Lisa Donlan on How the WalBloom Administration Fails the Accountability Test

Find the accountability
Lisa Donlan writes:

All that "data" and none on the networks?

....after a first failed experiment of imposing a uniform curriculum, the DoE decided it was not in the teaching and learning business. It decided it was in the business of managing others to handle the teaching and learning.
And I just love this comment.
A great piece of journalism (School Scope in The Wave: A Raucous Hearing at PS 215)  –  insightful, analytically and evocative of all the human emotions and interactions behind the policies and processes!   
----- Lisa Donlan, parent activist, Community Education Council 1 (lower east side)
Hey, I don't toss compliments away, so I appreciate Lisa's comment. (Ignore my lame attempt at humor by using the color "yellow" in the context of her use of the word "journalism.") I've gotten some other nice comments on that piece. (If you read it make sure to watch the video of Walcott getting hot under the collar.)

Aside from printing it for my ego, Lisa brilliantly expands on a minor point in my column about the total lack of accountability of the Networks established by Joel Klein and Dennis Walcott to replace the old geographically defined districts (which still exist in some form and when a stake is put through the heart of mayoral control (despite the UFT's continued support of MC). A school like PS 215 which went from an A to an F with the same staff and administration is being closed while the people running the network which was supposed to monitor and provide support walk away without being held accountable for any of it. Is it possible the branding of so many schools as failures is a failure of a decade of poor management systems?

When, oh when, will the press start paying attention to the role these networks, often loaded with know-nothings and do-nothings, play. Talk about a patronage machine.

I wanted to pick up on something you wrote that I think deserves to be examined and highlighted more often, more consistently and more loudly.


Lots of people ask why nothing was done over the years if there were signs the school was failing. The numerous reorganizations over the years from district to region to network has allowed Tweed to blur the lines of responsibility allowing Lloyd-Bey to shrug.


Not just the Dist Sups get off the hook, as the accountability kick-the-dog routine rolls down the hill from City Hall to Tweed to the individual schools and homes of the students.


We all can recall that the single largest trade off for centralization of power over the schools in the hands of the mayor was to at long last have single point "Accountability".


We all know that "Accountability" has been reduced to: "Boo me in parades", and blaming the victims.


Yet there is one layer of actors that has managed to both actually be accountable and simultaneously invisible, and that is the hidden and nameless/faceless bureaucracy that "supports" the principals and schools, as you point out in your post.


From the old district sups and their staffs, publicly shamed as ineffectual racists, booted out with the schools boards; to the Regions (mostly recycled district employees); to the SSO's and now the CFN's (networks on steroids), there has been no "accountability" and no mention of the great missing link.


By missing link I mean the heart and soul, the nuts and bolts of education, the craft, science and art of teaching and learning- instruction and curriculum.


While Klein and Walcott (let's face it, they were always a team and I suspect still are) reorganized the bureaucracy, hiding it deeper and deeper into the maze of virtual networks, they were also busy ratcheting up the standards.


First it was their own high stakes exams, combined with a few state exams. Then the state took on the task of creating all the exams, and NYC DoE filled in with interim exams.


Next the machine became enamored with value-added algorithms and formulas, as supposed measures of "progress", a never ending series of bell curves of relative competences that stood in for students achievement, teacher quality, principal effectiveness, school progress and many other valuations.


Standards came to mean tests, and tests in turn became the curriculum.


Schools were forced to undertake varying degrees of test prep in limited subject areas to meet the focused goals of the very high stakes tests.


That shell game seemed to be working, until advocates and critics demonstrated just how much the books had been cooked, and how reductionist and absurd the whole game had become.


In response, the educrats have now devised national standards, the "core common standards," a more sophisticated group of expectations that cover greater areas of study, which in the end means more tests, in more subjects, eventually to be administered on-line.


Has anyone else noticed the basic disconnect in this story? The lost thread?


The state/city/feds keep coming up with more and better "standards", which they translate into blunt, inexpensive instruments that are relatively easy to measure, store and analyze.


Yet many schools and students are, over and over, unable to meet those standards.


So the response of the educrats is: to make new standards. Higher standards. More complex standards. Standards in every subject area.


But where is the curriculum that translate the standards into teaching and learning? Everyone is given an x on the map to get to - but no one is getting any directions of how to get there.


Because that map is supposed to be supplied by the Networks!
When schools first selected their School support Organizations they were supposed to select them based on affinities of pedagogy and curriculum, right?


In all the DoE depts is there anyone accountable for curriculum? for teaching and learning?


We don't even talk about the curriculum. Never mind the necessary supports and interventions the networks provided (or failed to provide) to bolster and reinforce the curriculum and its implementation in the classroom.


NYC DoE has a massive legal force, a gigantic accountability office, we have space planners, and folks in charge of Talent, and Portfolios of Learning (creating new small schools/charter schools) but NO ONE is in charge of instruction, pedagogy, teaching and learning!


That is because after a first failed experiment of imposing a uniform curriculum, the DoE decided it was not in the teaching and learning business. It decided it was in the business of managing others to handle the teaching and learning.


Teaching and Learning have since been handed off to the Regions - Boroughs- SSOs and CFNs.


So, if the curriculum and all supports, such as teacher and principal training and development, as supplied by the various Networks, has not been sufficient to get students across the bar, why just keep raising or changing the bar?


Why not look at the supports in place?
Why not evaluate the curriculum, and not just the teachers implementing it?


And why not hold these networks accountable?


We hear about the effects of budget cuts on schools but we never hear how the Networks did or did not distribute those budgets among their schools, how much money was spent on the network itself, what the network is tasked to do and whether or not it did so effectively.


Have we ever looked at their collective school progress report grades? their collective School Quality Reviews?


All that "data" and none on the networks?


Why are all of the school closing hearings about the failure of the school to meet the imposed goals and standards, but there is nary a word about the failure of the Networks to get them there?


Has anyone looked at the rate of failure of schools and the correlation with the various networks?


Could the networks themselves play a part in the school closing game, perhaps robbing Peter to pay Paul, picking the winners to give more resources to, and winnowing off the losers in their own networks?


Who knows, since we can't see them or trace them or learn of their "accountability".


Lisa

Before leaving for the morning, I want to include this Q and A from ICE-mail.

