create choices, options and successful outcomes for them.
Showing posts with label charter schools. Show all posts
Showing posts with label charter schools. Show all posts
Tuesday, August 16, 2011
Tuesday, February 15, 2011
Resisting Reform
The California State Legislature is once again a war torn battlefield – at least that is the way it feels to those who consider ourselves among the dedicated foot soldiers of the school choice movement in California.
The first skirmish was played out when new Governor Jerry Brown basically fired all the members of the State Board of Education with education reform interests and replaced them with numerous non-reform minded individuals including a former California Teachers Union lobbyist.
On yet another front, the battle includes the new State Board of Education and a new Superintendent of Public Instruction (Tom Torlakson). The new State Board has communicated that they are starting over on writing the reform-minded Parent Trigger Legislation regulations. Meanwhile Torlakson has stated that he will work with California Assemblywoman Julia Brownley (chairwoman of the Assembly Education Committee) to propose clean up legislation to the Parent Trigger – both Brownley and Torlakson were staunch opponents of the initial Parent Trigger Legislation and both are strongly supported by the teachers unions. Parent advocates are rightfully concerned.
Meanwhile, with less than four days til the deadline to submit bills, of particular concern to charter supporters are the following; AB 360 (Brownley), AB 401 (Ammiano) and AB 440 (Brownley). AB 360 would significantly change the governance model for charter schools; subjecting them to the Brown Act, Government Code 1090 and the California Public Records Act. Ammiano’s proposed legislation would place a 1,450 school cap on charter schools, limit the number of charter schools in a district to 10% and prohibit charter school operators from hiring relatives. Brownley's AB440 has risen from the ashes of last years legislation session. In it she proposes new audit regulatory guidance specific to charter schools, a list of auditors approved for charter audits, allows for the denial of a charter if the operator previously had a charter that was persistently low achieving, was non-renewed or revoked. Within AB440 if a charter school is in Program Improvement* it can be given a shorter charter renewal period, and can take into account at renewal whether a charter serves a similar population to the district as well as changing academic expectations at renewal. (*According to californiawatch.org, over 50% of schools receiving Title 1 funds are in Program Improvement -PI- and by 2013 due to rising accountability measures, 100% are predicted to be in PI)
The backdrop for all of this activity is the prolonged and ongoing pain of a severe state econcomic crisis and a 25 billion dollar state budget shortfall to fill. Ongoing and deep cuts to education have left everyone wounded and searching for every dollar, every resource with which to staunch the bleeding. And this scarcity of resources also pits the traditional education system against the school choice movement.
My opinion – and I welcome yours as well – We are living in unprecedented times. The world as we know it has changed dramatically. A confluence of events from the growth of charter schools and choice, to the Race to The Top initiative, to Arne Duncan and President Obama’s pro-charter stance, to Waiting for Superman and The Lottery – and finally to an Ohio mother being arrested for enrolling her child in a better school than offered in her neighborhood. These are watershed moments creating a momentum of support for charter schools. The traditional system – under mounting pressure and for sheer survival – must and will push back. Now more than ever we must stand strong and united. Be informed and inform others so that we can best be prepared for where and when we are needed stand up for our children, school choice and quality education opportunity.
The first skirmish was played out when new Governor Jerry Brown basically fired all the members of the State Board of Education with education reform interests and replaced them with numerous non-reform minded individuals including a former California Teachers Union lobbyist.
On yet another front, the battle includes the new State Board of Education and a new Superintendent of Public Instruction (Tom Torlakson). The new State Board has communicated that they are starting over on writing the reform-minded Parent Trigger Legislation regulations. Meanwhile Torlakson has stated that he will work with California Assemblywoman Julia Brownley (chairwoman of the Assembly Education Committee) to propose clean up legislation to the Parent Trigger – both Brownley and Torlakson were staunch opponents of the initial Parent Trigger Legislation and both are strongly supported by the teachers unions. Parent advocates are rightfully concerned.
