tag:blogger.com,1999:blog-37143221742900509032024-02-08T04:00:43.663-08:00Students?FirstAnonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.comBlogger133125tag:blogger.com,1999:blog-3714322174290050903.post-41966404867132613432012-06-09T14:37:00.000-07:002012-06-09T14:37:12.301-07:00Close the US Education Quality Gap (By a faker)<a href="http://www.studentsfirst.org/blog/entry/close-us-education-quality-gap">Rheelink</a> <i><b>NOTE</b>: This is <b>NOT </b>by <a href="http://zhaolearning.com/" target="_blank">Yong Zhao</a>, but by Yukong Zhao. Was this intentionally misleading? I wonder.</i><br />
<blockquote class="tr_bq">
<a href="http://2.bp.blogspot.com/-lhT0Kz-_eZU/T9PBJPvEksI/AAAAAAAANYo/x5NR2SM9mLE/s1600/yukong.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="100" src="http://2.bp.blogspot.com/-lhT0Kz-_eZU/T9PBJPvEksI/AAAAAAAANYo/x5NR2SM9mLE/s320/yukong.png" width="80" /></a>
<i>Yukong Zhao is the Director of China Business Development of
Siemens Energy Inc. Zhao is a father of two school-age children. They
live in Orlando, Florida. (Note: This article only represents the
personal viewpoints of Mr. Zhao, not those of his employer, Siemens
Corporation.)</i><br />
<br />
About two years ago, the National Bureau of Economic Research
proclaimed the recession officially over in the summer of 2009. But
today, the US unemployment rate is still at 8.2%. This high
unemployment rate again illustrates our fragile economic recovery. It
also underscores the importance of closing our educational quality gap
with high-performing economies. Our economic troubles are rooted much
deeper than just in the housing bubble before 2008. They are also
largely attributed to rising global competition and declining US
competitiveness, in particular educational quality.<br />
<br />
In the middle 20th century, the US used to be the manufacturing center
of the world, which created a robust and affluent middle class.
Starting in the 1970s, the US started to face global competition from
Japan, South Korea, Taiwan, Hong Kong, Singapore, China, Mexico,
Indonesia, Vietnam, and other emerging economies. Over the last three
decades, the US has lost 40%, about 8 million of its manufacturing jobs,
partly due to global competition and partly due to productivity gain.
Moreover, in the last decade the advancement of telecommunication and
information industries has created a borderless service platform. It
leads to significant service job outsourcing: call centers, computer
troubleshooting, etc., that exacerbate the loss of middle class jobs in
the US.<br />
<br />
We need to recognize that it is not viable for the US to regain most of
these job back in particular those labor intensive ones. The right
structural change for the US is to design and produce more products and
services with high knowledge contents, such as iPhones, IT systems and
engineering services. That is the only way for Americans to sustain and
improve our living standard because these types of jobs create more
value and are highly paid.<br />
<br />
However, our educational problems are holding us back. Our public
schools fail to produce students who are ready to compete in this global
economy. According to 2011 ACT test results, only one out of four
participants (high school graduates) met four key benchmarks and is
ready for college. Internationally, U.S. students rank at the bottom of
the pack in math when compared to their global peer and towards the
middle of the pack in reading and science, far behind education leading
countries including Shanghai, China, Finland, South Korea and Singapore.<br />
<br />
In order to restore the American education leadership, it is essential
for our policymakers, teachers and parents to understand and learn from
the world’s leading nations in education.<br />
<br />
Like many other first generation immigrants who have cross-culture
educational experiences, I clearly appreciate strengths of the American
education system but also see the urgency with which we need to make
improvements in many critical areas. It is imperative to close our
educational quality gap with world’s leading nations in order to avoid
economic decline.</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-648039579224997622012-04-05T15:38:00.000-07:002012-04-05T15:38:06.997-07:00Bringing Effective Teachers To Struggling Schools (Or, Yet Another Way To Ignore Poverty)<a href="http://www.studentsfirst.org/blog/entry/bringing-effective-teachers-to-struggling-schools">Rheelink</a><br />
<blockquote>
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<i>Rebecca Sibilia is the Director of Fiscal Strategy for
StudentsFirst. She is a former state education Chief Financial Officer,
and has worked with Congress, Venture Capital Funds, and community based
organizations to create, fund and implement school choice programs.</i><br />
<br />
The Institute of Education Sciences (IES) (hyperlinked to:
http://ies.ed.gov/) released a new study today on the US Department of
Education's Talent Transfer Initiative (TTI) implemented in five states.