State of the Union(I have lots of video and commentary on a spectacular Saturday in February that drew between 200 and 250 people to a conference on the UFT - are we all crazy or what?)

James Eterno and Jeff Kaufman in their "Know Your Rights" workshop on Saturday reminded me once again how much we need people like them giving even experienced teachers and chapter leaders sage advice. They are always there for people who need advice.

This came in over ICE mail

Subject : [ice-strategy] Question re arbitration hearing on class size
Hi, I received a fax last week stating that I had to appear for a UFT class size arbitration hearing even though there is only one class over regs- a Kgn with 26. I'm supposed to report there in the morning without going to my school first. I get paid for the day. Do I have to appear?


James Eterno responds:
Please go. It is easy and even with one oversize class you establish precedent so they will have a harder time using the exception next year. You probably will not win but if you don't go, you have let them get away with an oversize class and they can do it over and over. You get the time to travel to and from.
 

NY Principals in Revolt on Evaluations

I know. Some of you have revolting principals. But the under-reported story is the revolt by so many NY State principals, including a batch of gutsy ones from NYC, against the Cuomo/Obama/Bloomberg/Tisch/King attempt to railroad everyone into signing on to the evaluation plot. 

Here is an event worth attending at CW Post, Tilles Center, Brookville Campus with Sean Feeney and Carol Burris, two principals that teachers might love to work for.

"More than a Number" Symposium

posted by Sean Feeney 
 
On February 15th at 4:30 pm, Long Island University/CW Post is hosting a panel discussion on whether the NYS APPR system is undermining effective teaching and learning. The panel will consist of principals and professors of educational leadership.  You can request (free) tickets to this event through this link.

Join the more than 1,330 principals and
4,200 other educators and concerned citizens across New York State 

and our country who support our efforts to stop harmful educational practices that are not based in research!
Everyone is welcome to support the paper!

Across New York State, there is growing concern about the direction being taken by the State Education Department. In breathtaking speed, Education officials have made sweeping changes to how our schools operate, how our teachers and principals are evaluated and how our students are assessed.

As building principals, we applaud efforts aimed towards excellence for all of our students. We cannot, however, stand by while untested practices are put in place without any meaningful discussion or proven research. This is why we have prepared an Open Letter of Concern Regarding New York State's APPR Legislation for the Evaluation of Teachers and Principals. Written by two high school Principals — Dr. Sean C. Feeney and Dr. Carol C. Burris — this paper was reviewed and edited by Elementary, Middle School and High School principals. Although this letter had its origins in Long Island, the concerns expressed are shared by educators across New York.  In a very clear manner, this letter states why everyone who cares about schools should be concerned about New York's APPR Legislation. The letter also articulates a better path forward for our schools and students.

Visit the links on the side to read the paper, support the paper and read the research behind the paper. The key to change is to make your voice heard! Be sure to contact your local legislators in order to express your concerns about the APPR legislation.

Southside Town Hall: Stop Eva and Closing Schools - Tues. Feb. 7, 6:30PM

http://scscbrooklyn.wordpress.com/scsc-members/http://scscbrooklyn.wordpress.com/scsc-members/

eng-span.pdf

International Institute for Peace joins forces with UNESCO


The International Institute for Peace (IIP), co-founded by UNESCO Goodwill Ambassador Forest Whitaker, will formally join forces with the Organization on 7 February with the signing of an agreement between UNESCO, the Institute, the Rutgers University in New Jersey, US, and the US government, the UN agency said in press statement here Friday.

It said that the agreement will place the IPP under the auspices of UNESCO.

The agreement to this effect will be signed at UNESCO Headquarters after a press conference with UNESCO Director-General Irina Bokova, Forest Whitaker, Rutgers University Chancellor Philip Yeagle, and the US Ambassador to UNESCO, David Killion.

At the ceremony, video messages of support from Esther Brimmer, the US Assistant Secretary of State for International Organization Affairs, and Okello Sam, the founder of Hope North, a centre for refugees, orphans and former child soldiers in northern Uganda, will also be shown.


School Scope in The Wave: A Raucous Hearing at PS 215

Here is my column published Friday, Feb. 3 in The Wave: www.rockawave.com


A Raucous Hearing at PS 215
By Norm Scott

Video link to the meeting at: http://www.youtube.com/watch?v=NOuvml9CXPA

Despite the fact the NYCDOE holds a closing school hearing for PS 215Q on a Friday night at 6pm (Jan. 13) the auditorium is practically overflowing. I get there late, around 7PM even though I live 15 minutes away. I had been contacted by a reporter I know from the NY Times who borrowed one of their cars to make the trip. I tell her if she comes early I’ll treat her to a glorious Rockaway dinner and drive her there. But she gets delayed at the office and then trapped in a bad lane on the BQE and doesn’t get to my house until 6:30. So dinner goes out the window. We rush over to the school. I drop her off and have lots of trouble finding a spot -- a sign of a big crowd. I park blocks away (I won't go into details of the post-meeting senior moment when I can't find my car). As I walk over, I can hear lots of cheering.

The auditorium is packed. Thank goodness The Wave’s Miriam Rosenberg is there to cover the story and take pictures (see her report last week: Tensions Run High at PS 215 Meeting). Outside the auditorium I run into is Queens Panel for Educational Policy rep Dmytro Fedkowskyj whose votes to defend public education are spotty at best. "Did you hear my statement," he asks? Sorry I missed it. It must have been a wowser. Later I ask if he categorically supports keeping PS 215 open. He says, "I'll examine the facts and make a decision." Okay. Examine what facts? No examining should be necessary when it comes to the failed policy of closing schools and opening replacements in their place – with the sole goal of removing (and blaming) the teachers and administrators (who always manage to land on THEIR feet). PS 215 and Peninsula Prep have legitimate cases for remaining open, as did Beach Channel HS, et al. When will he get it? Oh, I almost forgot. Queens borough president Helen Marshall calls the shots and she backs Bloomberg but will turn Dmytro loose at times since Bloomberg has the votes he needs from his PEP puppets and Dmytro’s vote doesn’t really count for much. My question always comes down to: if your vote doesn’t count, why not at the very least vote to do the right thing all the time?