Meanwhile, with less than four days til the deadline to submit bills, of particular concern to charter supporters are the following; AB 360 (Brownley), AB 401 (Ammiano) and AB 440 (Brownley). AB 360 would significantly change the governance model for charter schools; subjecting them to the Brown Act, Government Code 1090 and the California Public Records Act. Ammiano’s proposed legislation would place a 1,450 school cap on charter schools, limit the number of charter schools in a district to 10% and prohibit charter school operators from hiring relatives. Brownley's AB440 has risen from the ashes of last years legislation session. In it she proposes new audit regulatory guidance specific to charter schools, a list of auditors approved for charter audits, allows for the denial of a charter if the operator previously had a charter that was persistently low achieving, was non-renewed or revoked. Within AB440 if a charter school is in Program Improvement* it can be given a shorter charter renewal period, and can take into account at renewal whether a charter serves a similar population to the district as well as changing academic expectations at renewal. (*According to californiawatch.org, over 50% of schools receiving Title 1 funds are in Program Improvement -PI- and by 2013 due to rising accountability measures, 100% are predicted to be in PI)
The backdrop for all of this activity is the prolonged and ongoing pain of a severe state econcomic crisis and a 25 billion dollar state budget shortfall to fill. Ongoing and deep cuts to education have left everyone wounded and searching for every dollar, every resource with which to staunch the bleeding. And this scarcity of resources also pits the traditional education system against the school choice movement.
My opinion – and I welcome yours as well – We are living in unprecedented times. The world as we know it has changed dramatically. A confluence of events from the growth of charter schools and choice, to the Race to The Top initiative, to Arne Duncan and President Obama’s pro-charter stance, to Waiting for Superman and The Lottery – and finally to an Ohio mother being arrested for enrolling her child in a better school than offered in her neighborhood. These are watershed moments creating a momentum of support for charter schools. The traditional system – under mounting pressure and for sheer survival – must and will push back. Now more than ever we must stand strong and united. Be informed and inform others so that we can best be prepared for where and when we are needed stand up for our children, school choice and quality education opportunity.
Thursday, December 30, 2010
Sacred Solemnity - Designing the Future
"One more year is almost past. The year ahead lies before us like a newborn child, pink and new, its history not yet written. And as with a child we must be very careful, for its future will reflect either our wisdom or our lack thereof.....Standing on the brink of a new year, let's feel the joy but also the sacred solemnity of our extraordinary power to design the future." Marianne Williamson
May all of you - from those of you in the trenches of providing quality education choice for children to those in the circle of political influence able to create greater education reform - see the new year as M. Williamson describes it above; with the "sacred solemnity of our extraordinary power to design the future".
Happy New Year!
May all of you - from those of you in the trenches of providing quality education choice for children to those in the circle of political influence able to create greater education reform - see the new year as M. Williamson describes it above; with the "sacred solemnity of our extraordinary power to design the future".
Happy New Year!
Tuesday, September 28, 2010
The Collaboration of Angels and Superman
“Waiting for Superman” has sparked public debate and discourse centered on education reform and America’s children. Thanks to the star power and financial wherewithal of Oprah Winfrey, the documentary film “Waiting for Superman” about the challenges facing America’s education system is now newsworthy and featured in multiple news items, blogs, articles etc. Oprah coincided a discussion of the film with the donation by Oprah’s Angel Network of $1 million each to the following six Charter Management Organizations: The Mastery Charter Schools of Philadelphia,; Aspire Public Schools in California; the Denver School of Science and Technology; the LEARN Charter School in Chicago; the New Orleans Charter Science and Math Academy; and the YES Prep Public Schools in Houston.
Oprah’s show was dedicated to education reform and featured Davis Guggenheim (director of "Waiting for Superman") and Bill Gates (co-director of the Bill and Melinda Gates Foundation). The show highlighted failing school systems, inner city school disparities, mediocre teaching and lack of resources/funding. Those items of concern are universally known and find agreement with most stakeholders. The controversy around “Waiting for Superman” and the Oprah show’s panel is that both appear to suggest that the answer to all of this is to create more quality charter schools.
The movie concentrates on five children: Bianca, in kindergarten, and Francisco, a first-grader, both applying to the Harlem Success Academy; two fifth-graders, Anthony in Washington and Daisy in East Los Angeles; and Emily, an eighth-grader in Silicon Valley. Since most charter schools have limited space, these five children – and the other many children interested in enrolling in impacted charter programs – are subject to a lottery process. It is heartbreaking but a random process is what will decide which child is afforded which opportunity or lack of opportunity.
Education proponent Diane Ravitch, having once stood on the side of charter schools, is now against the creation. She and some others conjecture that charter schools don’t create reform for all but only for a small number and, in fact, hinder the ability of the system itself to successfully reform. The one place I always come back to is this …. When you are making an education decision in the best interest of your son or daughter .. do you want he/she to stay in a behemoth of a broken system until it can figure out how to fix itself – will you sacrifice your child’s shot at a quality education on the altar of long term system reform? I don’t think so. Ask education proponents, teachers, advocates where they send their children …. They aren’t attending failing schools – many in fact attend private school options. Why is this? Because they can afford an option that provides the best benefit for their child and that is what matters to them. Why shouldn’t all parents – even those that can least afford an option – have the same opportunity without being lambasted for destroying a system that is already broken and moving at a snails pace, if at all, to renew itself?