This was an important pilot program related to techniques that
districts can use to bring effective teachers to traditionally hard to
staff schools. In this program, seven districts within five states
participated in a pilot that offered $20,000 over two years to the
district's most highly effective teachers willing to transfer to its
lowest performing schools. The figure below illustrates the hypotheses
regarding the impact of the program:<br />
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<a href="http://www.studentsfirst.org/page/-/images/blogs/NCES_teacherincentiveprogram_figure.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="" border="0" src="http://www.studentsfirst.org/page/-/images/blogs/NCES_teacherincentiveprogram_figure.png" style="border-style: solid; border-width: 0px; height: 365px; margin-top: 5px; width: 500px;" /></a></div>
The report has three critical findings:<br />
<ol>
<li>
Pay-based incentives work to attract quality teachers to low performing schools;</li>
<br />
<li>
The incentive program provided additional experienced and effective
educators to low-performing schools that had historically relied on
first year teachers to fill over one-fifth of all open positions.; and</li>
<br />
<li>
These teachers were more likely to provide mentoring to other teachers in their new school.</li>
</ol>
All students deserve a highly effective teacher. This is why
StudentsFirst strongly supports the use of pay-based incentives to
reward qualified teachers, particularly those willing to take on
additional responsibility, such as serving in hard-to-staff schools, or
in hard-to-staff subjects. The fact that this program is found to be
successful in that mission should be a lesson to policymakers and
district administrators alike--elevating the teaching profession through
teacher salary incentives can better equalize the quality of education
for all of our students.<br />
<br />
Stay tuned for the next phase of the report, which will study the student achievement results of the program!<br />
<br />
Click here for the full report: <a href="http://ies.ed.gov/ncee/pubs/20124051/pdf/20124051.pdf" target="_blank">http://ies.ed.gov/ncee/pubs/20124051/pdf/20124051.pdf</a></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-50383089354545866842012-03-28T12:36:00.000-07:002012-03-28T12:37:50.128-07:00Laser Focus On Students (Or, We'll Focus On Something Else, Actually)<a href="http://www.studentsfirst.org/blog/entry/laser-focus-on-students">Rheelink</a><br />
<blockquote>
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<i>StudentsFirst member Percilla Ortega taught middle school in East Palo Alto, CA before pursuing her goal to educate some of our most underserved youth on a larger scale. To take on the challenge, she founded DesignED, which works to educate students trapped in the criminal justice system.</i><br />
<br />
March 23, San Jose Mayor Chuck Reed, Santa Clara County Board of Education Superintendent Charles Weis, Sacramento Mayor Kevin Johnson and StudentsFirst CEO Michelle Rhee hosted a discussion on education in San Jose as a part of the California Listening Tour - jointly sponsored by the California Mayors Education Roundtable and StudentsFirst.<br />
<br />
The hosts began the night by describing the current state of education:<br />
<ul>
<li> Superintendent Weis described the dire need for innovation in Santa Clara County to ensure all students receive the education they deserve.</li>
</ul>
<ul>
<li> Mayor Johnson described the urgency of reforming education to prepare our students to compete in a global economy, as California educates one out of every eight students in the nation.</li>
</ul>
<ul>
<li> Former D.C. Schools Chancellor Rhee emphasized the level of expectations needed to put students first and reminded the community of her level of relentless commitment to transform the life trajectories of our students currently victimized by the atrocious achievement gap.</li>
</ul>
Michelle Rhee's laser focus on students - the idea that every decision and every policy must focus on what is best for the student - provided a clarifying framework for the discussion. The audience raised many topics including effective teacher retention, the importance of the social and emotional aspects of a student's development, and parent engagement. Rhee's responses demanded systematic change, requiring a need for a national movement to both close the achievement gap and to just always put students first regardless of their educational opportunities. Listening to Rhee engage with our community of students, parents, educators, politicians, and stakeholders reminded me of a quote: "Its not about what ideas and values you stand for. It's about where you stand and who you stand with." We all value excellent schools, but we must stand with the student and push for their interests as the primary focus.<br />
<br />
Rhee inspired me to disregard the politics involved in the education reform debate and even within my own professional focus -- to educate the most underserved students in our country. I will keep Rhee's resilience as a reformer close to heart because, "Change becomes necessary when your present condition is unacceptable."<br />
<br />
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<a href="http://www.studentsfirst.org/page/-/email/StudentsFirst-San-Jose-Event_atl.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="158" src="http://www.studentsfirst.org/page/-/email/StudentsFirst-San-Jose-Event_atl.JPG" width="320" /></a></div>