Inside the auditorium: Surprisingly, Chancellor Dennis Walcott is at the meeting sitting on the dais, trying to show how cool he is (that won’t last). We get there too late for his presentation but later get to hear him throw the bull about how the data shows that PS 215 must be closed.

The place is loaded with lots of emotion and anguish emanating mostly from parents and alumni. One parent makes a powerful statement that actually brings tears to some people’s eyes. She says, “Stop sitting up there and come down here and see what we need…when you mess with a child an angry parent is coming.” She ends by invoking the bible and admonishing the people on the panel that “God is coming.” I’m not religious but I get the shudders. (I included her entire statement in the video).

Teachers speak but try to focus on making the case for the school by emphasizing that the school went from an A to F with the same staff and administration. The variable has been the loss of services. Walcott answers that the school is rated against other schools in the same class and budget and is not keeping pace. He intimates that perhaps the principal did not make good choices in how to spend the money they get. Why believe anything he says at this point? Remember, he may seem to be a new Chancellor, he has actually been behind the scenes of the entire failure of ed policy under Bloomberg since Day One.

Walcott’s tune hasn’t varied for a decade. A building could come down around his ears and he would say nothing's wrong --- think recent ocean liner disaster. Captain Walcott (Schettino) is in charge of a ship that came aground under Joel Klein and is now listing badly while the Captain tells people to go back to their cabins. With this Titanic of a school system they haven’t even supplied deck chairs to move around.

Sitting next to Walcott is Susan Rippe-Hofmann, the principal of PS 215. We will hear her praised and criticized during the evening, with Community Education Council 27 President Coralanne Griffith-Hunter, PTA President Donna Hamlet and a teacher calling for the school admin to be replaced before the school is closed. At one point in the meeting a former PTA president places the blame on Rippe-Hofmann.

There are certainly indications that tensions exist with some parents, though there was much more praise than criticism for her. One teacher tells me the principal seem to be trying to keep teachers out of the battle, telling them to let parents carry the ball because teachers have self-interest. They sure do, facing the hell of being a rootless ATR. Another tells me the principal isn’t really fighting because retirement looms. Or if not she doesn’t want to rock any boats since administrators are taken care of by Tweed after their schools close even if teachers are screwed.

But it is clear from that some teachers are not staying out of the battle, some speaking passionately. Others use data and logic. Later I raise the issue with some as to whether the closing might have something to do with the number of senior, higher salaried teachers working at PS 215. They nod knowingly. There is a lot of emotion – anguish amongst parents, teachers, alumni.

Even the UFT officials from the Queens office seem frustrated, with UFT Borough leader Rona Freiser and chief political officer Dermot Smyth trying to get the floor but being denied by Walcott until they use the magic words that seem to strike fear into Tweedies – Mic Check. Rona gets to ask her question – which after all the hubbub, isn’t very relevant to PS 215. But the UFT is so pissed off it looks to get in a shot at Tweed whenever it can. Walcott responds, as you can see on the video, with a nasty: This is not a UFT chapter meeting.

Also present is District 27 Superintendent Michelle Lloyd-Bey who over the years has always tried to play the “who me” and “don’t kill the messenger” role while slipping in the shiv. Never a favorite of mine. Lots of people ask why nothing was done over the years if there were signs the school was failing. The numerous reorganizations over the years from district to region to network has allowed Tweed to blur the lines of responsibility allowing Lloyd-Bey to shrug.

The meeting ends soon after a major confrontation between an angry parent and Walcott. Lots of finger pointing with Walcott’s cool wearing away. “You never came out here before, so why you came out here now,” the parent says practically getting in Walcott’s face. Things are getting hot before City Councilman James Sanders comes to the microphone (getting lots of boos) to save Walcott. He calms things down but doesn’t take sides. He should.

Quite an interesting evening (see the 13 minute video clip). The next round will be on February 9 when the PEP puppets will vote to close over 20 schools. PS 215 and the local charter school, Peninsula Prep Academy are on that list. PPA had a rally at Tweed on January 26, taking a busload of supporters, followed by a private meeting with Walcott, PPA parent leader Josmar Trujillo and State Senator Malcolm Smith, who set up the meeting, an indication Smith still has ties to the school he founded. Josmar has been a tireless promoter for PPA and having a voice like his with a united school community behind him might just make a difference, especially since charter schools are given favor by the DOE.

Norm blogs regularly at http://ednotesonline.blogspot.com/. Email: normsco@gmail.com


Community Education Council Town Hall on School Closings: Tues. Feb. 7, 6:45PM

Another sign of the Bloomberg control of schools leading to long-missing community action in communities affected, this time in East NY. The next step is to bring all these communities together, something the UFT has the ability to address but is not. And won't. One thing coming up on everyone's radar is the battle against mayoral control. Maybe that's why the UFT won't go there given Mulgrew's announced support for mayoral control as the best system --- for the UFT leadership (not the members).

And don't forget, the 2 UFT charter schools reside in this area, including my old junior high school, George Gershwin, which is on the closing list. (The only school I went to left open right now is PS 190 on Sheffield Ave.) I would charge that they are closing Gershwin to allow the UFT charter to expand but I believe the UFT, embarassed by its 2 co-locos, is getting its own building --- I think in some deal with Christine Quinn for a million bucks --- someone check this out for sure as I'm too lazy right now.

I'm going to try to make this Dist 19 (though I may have similar event to go to in Williamsburg) as I'll be going back to my home town. I grew up at 551 Alabama Ave. just 3 blocks away. I walked this route every day on my way to Thomas Jefferson HS (now closed and a campus) and whenever we took the train. We were a block away from the El and I could hear the trains run all night. Memories!

 
COMMUNITY EDUCATION COUNCIL 19/ TOWN HALL MEETING
DATE: TUESDAY FEBRUARY 7, 2012
 
TIME: 6:45 PM
 
LOCATION: 557 PENNSYLVANIA AVENUE BETWEEN LIVONIA AND RIVERDALE AVENUE
 
TOPIC: EDUCATIONAL FORUM AROUND SCHOOL CLOSINGS AND FORCED TRUNCATIONS IN EAST NEW YORK
 
CONTACT INFORMATION: Erica Perez 1-347-323-1499

Susan Ohanian Asks an Eternal Question

 The Eggplant




Why DID the Chicken Cross the Road?