My thoughts – and I welcome yours as well – is that “Waiting for Superman” draws attention to the crisis and to charter schools as part of the solution – not a replacement but an additional resource to the gargantuan task of meeting the needs of all students – Whatever it takes, all students deserve a quality education.
Oprah’s show was dedicated to education reform and featured Davis Guggenheim (director of "Waiting for Superman") and Bill Gates (co-director of the Bill and Melinda Gates Foundation). The show highlighted failing school systems, inner city school disparities, mediocre teaching and lack of resources/funding. Those items of concern are universally known and find agreement with most stakeholders. The controversy around “Waiting for Superman” and the Oprah show’s panel is that both appear to suggest that the answer to all of this is to create more quality charter schools.
The movie concentrates on five children: Bianca, in kindergarten, and Francisco, a first-grader, both applying to the Harlem Success Academy; two fifth-graders, Anthony in Washington and Daisy in East Los Angeles; and Emily, an eighth-grader in Silicon Valley. Since most charter schools have limited space, these five children – and the other many children interested in enrolling in impacted charter programs – are subject to a lottery process. It is heartbreaking but a random process is what will decide which child is afforded which opportunity or lack of opportunity.
Education proponent Diane Ravitch, having once stood on the side of charter schools, is now against the creation. She and some others conjecture that charter schools don’t create reform for all but only for a small number and, in fact, hinder the ability of the system itself to successfully reform. The one place I always come back to is this …. When you are making an education decision in the best interest of your son or daughter .. do you want he/she to stay in a behemoth of a broken system until it can figure out how to fix itself – will you sacrifice your child’s shot at a quality education on the altar of long term system reform? I don’t think so. Ask education proponents, teachers, advocates where they send their children …. They aren’t attending failing schools – many in fact attend private school options. Why is this? Because they can afford an option that provides the best benefit for their child and that is what matters to them. Why shouldn’t all parents – even those that can least afford an option – have the same opportunity without being lambasted for destroying a system that is already broken and moving at a snails pace, if at all, to renew itself?
My thoughts – and I welcome yours as well – is that “Waiting for Superman” draws attention to the crisis and to charter schools as part of the solution – not a replacement but an additional resource to the gargantuan task of meeting the needs of all students – Whatever it takes, all students deserve a quality education.
Tuesday, August 24, 2010
Charter School Proposals: The Good, The Bad and The Ugly
All charter school proposals are not created equal(ly). That applies similarly to developers of charter school proposals. Having been in the California charter school movement for a very long time - I can personally attest to having seen a bit of 'the good, the bad and the ugly'.
Tonight I was at a county board of education meeting where a developer was present to discuss his charter and the fact that the county staff was suggesting the board deny the charter petition. I am a huge proponent of charter schools and the need to create quality charter school options to meet the needs of all children. With that in mind - tonights board meeting was disappointing. The developer was present without community support, addressed the board only on the matter of why he personally deserved to have/run a charter school, and never once advocated for students. He missed the focus of why we create charter schools.
After my initial disappointment, I looked forward to his communication and interaction with the board as staff prepared to present their report. The developer walked out of the room as soon as staff walked up to the microphone. The charter petition was left without someone to represent its concerns and the board was confused and offended by the gesture. At least two board members had prepared questions and communication for the developer and were left without response. Unfortunately, this developers actions influence this boards perceptions of charter school developer/operators.
My thought, and I welcome yours as well - is that each charter and each charter developer (operator) that come into contact with district and/or county boards and staff should be cautious about the legacy they leave behind. As with most battles fought - sometimes you may not win the battle, but the bigger picture is to win the war.
Tonight I was at a county board of education meeting where a developer was present to discuss his charter and the fact that the county staff was suggesting the board deny the charter petition. I am a huge proponent of charter schools and the need to create quality charter school options to meet the needs of all children. With that in mind - tonights board meeting was disappointing. The developer was present without community support, addressed the board only on the matter of why he personally deserved to have/run a charter school, and never once advocated for students. He missed the focus of why we create charter schools.
After my initial disappointment, I looked forward to his communication and interaction with the board as staff prepared to present their report. The developer walked out of the room as soon as staff walked up to the microphone. The charter petition was left without someone to represent its concerns and the board was confused and offended by the gesture. At least two board members had prepared questions and communication for the developer and were left without response. Unfortunately, this developers actions influence this boards perceptions of charter school developer/operators.