</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-27385572485518785872012-03-21T14:01:00.000-07:002012-03-21T14:01:54.450-07:00Examining Effective School Leadership (Or, We Still Think Poverty Is An Excuse, But Now At Least We Are Admitting Leadership Sucks)<a href="http://www.studentsfirst.org/blog/entry/examining-effective-school-leadership/" target="_blank">Rheelink</a><br />
<blockquote>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-eZCD6vN3h80/T2pBLMbaItI/AAAAAAAAM1o/4ra5ZbtU3fo/s1600/nithya.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-eZCD6vN3h80/T2pBLMbaItI/AAAAAAAAM1o/4ra5ZbtU3fo/s1600/nithya.jpg" /></a></div>
<i>Nithya Joseph was program analyst and manager in Washington, DC government before joining StudentsFirst over a year ago. In her current role at StudentsFirst, she is a senior policy analyst and writer.</i></blockquote>
<blockquote>
Bookstores are full of texts about effective leadership and biographies of legendary leaders. This is no surprise - effective leadership is key to any successful organization; and schools are no exception.<br />
<br />
Anecdotally, there is no end to the stories an educator or a parent can recount about the impacts, both negative and positive, a principal has on a school, its students, its culture, and its entire staff. We rarely see a great school without a great principal. But while there is a wealth of studies on the importance of teacher quality, until recently there has been very little written about the impact of principal quality.<br />
<br />
Recently, researchers Gregory Branch, Eric Hanushek, and Steven Rivkin, released a working paper with the National Bureau of Economic Research, which looks into the impact of principal effectiveness on schools. Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals presents three main findings that provide important implications for policy-makers.<br />
<br />
A few quick highlights of the findings include:<br />
<br />
Trends in teachers exiting a school are related to principal quality.<br />
<ul>
<li>Teachers have a higher transition rate in schools with the least effective principals, no matter the level of school poverty.</li>
</ul>
<br />
<ul>
<li>More effective teachers tend to stay at schools led by high quality principals.</li>
</ul>
<br />
<ul>
<li>There are large levels of teacher turnover in grades with low levels of student achievement, when there is a high quality principal.</li>
</ul>
<br />
In the highest poverty schools, both higher and lower quality principals are more likely to exit.<br />
<ul>
<li>Many lower quality principals who leave positions at high-poverty schools transition to other schools.</li>
</ul>
<br />
<ul>
<li>The majority of high quality principals who leave high-poverty schools leave the profession altogether.</li>
</ul>
These findings have important policy implications. First, high quality principals are able to retain effective teachers. Principals should be evaluated on both their ability to raise student achievement across the school, but also their ability to attract, develop, and retain effective teachers.<br />
<br />
Second, we must put into place programs to retain high quality principals at high poverty schools. Principals should be rewarded based on their effectiveness – their ability to develop and retain effective teachers and to raise student achievement.<br />
<br />
Third, principal evaluations must identify and support ineffective principals. The research shows that while ineffective principals have a high turnover rate at high poverty schools, they are likely to move to another high poverty school. We have to stop this cycle of ineffective leadership.<br />
<br />
Lastly, the findings support the argument that principals should have real decision-making power over the hiring and placement decisions of their teaching staff. High quality principals move ineffective teachers out of their schools. If we want more effective leaders, we need to give them the decision-making power to build their own effective teaching teams.<br />
<br />
Principals, just like teachers, are critical to student success; they are equally as essential to their school and teachers’ success. High quality principals have the potential to transform schools and communities. Let’s advocate for policies that will identify, retain, reward, and empower these leaders.<br />
<br />
<a href="http://www.studentsfirst.org/policy-agenda/entry/principal-evaluations" target="_blank">Click here to read the StudentsFirst Policy Agenda on Evaluating Principal.</a></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-76184953260445358402012-03-20T14:02:00.000-07:002012-03-20T14:02:21.376-07:00What about principals? (Or, Let Me Make Some Unsupported Claims)<a href="http://www.studentsfirst.org/blog/entry/what-about-principals/" target="_blank">Rheelink</a><br />
<blockquote>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-1bqp8XL0BME/T2jwIK3xDKI/AAAAAAAAM1A/q3553iKwQVE/s1600/Michele+Jamke.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-1bqp8XL0BME/T2jwIK3xDKI/AAAAAAAAM1A/q3553iKwQVE/s1600/Michele+Jamke.jpg" /></a></div>
<i>Michelle Jahnke is a 2011-12 StudentsFirst Teacher Fellow. She
has taught for 25 years in a rural school district at the elementary,
middle school and high school level and has focused on at-risk learners.