I. Educationists Know the Answer


  • Because he recognized what I've said repeatedly, we really need to elevate the profession of teaching and you can't win the Race to the top without reaching for the higher bar . . . or road, as the case may be.--Arne Duncan



  • Contrary to the claims of some of my critics and some of the editorial pages, I am an ardent believer in the free market. . . and the right of chickens to cross those roads.--President Barack Obama



  • To listen to Bill Gates makes a speech about what chickens need to do to be successful.--New York Times editorial department



  • To attend a party honoring Michelle Rhee.--Washington Post editorial department



  • To dance a jig at a KIPP coop.--Jay Mathews



  • She wanted merit pay.--Mayor Michael Bloomberg



  • Because cooperation, collaboration and consensus-building are way overrated.--Michelle Rhee



  • To get away from the 8,600 failed coops that live millions of chicks behind.--Chester Finn



  • The chicken wanted to learn its value:
    y = Xβ + Zv + ε where β is a p-by-1 vector of fixed effects; X is an n-by-p matrix; v is a q-by-1 vector of random effects; Z is an n-by-q matrix; E(v) = 0, Var(v) = G; E(ε) = 0, Var(ε) = R; Cov(v,ε) = 0. V = Var(y) = Var(y - Xβ) = Var(Zv + ε) = ZGZT + R--Los Angeles Times



  • Because the more innovative that chicken is, the more money he'll get for his school. We've got to reward good chickens. First, we also have to stop making excuses for bad chickens." --Pres. Barack Obama



  • Because when chickens need more achievement for less money, they have to change where they walk. Unlike Europe, we do very little in this country to measure, develop and reward excellent walking.--Bill Gates



  • When American chickens have the skills and knowledge needed in today's society, our flocks will be positioned to compete successfully in the global economy.--National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)


  • II. Let history be the judge--Karl Marx





  • If a chicken insisted always on being serious, and never allowed itself a bit of fun and relaxation, it would go mad or become unstable without knowing it.--Herodotus




  • He who commands the road has command of everything. Themistocles




  • It wasn't a road; it was a river.--Julius Caesar




  • It wasn't a road; it was a mountain.--Hannibal




  • It wasn't a road; it was a railroad track.--Leland Stanford.




  • It wasn't a road; it was the Atlantic.--Charles Lindbergh




  • Either the road or nothing.--Cesare Borgia




  • Lebensraum.--Adolph Hitler




  • Chickens love to fight. All real chickens love the sting of battle.--General George Patton




  • As a committed anarchist, it jaywalked because the rules of the state are the chief instrument for permitting the few to monopolize the land.--Prince Peter Alekseyevich Kropotkin




  • I have it on good authority that it went to the crosswalk.--Rudi Guiliani


  • III. All chickens by nature desire knowledge--Aristotle



  • A journey of a thousand miles must begin with a single step across the road.--Lao-Tsu




  • Because the road is the noble Middle Path. . .which produces insight and calm, to knowledge and enlightenment.--Buddha




  • Surely every chicken walketh in a vain show.--Psalms




  • It wanted to get out of the Cave.--Plato




  • An irrepresentable, unconscious, pre-existant form seemed to be part of the chicken's inherited structure and could manifest itself in spontaneous crossing anywhere, at any time.--Carl Jung




  • The chicken believed the coop is primarily a social institution and getting out of it the fundamental method of social progress and reform.--John Dewey




  • It was developmentally appropriate for the chicken to do so.--Jean Piaget




  • The bell rang, the chicken walked.--B. F. Skinner




  • Sexual fulfillment.--Dr. Ruth




  • Sexual perversion.--Baron Richard Von Krafft-Ebing




  • Crossing the road was the last taboo of chickendom.--Theodor Reik




  • A rooster cut off from its own mind, cut off equally from its own body--a half-crazed creature in a mad world.--R. D. Laing




  • Because it was lonely and looking for other chickens.--David Riesman




  • We rest when we're dead.--Luis Bunel.




  • A chicken is free the moment it wants to be.--Voltaire




  • A chicken takes its fun where it finds it.--Rudyard Kipling




  • It couldn't go home again.--Thomas Wolf




  • The chicken was looking for what it had lost.--Marcel Proust




  • Because it was All Quiet on the Western Front.--Erich Maria Remarque




  • Because it cursed the commonplace.--E. A. Robinson




  • To begin a long day's journey into night.--Eugene O'Neill




  • Well, I don't know. The mediahave swamped the message, but anyway

    God bless the chicken.

    I loved the way it ran.--John Updike




  • The chicken walks freely in the street

    and sees reality

    and the things it sees

    are bigger than itself

    and the things it sees

    are its reality.--Lawrence Ferlinghetti




  • Because the absurd is only too necessary on earth--Fyodor Dostoyevsky




  • I had the story, bit by bit, from various people, and, as generally happens in such cases, each time it was a different story.--Edith Wharton




  • Among twenty chickens

    The only puzzling one

    Was the one who crossed the road.--Wallace Stevens




  • The chicken

    relieves his noble bowels

    in a desolate field.--Buson




  • A willful beast must go its own way.--Aesop




  • To take a basket of fruit to her grandmother.--Grimm brothers




  • Because she would rather learn from one bird how to sing than teach ten thousand stars how not to dance.--e. e. cummings




  • I don't feel like going into it, if you want to know the truth.--J. D. Salinger




  • Someone must have been telling lies about the chicken.--Franz Kafka




  • So it wouldn't have to say it was sorry.--Erich Segal




  • It was privileged to be invited to a family festival of an upper middle-class flock in full plumage.--John Galsworthy




  • You build it, the chicken will come.--William Kinsella




  • The answer, my friend, is blowin' in the wind.--Bob Dylan




  • My dear, I don't give a damn.--Rhett Butler




  • Colorless green ideas sleep furiously.--Noam Chomsky




  • It wanted to be on the road.--Jack Koureac




  • It is not the answer that enlightens, but the question.--Eugene Ionesco




  • Because it was the master of its fate and the captain of its soul.--W. E. Henley




  • So much depends

    upon a chicken

    seeing a road

    and a path between the

    white lines.--William Carlos Williams




  • I never saw a chicken cross

    I never hope to see one.