My thought, and I welcome yours as well - is that each charter and each charter developer (operator) that come into contact with district and/or county boards and staff should be cautious about the legacy they leave behind. As with most battles fought - sometimes you may not win the battle, but the bigger picture is to win the war.
Monday, July 5, 2010
Presidents Education Reform Efforts vs. Teacher Unions?
On Wednesday of last week Representative David Obey of Wisconsin, the third-ranking member of the House, diverted money earmarked for charter schools, teacher merit pay and the Race To The Top reform initiative to help fund a jobs bill that would offset teacher layoffs. (Note: Obey has been accused of ‘carrying water for the teachers unions’- Newsweek July 2, 2010). In an interesting political play, the anti-layoff money has been attached to a bill funding the war in Afghanistan.
According to Newsweeks’ Jonathon Alter:
The bill passed through the House on Thursday and is now facing certain Republican opposition in the Senate. If Obey and the teachers unions want Senate approval there will have to be a significant tradeoff of some kind. The education reform initiatives are spoken of by President Obama as being some of his proudest achievements. Should the measure get to his desk, he has of course threatened to veto it.
If you want to take action and speak out against this proposal – if you go to the link below it will guide you in sending an email to those legislators involved: https://secure.publiccharters.org/site/Advocacy?cmd=display&page=UserAction&id=523&JServSessionIdr004=37r7by5094.app305b
According to Newsweeks’ Jonathon Alter:
“In January 2009 Obey already reduced Obama’s early reform proposal from $15 billion to $5 billion. That was out of $100 billion in the stimulus bill for education, most of which went to prevent state and local teacher layoffs last year. To simplify the math, Obey wants to cut from the terrific 5 percent of education spending devoted to exciting reform proposals, not the 95 percent that went for other things.”
The bill passed through the House on Thursday and is now facing certain Republican opposition in the Senate. If Obey and the teachers unions want Senate approval there will have to be a significant tradeoff of some kind. The education reform initiatives are spoken of by President Obama as being some of his proudest achievements. Should the measure get to his desk, he has of course threatened to veto it.
If you want to take action and speak out against this proposal – if you go to the link below it will guide you in sending an email to those legislators involved: https://secure.publiccharters.org/site/Advocacy?cmd=display&page=UserAction&id=523&JServSessionIdr004=37r7by5094.app305b
Friday, June 11, 2010
Innovation and Steps to Success in D.C.
Today Anacostia High School’s graduating class will be addressed by first lady Michelle Obama. Anocostia has a troubled history in the D.C. school system: nearly half of its students failed to graduate, it had a reputation for violence, a dismal record of academic performance and it had cycled through four principals in four years. And now? In an innovative new agreement, D.C. Schools Chancellor Michelle Rhee has given the responsibility for academic instruction over to Friendship Public Charter Schools.
While federal guidelines legally mandated the restructuring, the particular partnership and manner was at the direction of Ms. Rhee. Some of the strategies used by Friendship included: teachers had to reapply for their jobs and a majority were released, they created small academies within the school, a school uniform policy was institute, and behavior expectations were enforced. As a result attendance is on the rise and suspensions/expulsion numbers are falling.
Academic performance is still low at Anacostia; but as we have noted in this blog before – real change doesn’t happen overnight – it takes time… and Anacostia is showing signs of real change and now we must give the experiment time to show its ultimate results.
My thoughts – and I welcome yours as well – Ms. Rhee has gotten mixed reviews for her approach on reform in D.C. But this experiment bears review and possibly replication – the partnering of the comprehensive system and quality charter school operators.
While federal guidelines legally mandated the restructuring, the particular partnership and manner was at the direction of Ms. Rhee. Some of the strategies used by Friendship included: teachers had to reapply for their jobs and a majority were released, they created small academies within the school, a school uniform policy was institute, and behavior expectations were enforced. As a result attendance is on the rise and suspensions/expulsion numbers are falling.
Academic performance is still low at Anacostia; but as we have noted in this blog before – real change doesn’t happen overnight – it takes time… and Anacostia is showing signs of real change and now we must give the experiment time to show its ultimate results.
My thoughts – and I welcome yours as well – Ms. Rhee has gotten mixed reviews for her approach on reform in D.C. But this experiment bears review and possibly replication – the partnering of the comprehensive system and quality charter school operators.
Subscribe to:
Posts (Atom)
Posts