She is now Dean of Students at a high school.</i><br />
<br />
A conversation about school reform inevitably leads to a discussion
regarding the importance of effective teachers. Research finds what many
intuitively know -- that the teacher is the most important in-school
factor in ensuring student learning. However, what is often not
discussed is the role of an effective principal in relation to student
achievement.<br />
<br />
As an educator of twenty-five years, I’ve seen my fair share of
principals. Like my colleagues, I have witnessed the transformative
power an effective principal can have on a school.<br />
<br />
A former principal of mine comes to mind when I think of an effective
leader. This principal had a vision for our school and built a
collaborative culture amongst the entire teaching staff that allowed us
to develop goals together in moving toward that vision. He set up teams
of teachers that would work together to attain a set of goals. He
developed a timeline for when the teams were responsible for completing
and turning in products that reflected our achievement. He was positive
and supportive of our staff, finding solutions to problems when they
arose. When the goals were attained, we celebrated our shared success.<br />
<br />
Of course, when this principal first suggested changes, several of us
were uncomfortable and skeptical. But through his clear expectations
and collaborative approach, he managed to build a transformative culture
within our school. In the end, the principal and the school were
successful in large part because the staff felt that our school leader
was committed to our school’s success and was supportive of us to make
it through the changes that needed to occur.<br />
<br />
Research has shown a correlation between an effective principal and
student learning. Ask any educator or parent if this is true, and there
would be no end to the number of stories they could recount about how
essential a principal is to a school’s success. The leadership of a
school affects its entire culture and influences the teachers, who in
turn, impact student learning.<br />
<br />
With the positive wave of accountability and focus on student
achievement, the role of the principal is even more critical now than
ever before. Teachers today are being asked to educate <i>all</i> students to <i>high</i>
levels of learning. This requires a new way of thinking and a new way
of schooling. Because no single teacher has all the knowledge and all
the skills to reach all the students, teachers can no longer work in
isolation, but instead need to collaborate to guarantee every child a
great education. The principal is no longer a manager of learning, but
an active participant in this new environment.<br />
<br />
As we understand and appreciate the critical role a principal plays
supporting teacher success, we have to develop accurate ways to evaluate
and hold principals accountable, just as we do for our students and
just as we do for our teachers. As these evaluations are developed,
several important factors should be considered. We should measure the
ability of the principal to set a culture of high expectations and to
put into place clear procedures and support to make sure that all
students reach high standards. Student achievement growth, as measured
by standardized test scores, must be a significant component of any
principal evaluation.<br />
<br />
We must evaluate the principal’s ability to serve as an instructional
leader. Principals must be able to support teachers by developing
action steps and product outcomes. Along with each new step, the
principal demonstrates his or her support by attending the meetings and
working with the teachers to overcome any obstacles. This includes
providing time during the school day for teachers to meet. The principal
demonstrates the importance of the new procedures through ongoing
communication and various checkpoints along the way. Teachers feel
supported through the change process by a leader who communicates
regularly, learns along with the teachers, and provides clear targets
and goals and the support and resources to help.<br />
<br />
Lastly, any evaluation measuring principal effectiveness must include
a principal's ability to identify teacher leaders and work to build
leadership capacity. The principal is no longer <i>only</i> a
visionary or manager; today he or she must be both. Principals must be
able to develop their teaching force through recruiting great teachers,
supporting and developing teachers to continually improve, and utilizing
excellent teachers to serve as role models and leaders in the school.<br />
<br />
To help increase student achievement we <i>do</i> need effective
teachers. However, we also need effective principals that will set the
wheels in motion for sustainable change. The principal is a key factor
in the school reform effort and no reform effort can survive a
principal’s indifference or opposition.</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-38731141065915127512012-03-15T17:55:00.000-07:002012-03-15T17:55:35.829-07:00I Stand With Connecticut (All Alone!)<a href="http://www.studentsfirst.org/blog/entry/i-stand-with-connecticut/">Rheelink</a><br />
<blockquote>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-kJyR1LMtH20/T2KPR87FPzI/AAAAAAAAMwo/p846-eMc1BM/s1600/rhee.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-kJyR1LMtH20/T2KPR87FPzI/AAAAAAAAMwo/p846-eMc1BM/s1600/rhee.png" /></a></div>
<i>Michelle Rhee is Founder and CEO of StudentsFirst, a national
grassroots movement working to defend the interest of children when it
comes to education policy. Prior to founding StudentsFirst, Michelle
served as Chancellor for District of Columbia Public Schools were she
implemented comprehensive reforms which put the interests of students
first.</i><br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><img alt="Michelle Rhee on the steps of the Connecticut State Capitol" src="http://studentsfirst.org/page/-/images/blogs/michelle_rhee_ct_capitol.jpg" style="margin: 5px auto;" title="Michelle Rhee on the steps of the Connecticut State Capitol" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Bullshit</td></tr>
</tbody></table>
Yesterday,
I stood on the State Capitol steps with parents, community leaders and
educators from across the state of Connecticut to call on pubic
officials to improve Connecticut’s schools.<br />
<br />
Surprisingly, Connecticut has one of the highest achievement gaps in
the country. Low-income 8th graders are more than 3 years behind their
wealthier peers in math and African-American 8th graders are more than 3
½ years behind white 8th graders. This is unacceptable.<br />
<br />
Those attending the rally were there to put a stop to this injustice.