    But I'll tell you this

    I'd rather see than be one.--Galett Burgess




  • Every chicken, as long as it does not violate the laws of justice, is left perfectly free to pursue its own interest his own way, and to bring both its industry and capital into competition with those of any other chicken.--Adam Smith




  • That's where the money was.--U. S. Congress




  • The great thing about chickens is they don't talk.--Studs Terkel




  • The Family made the chicken an offer it couldn't refuse.--Mario Puzo




  • A mere forty years ago, beach volleyball was just beginning. No bureaucrat would have invented it, and that's what freedom is all about. That and chickens crossing roads--Newt Gingrich




  • So I could feel its pain.--Bill Clinton




  • Looking for a place to take a nap.--Washington Irving




  • She felt oppressed by the henhouse.--Henrik Ibsen




  • To avoid getting stewed.--W. C. Fields




  • It wasn't a chicken.--J. R. R. Tolkien




  • To get away from its mother.--Philip Roth




  • Her welfare was cut, so she had to stop watching TV and having babies and get a job.--Newt Gingrich




  • Panehllenic synergism.--Aristophanes




  • To hide out.--Frank Perdue




  • It was tired of its cubicle.--Dilbert




  • Because it was there.--Sir Edmund Hilary




  • We are looking at the societal influences that caused the breakup of this perfect family unit, asking the abandoned chicks how they feel.--Oprah




  • Everybody has something to conceal. --Humphrey Bogart, The Maltese Falcon




  • It's hard to be free when you're bought and sold in the market place.--Jack Nicholson, Easy Rider




  • Without deviation, progress is not possible.--Frank Zappa




  • It's better to be out than in. It is better to be on the lam than on the cover of Time magazine.--Nelson Algren




  • What color was the chicken?--The Car Guys on NPR




  • Because it is time to start shoving cement and iron in the opposite direction before the entire nation, before the whole planet, becomes one steaming, stinking, overcrowded high-tech coop.--Edward Abbey




  • You can't stay in your corner of the Forest waiting for others to come to you. You have to go to them sometimes.--Winne the Pooh




  • There ain't no answer. There ain't going to be any answer. There never has been an answer. That's the answer.--Gertrude Stein


  • IV. Hens must try to do things as roosters have tried--Amelia Earhart



  • She crossed because hens have rights too.--Susan B. Anthony




  • She wanted a room of her own.--Virginia Woolf




  • Go ask Alice--Grace Slick




  • She needed to dig her brother's grave.--Antigone




  • That's where the railroad tracks were.--Anna Karenina




  • Her astrologer told her to.--Nancy Reagan




  • To interpret is to impoverish.--Susan Sontag




  • She didn't want to be pigeon-holed.--Ms Magazine




  • She could, therefore she did.--Simone Weil




  • That's where the cocks crowed.--Alfred Kinsey




  • Looking for eggplant.--Julia Child




  • She wanted a cigarette with her vodka and tonic.--Fran Lebowitz




  • It is better to be a lion for a day than a chicken all your life.--Elizabeth Kenny




  • A hen's cold, perverted will.--John Clare




  • Roosters have an unusual talent for making a bore out of everything they touch.--Yoko Ono




  • She was tired of being a sitting duck.--Gloria Steinham



  • V. The Common Core Literature Plan Has the Answer--David Coleman



  • Whan that Aprile with his shoures sote

    Than longen chicke to goon on pilgrimages.--Geoffrey Chaucer




  • To see a world in a grain of sand

    And heaven in a wild flower--William Blake




  • To celebrate itself.--Walt Whitman




  • Looking for Xanadu.--Samuel Taylor Coleridge




  • To get away from the maddening crowd's ignoble strife.--Thomas Gray




  • It was better than sitting in darkness, hatching vain empires.--John Milton




  • The mass of chickens lead lives of quiet desperation--Henry David Thoreau




  • Small things make base chickens proud--William Shakespeare




  • The chicken did not want to go gentle into that good night.--Dylan Thomas




  • Because the road was the one less traveled.--Robert Frost




  • Because it's better to cross with a sober cannibal than a drunken Christian.--Herman Melville




  • A widow hen sat mourning for her love.--Percy Bysse Shelley




  • It didn't.

    Crossed roads are sweet, but those uncrossed

    Are sweeter.--John Keats


  • — Susan Ohanian

    ----------------------
    See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

    UN Alliance of Civilizations Fellowships Available



    The objective of the Fellowship programme is to contribute to enhance knowledge and understanding between peoples and societies from Muslim-majority countries, mainly from the Arab World, and from Europe and North America. The programme creates an opportunity for emerging leaders from these societies to get acquainted with the diverse realities and cultural, political and religious environments of the others.

    A group of 12 young leaders from the Middle East and North Africa visit 3-6 countries in Europe and the States in the U.S and a group of 12 young leaders from Europe and North America visit 3-6 countries in the Middle East and North Africa. The duration of each trip is around 18 days. During their trips, fellows are given the opportunity to meet their counterparts in other regions, and to visit governmental, media, educational, civil society and business institutions.

    Applications must be submitted no later than than 12 February 2012.


    Laura W. Bush Traveling Fellowship


    Application Deadlines:
    • Spring 2012: Monday, February 6, 2012
    • Fall 2012: Monday, September 24, 2012
    • Spring 2013: Monday, February 25, 2013
    The fellowship will help fund a proposal designed by the applicant to conduct brief work in a foreign country related to the mandate of UNESCO – using education, natural sciences, social and human sciences, culture, and/or communication and information to build strong ties among nations.

    The fellowship is intended for American college/university students who express an interest in international collaboration but as of yet had not been afforded many opportunities to travel abroad.

    The length of time for the travel is expected to be between 4 and 6 weeks and should include interaction with individuals from other nations. During his/her travel, the recipient should be willing to participate in public diplomacy events arranged with the pertinent U.S. State Department Consulate, Mission, and/or Embassy.


    IEEE and UNESCO sign partnership to promote engineering education in Africa


    UNESCO and the world’s largest technical professional association, the Institute of Electrical and Electronics Engineers (IEEE), today signed an agreement to implement projects to support the engineering community in Africa.

    The agreement, signed at UNESCO’s Headquarters, outlines initiatives that support the common goal of mobilizing engineering education outreach for both students and educators in Africa, a region both organizations regard as a priority.  The combination of IEEE’s core strengths as a professional association (with the technical expertise of its global membership); paired with UNESCO’s overall objective to mobilize science knowledge and policy for sustainable development, should contribute to the partnership’s effectiveness.


    IEEE President and CEO Gordon Day, who signed the agreement for IEEE said, “Everywhere in the world, quality of life and prosperity depend on the application of technology. “That means that every country needs to have and sustain a strong high-tech workforce. Through this partnership, IEEE and UNESCO will be better able to help countries in Africa and elsewhere do just that.”

    Irina Bokova, Director-General of UNESCO, added. “If engineering’s role is more visible and better understood, more people would be attracted to it as a career. Now and in the years to come, we need to ensure that motivated young women and men concerned about problems in the developing world continue to enter the field in sufficient numbers. It is estimated that some 2.5 million new engineers and technicians will be needed in sub-Saharan Africa alone.”

    The United States’ and United Kingdom’s Ambassadors and Permanent Delegates to UNESCO, David Killian and Matthew Sudders, attended the signing.

     UNESCO and IEEE agreed to collaborate on several projects and initiatives including accreditation programmes, faculty training and initiatives encouraging the participation of women in engineering.

    The State of the Union Video

    If you are heading to the State of the Union, here is a preview.




    http://vimeo.com/36177755

    FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACK Register at: http://stateoftheunionconference-estw.eventbrite.com/

    See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

    Harlem Success Acad After School Activity: Marching Kids Up and Down Stairs For An Hour

    Norm-
    Just spent 20 minutes watching Eva's staff at HSA (redacted to protect personnel from the usual vicious Moskowitz retaliation)  make approx. a dozen kids march two by two down the hallways - back and forth, around and around during Detention. According to the (redacted) they had been at it for an additional 10 minutes and would be continuing for another 30 (as overheard stated by the HSA staffer).

    The children were repeatedly barked orders at and told to keep their eyes straight, not put their hands this way or that etc. I have seen this before on a Friday after school (4:30-5:30pm) as have several others from my school. I understand this to be corporal punishment!!!

    What a disgrace - and DOE touts this as a top school? Supports it at the expense of others! Earlier this week an HSA teacher was seen dragging a student down the hall and shaking him. Will the wonders never cease?



    Hi everyone,


    We have many people from across District 15 that have signed onto the lawsuit against the co-location of Success Academy in the K293 building. But we need more! 


    The lawsuit is centered around how Success Charter Network applied for the charter in DIstrict 13 & 14 with a mission to serve at-risk students, and then illegitimately placed it in District 15 to serve a very different demographic/mission (still we don't want Success charter, in D15 or anywhere else in NYC!). Also, the lawsuit challenges the fact that they would only pay $1 a year to use the space inside the K293 building.

    Signing onto the lawsuit is our last way to show that we're opposed to this unequal and corporate education reform being forced onto the K293 community & District 15 as a whole. Please consider signing on, if you haven't already, by filling out the form (ATTACHED) and call me, Julian (203) 313-2479 ASAP

    Also Very Important!! We need you to join us to announce the lawsuit to the press. Can you be there?

    Entrance the K293 School Building 
    284 Baltic St. between Court and Smith St.
    =>Wednesday, Feb. 8th at 10 a.m.
    PLEASE RSVP to julianvinocur@gmail.com!


    ========
    FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACK Register at: http://stateoftheunionconference-estw.eventbrite.com/

    See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

    Superintendent Luna Listens to Public Testimony on Budget Today

    Superintendent of Public Instruction Tom Luna attended most of the public hearings held by the Joint Finance-Appropriations Committee today.

    Hundreds of Idahoans turned out to voice their opinion on the state’s budget. The vast majority testified about Medicaid and Health and Welfare. Four people testified about public education.

    In the remarks about education, the testimony varied. Penni Cyr, the President of the Idaho Education Association, said she was glad Superintendent Luna’s budget proposal offsets any reduction in salary-based apportionment for teachers and administrators next year. She would like to see these offsets continue in future fiscal years.

    Briana LeClaire of the Idaho Freedom Foundation asked the Legislature to expand choice in Idaho’s education system.

    “Thank you to everyone who came out to testify and voice their opinion today,” Superintendent Luna said. "This is an important part of the republic we live in where everyone has not just the privilege but the right to be heard.”

    Main Aim of Ed Deform? Reduce Cost of Teacher Salaries and Benefits

    Another reason to come to the State of the Union Conf. tomorrow: The UFT refuses to recognize and educate its members as to what is really going on with ed deform.
    Michael Solo from John Dewey HS and I were on a Brooklyn public access cable TV program last night -BRIC- (taped for later showing) discussing the issue of teacher evaluations. I had to race over there after taping a remarkable forum on charter schools hosted by PS 24 with a panel consisting mostly of people who were in our film. About 25 parents came out which was quite impressive. They got an earful. I'll put up the video but right now I am busy finalizing my presentation of the UFT 101 workshop for the State of the Union conference tomorrow (last day to register online).

    Back to the BRIC show. The game plan came into even clearer focus to me as we chatted about removing half the teachers at the schools, only as principal union head Ernie Logan said, to be replaced by low-salaried newbies while the senior teachers are thrown into the ATR pool. The excuse of gaining $55 million in order to spend $180 million to cover the costs of ATRs looks insane.

    But not insane if the long-term plan is to gain a massive reduction in teacher salaries and benefits. Then it all makes sense. We all know that the biggest costs in education are teacher salaries and benefits. Imagine if you could cut salaries in half. And get short-term teachers who will never get a pension. In a decade you could radically restructure the education budget so you can funnel the money saved to your favorite consultants and business partners. Give more to the Joel Klein/Rupert Murdoch tandem at Wireless Generation.

    Bloomberg is a long-term investor. Use the costs of the ATRs to create outrage. Have you noticed the sleazy NY Post targeting on a few teachers? That is just the opening in the campaign. As we get closer to the summer watch Cuomo chime on about the outrage of paying these people and calling for changes in state law allowing them to end LIFO. Just watch that assault. Right now the DOE is spending money on field supervisors for ATRs. Imagine that. Subs being rated. Pleas by to the UFT to get involved result in "But no one was U-rated." Yet.