I was inspired by the energy and determination of those at the rally to
break away from the status quo that has been failing so many of
Connecticut’s students.<br />
<br />
We have got to change the way we think about education in Connecticut
and start putting into place policies and programs that will close the
achievement gap and make sure that every Connecticut child has a great
teacher and a great school.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://p.twimg.com/An-CWGKCQAA_cvf.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://p.twimg.com/An-CWGKCQAA_cvf.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Actual Turnout</td></tr>
</tbody></table>
I applaud Governor Malloy’s efforts. He supports a bill being
considered in the legislature that would be a significant step forward
in providing a great teacher for every student by establishing a
meaningful teacher and principal evaluation system which is tied to
student achievement growth. The bill also reforms teacher tenure so
that it is a way to reward effective teachers rather than a way to
protect ineffective teachers.<br />
<br />
I hope that in addition to this bill, the legislature passes other
reforms that empower parents to take action if their children are not
getting the education they deserve.<br />
<br />
The quality of our children’s education should not be based on their
zip code or the color of their skin. Connecticut citizens are standing
together to stop this civil rights violation currently taking place in
their state.</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-66477022666311011602012-03-14T13:27:00.002-07:002012-03-14T13:27:54.631-07:00The "Education Opportunity Gap" (Or, We're Nearing The Truth)<a href="http://www.studentsfirst.org/blog/entry/the-education-opportunity-gap?utm_medium=socialmedia&utm_source=StudentsFirst&utm_campaign=edopportunitygap&utm_content=socialmedia">Rheelink</a><br />
<blockquote>
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<i>Nithya Joseph was program analyst and manager in Washington, DC
government before joining StudentsFirst over a year ago. In her current
role at StudentsFirst, she is a senior policy analyst and writer.</i><br />
<br />
<i>Halli Bayer is a former middle school English teacher who now serves as as Policy Analyst for StudentsFirst.</i><br />
<br />
Education is a civil rights issue. Every American child deserves the
right to a quality education. The bad news is a new study shines a
disturbing light on the racial disparities that exist today regarding
children’s education opportunities. The good news is there are things
we can do to address the injustice.<br />
<br />
The Office for Civil Rights (OCR) of the U.S. Department of Education
released new data that bring a renewed focus on glaring racial
inequalities we know exist for minority students. The study is based on
a wide range of demographic and academic factors self-reported by
schools, covering approximately 85% of our country’s students.<br />
<br />
Unsurprisingly, the study shows stark contrasts between the education experiences of students of different races.<br />
<ul>
<li><b>Access to High-Level Classes</b>: There is significant
racial disparity in access to high-level math and science courses such
as physics, Algebra II, and calculus. For example, 82% of the schools
with small numbers of Latino and African-American students offer Algebra
II, compared with only 65% of the schools serving high numbers of
African-American and Latino students.</li>
<br />
<li><b>Student discipline</b>: African-American and Latino
students are over-represented in every type of discipline measure,
including suspensions, expulsions, arrests, and referrals to law
enforcement.</li>
<br />
<li><b>Grade repetition</b>: While African Americans represent
16% of the 6th through 8th graders in the sample, they represent 42% of
the students who repeated one of those grades.</li>
<br />
<li><b>Teacher Equity</b>: The study shows that schools
serving the most African-American and Latino students are nearly twice
as likely to employ first and second year teachers and their teachers
are paid $2,251 less per year on average than their colleagues in the
same district at schools serving the fewest Latino and African-American
students.</li>
</ul>
These findings, while not unexpected, serve as a sober reminder that
this country is not fulfilling the promise of the American Dream to our
youth. There is no silver bullet to address these issues, but there are
policies that we know can address and mitigate these inequalities,
particularly with regard to teacher quality.<br />
<br />
Numerous studies show that the first few years of a teacher’s career
are the only years where teacher experience significantly affects
student achievement levels. And yet, nationwide, teachers with only one
to two years of experience are twice as likely to serve in schools with
higher populations of African Americans and Latino students. Moreover,