    And of course, along comes their partners in crime, Teach for America. This morning's blog was triggered by Mark Naison's post below.
    Teach for America and the Transformation of the US into a Low Wage Nation

    More and more, Teach for America seems to be an instrument for union busting by local school districts. Here's the scenario: A local school district is having budget problems. They lay off, or fire veteran teachers, then bring in Teach for America to replace them. The school districts saves millions of dollars in labor costs, short run, and even more money in the long because of reduced pension costs. The students lose because teachers who devoted their lives to their profession, and live in the community, are replaced by sojourners trained for five weeks who rarely stay beyond their two year commitment. But the community also loses because a sector of the local labor force which has decent pay and benefits is destroyed, thereby making it easier for employers in the private sector to keep wages low. Make no mistake about it, union busting, though it may reduce the tax burden on residents of municipalities and states, accelerates the transition of the United States as a low wage nation ruled by a wealthy elite of CEO's and managers. Teach for America, by actively accelerating this transition, is doing deadly damage to the young people it is trying to help by insuring they graduate into a labor force where work opportunities, for all but a small minority, are low paying and insecure. Those young people who seek to become part of this once admirable organization need to very carefully examine what its role in the United States social and economic system is TODAY


    http://withabrooklynaccent.blogspot.com/2012/02/teach-for-america-and-transformation-of.html


     ===========
    FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACKRegister at: http://stateoftheunionconference-estw.eventbrite.com/

    See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

    Eva's PAC gave $10K to Cuomo

    The NY Post goes crazy when they find the UFT gives money to candidates. Why don't we demand public schools get their own PACs to compete with charters?

    Thanks to Leonie Haimson






    =============
    FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACK Register at: http://stateoftheunionconference-estw.eventbrite.com/

    See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

    Angel Gonzalez on AFT/UFT/NEA Collaboration

    Angel lauds the work of Lois Weiner in his email below.

    (Lois will be doing 2 workshops at the SOTU conference:What Does Social Justice Unionism Look Like in the UFT and Pushing Back on Deskilling Teachers' Work.)

    Angel will be making a presentation as part of the UFT 101 workshop I am organizing for the State of the Union this Saturday where he will present a point of view that we both hold that the teacher unions have been collaborationists on much of the ed deform we have seen. I should point out that many critics of UFT policy do not necessarily hold the same point of view. Some think they have just made bad judgements (which can be linked to the lack of democracy and discourse within the union). Others see it as a top-down bureaucracy functioning in their own self-interest. Really, there are elements of truth in all of these.

    But what interests some of us is the ideology behind the UFT/AFT that makes them collaborationists? I mean, what do they have to lose in resistance? I'm not guaranteeing answers on Saturday, but view that as a beginning of opening up dialogues within the UFT/AFT that have been kept under the thumb of Unity Caucus for 50 years. I am proposing that we hold a series of workshops this spring and summer exploring many of the issues we never get to talk about in the union.

    Angel sent this to various listserves:

    Dear Education and Labor Activists,

    Finally! Some fresh, excellent and incisive analysis of the AFT, NEA and powerhouse local UFT sell-out business unionism presented by Lois Weiner at http://newpol.org/node/579. Thank you. Thank you. Thank you, Lois.

    Lois is on point with so much here and hopefully will generate lots of discussion and debate among education, school, labor, parent, community and teacher union grassroots activists.

    It is very timely given that so many educators are rising up to fight back against so many of the disastrous manifestations of corporate neo-liberal assault such as charter-privatization of our public schools, school closings masqueraded as reforms (such as the NCLB/Race to the Top transformations, restart, or turnaround models), the increasing imposition of irrelevant high stakes testing, punitive fraudulent student/teacher/school evaluation methods, merit pay schemes, mayoral dictatorial school governance, etc. etc. etc.

    Many of us are sick and tired of this AFT/UFT/NEA collaboration with the Wall street corporatization/privatization agenda for our public schools, the teacher bashing, and the rapid disappearance of teacher and worker labor rights!

    Here in our NYC UFT/AFT and across the US, within progressive teacher “union” and education groups, activists are searching for ways to transform their school unions and truly build teacher unions that will fight for, and promote the interests of all the sectors of our working class school communities.

    This article indeed contributes toward bridging the analysis gap and can help us rethink and shape our practice accordingly. Hopefully, we can help deepen this critique, analysis and push the debate needed as we develop tactics and strategies in our work to occupy our schools and the bankrupt unions.

    "Educate, Agitate, Organize and Mobilize at all our schools."

    Angel Gonzalez

    Grassroots Education Movement – GEMnyc.org

    FMPR (Puerto Rico Teachers’ Union) Support Committee
    Teacher Unionism Reborn | New Politics
    newpol.org


    FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACK Register at: http://stateoftheunionconference-estw.eventbrite.com/

    See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.

    The World Heritage Convention at Work: Successes and Failures

    UNESCO Director General Bokova's Statement on US funding cut

    Legislating to the Test

    Recently, the Virginia Senate passed a bill that would eliminate the 3rd grade SOL (Standards of Learning) Tests in Science and Social Studies. That means less standardized testing! As a Virginia public school parent, I should be thrilled, right? Not necessarily.

    See my post on this over at The Core Knowledge Blog.

    Charter or Traditional: Making Kids Play Musical Schools Is Wrong

    Here's a composite of conversations I've had with other education folks (and myself) about charter schools:

    Q: @re you in favor of or against charter schools?

    A: Well, I'd rather we didn't feel the need to have them in the first place. I have what I think are valid concerns about segregation, isolation, inequity, and denying appropriate and accessible education to special needs and ELL students.

    Q: Okay, but they're here. Would you rather have them all closed and go back to the structure we had?

    A: No, no. I acknowledge they're here to stay, for the foreseeable future at least. But if their existence is a reality, I'd rather they be community and educator-initiated, under the umbrella of and accountable to the districts and communities where they're located with no profit motive (as Chad Sansing describes here).

    Q: Well, charters sometimes form because the home district is too rigid and too dysfunctional. Look at DC. Charters formed their own system entirely apart from DCPS precisely because they were fleeing the dysfunction of DCPS. Then charters grew in part because people got even more turned off by Rhee-form.

    A: Yes, yes, I understand that. And I understand it's much easier to say, well, make the traditional district better, more responsive, than it is for that to actually happen any time soon. How long must families wait for that to occur? Now I get to ask a question: What happens when charter schools are largely unsuccessful according to the current accountability schemes with the same population the traditional, home district seemed to fail with?

    I'll answer my own question. If we're just going to judge schools' success or necessity according to (in many cases poorly conceived) standardized test scores then it doesn't matter, if they're charter or traditional, we're not going to know how successful or unsuccessful any school is in improving the quality and meaning of the education for the students they are supposed to serve.

    This is why I am against closing charter schools based on test scores, just as I am against closing neighborhood based on test scores. There is so much else to consider. The IDEA Public Charter School in DC serves students at-risk for dropping out. It faces closure. The school has been around for ten years. I've never stepped foot in the school, so I don't know what or how much those students are learning. I don't know if they're getting the best and most appropriate and meaningful education possible under the circumstances. Maybe they are, maybe they aren't. Maybe it should be closed, maybe it shouldn't. But test scores alone most certainly don't tell me that either.

    Just as when a neighborhood school closes, when a charter school that has become a fixture in a community, that the community is largely satisfied with, that fills a need that other schools don't, is closed, it will have a very negative effect on the student population and the community it serves. And what will then replace it?

    Disruption as a goal is not a positive one for education. I don't care what kind of school they're in, kids and their families, especially those with enough disruption, crisis, and loss in their lives already, shouldn't be forced to play musical schools to the tune of "Get Those Test Scores Up." If that's our idea of reforming education, we're in big trouble.


    Reports on New York students walkout and Legacy HS Hearing

    First, a trip to the eye surgeon, lunch and a matinee

    Yesterday my wife had her left eye cataract surgery, 2 weeks after doing her right eye. She now has perfect vision and can see without glasses, which she's been wearing since she is 4. (So she actually can see what she married.) Today we had a follow-up appointment with the eye surgeon to make sure all was well. I originally intended to head back home and go back to the city later for the rally at Union Square and the meeting at Legacy HS tonight.

    But the weather was too perfect -- Feb. 1 and 60 degrees was amazing -- so we walked down to the half price ticket line near Times Sq just to see what was available. We got there before 11:30 and there was no line. And they had Porgy and Bess for the first time (they said) with center orchestra tickets --- really as good seats you can get even in the best circumstances. What is going on here? Is the fact there was no line and perfect tics to a great show an economic indicator?

    Well, we had two and a half hours to kill so we spent a half hour doing our favorite thing --- looking for a restaurant where we could kill at least an hour and a half. We ended up at Joe Allen on restaurant row -- first time we've been there in about 20 years. It is still restaurant week so I had the 3-courser despite my diet. Pulled pork and fries. I won't even get into the details of the brownie covered with vanilla ice cream.

    On the way over we ran into my wife's former boss' wife who was going to the same show with advanced tickets in the mezzanine for probably double what we paid. That makes any show so much more enjoyable. (I am my 94 year old father's son who doesn't enjoy food unless he gets it at a bargain).

    Well the show was perfect --- not the original P and B but a somewhat controversial modified version. I tried to entice my wife to go down for a peek at Union Square but no go. Anyway the tweets from Gotham followed by Leonie's tweets from the Legacy hearing gives a pretty good picture. Do you get a feeling things are beginning to crumble for WalBloom? Not to worry though. They will leave as much destruction as they can before they leave and humpty will not be put back together again.

    First -- Rachel Kromidas just posted a good story at Gotham with a great pic:

    Students from three boroughs protest school closure policy


    Here are her tweets:


    GothamSchools

    Juan Pagan, a Legacy parent, plays guitar at the closure protest.
    GothamSchools

    Students from CUNY and Hunter College have joined Legacy. No sign of more high schools, but Gompers, Lehman and Irving are expected to show.
    GothamSchools

    "These are the schools that are closing," students chant, unrolling a banner list of closure and turnaround schools.
    GothamSchools

    An supporter is teaching students how to do a . The call back is: "We are the school, we deserve a chance."
    GothamSchools

    The throng of students gathers on Union Square steps, while police officers, activists and park-goers look on.
    GothamSchools

    Last night a handful of Legacy students sat in Irving HS for its closure hearing. "We are all a community, we support them," one told me.
    GothamSchools

    student organizer estimates 300 from Legacy are here. "I don't get it, why are they closing the school?" X-ing guard at 5th and 14th asks.
    GothamSchools

    crowd of Legacy students are walking toward Union Square protest. line stretches almost the length of block. Some chant: Save Our Schools.
    GothamSchools

    Students from Legacy High School for Integrated Studies are gathering outside their Union Square school.

    Leonie from the hearing:

    leonie haimson

    New principal of legacy only has1 yr of data; how can DOE evaluate her leadership or Schl progress?
    leonie haimson

    Speaker quinn's rep reads letter signed also by congressman Nadler state sen Duane & AM Glick asking Doe to keep Schl open
    leonie haimson

    Mark Sternberg says not happy to be at closing schls hearing
    leonie haimson

    Someone calls out Doe is low performing why don't we shut u down?

    From Jaisal Noor (look for his video in a few days).Across the country cuts to education are threatening programs and services. Texas school officials say arts and culture programs could get hit after lawmakers approved a $4 billion drop in public education funding. And in Los Angeles, the city’s long-running Adult Education program - which serves many from the city’s immigrant and low-income communities - could be virtually wiped out if a current budget proposal is approved. But the cuts are also prompting action. In New York, high school students have called for a city-wide walkout today to protest the latest round of school closings and budget cuts. Community News Production Institute Reporter Jaisal Noor visited some of the schools taking part and brings us this report.

    Listen here.

    Download audio file


    -----------
    FEB. 4- STATE OF THE UNION: TIME TO FIGHT BACK Register at: http://stateoftheunionconference-estw.eventbrite.com/ See Norms Notes for a variety of articles of interest: http://normsnotes2.blogspot.com/. And make sure to check out the side panel on the right for important bits.