as a result of the lock-step teacher salary scales, these teachers are
paid significantly less than teachers in schools with lower enrollments
of African American and Latino students.<br />
<br />
This begs the question - given the achievement gaps that persist in
this country, why are we not making every effort to attract the most
effective teachers to our schools with are most underserved populations?<br />
<br />
We need to break away from lock-step salary schedules and staffing
policies that are based on seniority and implement policies that are in
the best interest of the students. We know that rewarding effective
teachers who are willing to teach in struggling schools with higher pay
and ending seniority-based layoffs will help address the racial
inequities that currently exist. This is where we have the tools to
change the status quo.<br />
<br />
It is tragic fact that over forty years after the Civil Right
Movement, we are literally able to predict a child’s chances of facing
certain disciplinary actions at school, retention rates, and access to
various high level courses, by the color of his or her skin. While we
cannot draw conclusions about the root causes for these trends based off
this data alone, we must continue to rely on findings like these to
serve as hard evidence for demanding a public education system that
serves all students- regardless of who they are and where they come
from- with the same and consistent access to opportunity, rigor of
instruction, respect and high expectation.<br />
<br />
<a href="http://www2.ed.gov/about/offices/list/ocr/docs/crdc-2012-data-summary.pdf" target="_blank">Find the full study here</a></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-9356579174478993662012-03-08T14:23:00.001-08:002012-03-08T14:25:40.803-08:00Rheediculous!<a href="http://www.studentsfirst.org/blog/entry/michelle-rhee-says-ridiculous/?utm_medium=social-media&utm_source=StudentsFirst&utm_campaign=blog-ridiculous&source=social-media">Rheelink</a><br />
<blockquote>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-0VyXZfof1_s/T1kxMHonDlI/AAAAAAAAMuU/Op9RQ1X3KCg/s1600/hari.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-0VyXZfof1_s/T1kxMHonDlI/AAAAAAAAMuU/Op9RQ1X3KCg/s1600/hari.png" /></a></div>
<i>Hari
Sevugan is StudentsFirst’s Vice President of Communications. Prior to
coming to StudentsFirst, Hari served as the National Press Secretary for
the Democratic Party, Senior Spokesman for the Obama-Biden 2008
campaign, and school teacher at IS 143 in Washington Heights, New York.</i><br />
<br />
The Huffington Post <a href="http://www.huffingtonpost.com/2012/03/06/super-tuesday-states-2012-education_n_1324676.html" target="_blank">posted an article</a>
recently on the fact that education has been virtually absent from the
debates surrounding the Republican presidential primaries. In fact, the
article cites an analysis by <a href="http://www.guardian.co.uk/world/2012/feb/16/gop-debates-questions-journalists" target="_blank">The Guardian</a> which showed that only 1% of presidential debate questions have addressed education. <a href="http://www.studentsfirst.org/pages/about-michelle-rhee" title="Michelle Rhee of StudentsFirst">Michelle Rhee</a> is quoted in the article:<br />
<blockquote>
Michelle Rhee, the former chancellor of Washington, D.C.
Public Schools who now heads the advocacy group StudentsFirst, has also
taken notice. The lack of focus on education is "ridiculous," she said.</blockquote>
<blockquote>
"What people are failing to recognize is that we are not
going to be able to ensure that our economy recovers in the long term
and that this country regains its position in the global marketplace
until we fix our education system," Rhee continued.</blockquote>
Michelle referenced StudentsFirst 1 million+ members who are going to
want to hear where political candidates stand on improving our nation’s
public schools.<br />
<br />
Michelle also spoke with Fox Business News about her disappointment
in the Republican primary candidates failure to address education reform
issues thus far in the campaign. Michelle spoke about some of the
issues that the candidates should be focusing on -- including choice and
accountability -- rather than what she noted is a "ludicrous" focus on
getting rid of the Department of Education. Watch Michelle in the brief
clip below:<br />
<br />
<br />
<center><iframe allowfullscreen="" frameborder="0" height="259" src="http://www.youtube.com/embed/KlGgydo8ARE" width="450"></iframe></center></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-44966347230632021902012-02-24T12:26:00.000-08:002012-02-24T12:26:28.737-08:00Empowering Teachers To Drive Change (Change They Don't Want, Need Or Condone)<a href="http://www.studentsfirst.org/blog/entry/empowering-teachers-to-drive-change/">Rheelink</a><blockquote>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-dsGqBqb4SMA/T0fyFmNq6VI/AAAAAAAAMrQ/QOwfOS26buA/s1600/abby.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-dsGqBqb4SMA/T0fyFmNq6VI/AAAAAAAAMrQ/QOwfOS26buA/s1600/abby.jpg" /></a></div>
<i>Abby Parker was a teacher in Baltimore and education program
manager for both non-profit and government agencies in Washington, DC,
before joining StudentsFirst last May. In her current role as National
Manager, Teacher Outreach she works with teachers across the country who
want to advocate for change. </i><br />
<br />
Most teachers across the country have concerns about the state of
education today. They are troubled with the injustice they see between
different schools in the state. They are bothered by the information or
lack of information they receive from the district. They need more
meaningful support and professional development to improve. They want to
be engaged in the changes taking place. As StudentsFirst’s National
Manager of Teacher Outreach, I have the privilege of working with
teachers all over the country and I know that teachers have powerful
feedback and solutions to the current problems.<br />
<br />
Teacher voices are key to meaningful change. From Michigan to
Pennsylvania to California to Minnesota, I am humbled by the commitment
of teachers I work with who spend time after a long day in the classroom
to help tackle the problems they see with education today. Despite the
daily challenges, from lack of supplies to managing classroom behavior,
and handling relationships with parents and administrators, these
teachers are discussing and advocating for real solutions to improve our
schools. They are seeking, developing and leading opportunities to be
involved in a student-centered movement that promotes excellent teaching
and elevates the profession.<br />
<br />
This level of interest and commitment has encouraged us at
StudentsFirst to start teacher networks. Led primarily by teacher
leaders and engaged teacher members across the country, the networks
provide opportunities for teachers to connect with others that feel the
same way, learn more about local and state issues, share information
about state advocacy efforts, address issues they have experienced for
years, and create actionable next steps. These teachers are advocates
for students, schools, and the communities they serve. The potential of
this network across the country, the impact it could have on students,
is truly mind-blowing. We hope to empower these teachers with tools and
opportunities to lead the discussion and advocate for policies that will
ensure a quality education for every child.<br />
<br />
The connection I see, between all of the teachers involved, is not
only an unwavering belief that all students have enormous potential, but
also a deep dissatisfaction with the current system, and a desire to do
something to change it.<br />
<br />
If you are one of these teachers, I hope you will reach out and join us.</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-34768608496688289942012-02-14T12:21:00.000-08:002012-02-14T12:27:42.885-08:00A Teachers 1,501st Decision (To Support Students First? Really?)<a href="http://www.studentsfirst.org/blog/entry/a-teachers-1501st-decision/">Rheelink</a><br />
<blockquote>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-gKc940BYgzM/TzrB6wFXPmI/AAAAAAAAMp0/jnGwh6aSROc/s1600/Gina.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-gKc940BYgzM/TzrB6wFXPmI/AAAAAAAAMp0/jnGwh6aSROc/s1600/Gina.png" /></a></div>
<i>Gina Wickstead is a StudentsFirst Teacher Fellow and currently
teaches at Aki Kurose Middle School in Seattle where she has been for 8
years. She also serves as a staff developer in her building and site
supervisor for student teachers. In addition Gina is working this year
with The Center for Strengthening the Teaching Profession on the New
Millenium Initiative to ensure students come first when policies are
made in Seattle Schools.</i><br />
<br />
<a href="http://www.teachervision.fen.com/classroom-management/new-teacher/48351.html" target="_blank">Research states</a>
that “the average classroom teacher will make more than 1,500
educational decisions every school day.” Along with these important
decisions teachers make every day, there are many more to be made while
grading papers, lesson planning, leading after school activities, and
researching how best to serve the children we teach every day. With the
sheer volume of decisions made impacting student outcomes, who better to
be involved in educational change than teachers?<br />
<br />
But too often, teachers’ voices are not a part of policy discussion.
Throughout my nine years of teaching, I have had multiple conversations
with my colleagues about things we were unhappy with and wanted to
change. No one outside of the administration in our building was asking
our opinions on policies that were affecting us. Many of us felt changes
in education were being done to us, not with us. <br />
<br />
Then one day I got an email from an organization called <a href="http://www.cstp-wa.org/" target="_blank">The Center for Strengthening the Teaching Profession (CSTP)</a>.
It stated that they wanted teachers to be part of a teacher leader
cadre in Seattle. We would meet once a month and would choose a topic we
wanted to work on. Then we’d provide our recommendations to
policy-makers.<br />
<br />
The CSTP experience was so empowering and gave me a clear example of
how teachers could participate in policy decisions. I wanted to
continue to help teachers be involved with educational change and was
selected to be a Teacher Fellow for StudentsFirst. As a Fellow, I bring
a teacher’s perspective to the StudentsFirst Policy Agenda to help
shape the reforms that StudentsFirst members are fighting for
nationwide. In addition, I serve as a leader for other teachers who
want to have a voice when it comes to education policy decisions.<br />
<br />
As part of the Fellowship, I started a StudentsFirst Teacher Network
in Seattle. Through this network, I meet with like-minded educators who
want to make a difference in our community and state. We have discussed
why we want to be involved in educational change and have come up with
ideas for an action plan based on our discussions.<br />
<br />
My hope for the Students First Teacher Leader Network is that
teachers feel a sense of empowerment and that our perspectives help
drive education policy decision-making. Teachers need to have a forum
in which we can talk openly about educational topics that are important
to us. The mud slinging going on between different educational
organizations is not productive. Teachers need to lead the conversation
by deciding what we can agree on and then advocating for common-sense
solutions at the school, district and state level.<br />
<br />
We teachers are at the helm of the classroom every day, relentlessly
working to best serve our students. We have a unique perspective on how
policy decisions affect our students, our classrooms and our school. We
are the ones who make those important 1,500 decisions every day and we
must get involved to make even more. If you are a teacher, make your
1,501st decision today and get involved.</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-53957035959091601512012-02-09T13:50:00.000-08:002012-02-09T13:50:09.915-08:00Connecticut Students Have Only One Shot (So Let's Shoot 'Em!)<a href="http://www.studentsfirst.org/blog/entry/connecticut-students-have-only-one-shot/">Rheelink</a><br />
<blockquote>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-CevVZyblt-Q/TzQ-2uCXoAI/AAAAAAAAMo0/_NbwtlF88hg/s1600/milly.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-CevVZyblt-Q/TzQ-2uCXoAI/AAAAAAAAMo0/_NbwtlF88hg/s1600/milly.png" /></a></div>
<i>Milly Arciniegas is former President and current active member of
the Hartford Parent Organization Council (HPOC), a coalition of 48 PTOs
at public schools throughout the city of Hartford. She is also the
mother of 2 boys educated in Hartford public schools.</i><br />
<br />
As a mother of two boys educated by Hartford public schools -- one a
current student and one a former student, I know first hand of the
challenges faced today by parents, teachers and district leaders as we
try to provide a quality education for all Connecticut students.<br />
<br />
We have an enormous achievement gap in this state -- perhaps the
highest in the nation. The difference in academic achievement between
groups of students -- particularly between low-income minority students
and their wealthier white peers -- is staggering and unacceptable.<br />
<br />
Our kids only have one shot at a quality education. We cannot wait
another year to make changes -- change must occur now. It is critical
that the state step in with some clear policies that help ensure that
every child gets a quality education.<br />
<br />
That is why I’m so excited that StudentsFirst has come into the state
of Connecticut to help organize and support the 13,000 StudentsFirst
members in the state and work with groups like HPOC and CHIPSA to make
sure new laws are passed this legislative session that will drive
meaningful change in our local schools.<br />
<br />
One of our highest priorities is to implement rigorous and meaningful
teacher evaluation systems across the state. Teachers obviously play a
huge role in the education of our students. But without rigorous and
meaningful teacher evaluations, we often lose some of our best teachers
and we let teachers that need improvement flounder with no support.
This is unfair to our kids – every kid deserves a great teacher.<br />
<br />
I look forward to working with StudentsFirst members in the coming
months to make sure that the state of Connecticut gets on the right
track so that no more students lose their one chance at a quality
education.</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-46050636381931637712012-01-10T12:59:00.000-08:002012-01-10T13:10:51.578-08:00An Anomaly Occurred At Students First!!From <a href="http://stephrrivera.wordpress.com/2012/01/09/theres-more-beneath-the-rainbows-and-butterflies-of-education-reforms-than-i-thought-my-take-on-studentsfirst-movement/#comment-10">Stephanie Rivera</a>, who thought twice after reading about our concerns about StudentsFirst. Stephanie is a great example of someone who actually does the work before forming an opinion. Good for her.<br />
<blockquote><b>Phew. That was intense.</b><br />
<div style="text-align: left;"><i>It’s currently 3:04AM and I just spent the past 2 hours trying to understand why people were attacking <span style="line-height: 24px;"> </span><span style="line-height: 24px;">StudentsFirst’s (an </span>educational reform movement) <a href="http://www.facebook.com/StudentsFirstHQ">Facebook</a> Page. I discovered SF a few days ago and briefly reading its purpose, I immediately thought–this is exactly what I need to take part of. I was planning to send in my application as a Campus Director tomorrow. Then this happened.</i></div><div style="text-align: center;"><i><br />
<a href="http://stephrrivera.files.wordpress.com/2012/01/screenshot_19.png"><img alt="" class="alignnone size-medium wp-image-307" height="100" src="http://stephrrivera.files.wordpress.com/2012/01/screenshot_19.png?w=300&h=100" title="studentsfirst" width="300" /></a></i> </div></blockquote><blockquote>To begin, <a href="http://www.studentsfirst.org/" target="_blank">StudentsFirst</a> was founded in 2010 by <a href="http://www.studentsfirst.org/pages/about-michelle-rhee" target="_blank">Michelle Rhee</a> who is now the CEO. She’s done some fantastic and inspiring work for education. She taught with <a href="http://www.teachforamerica.org/" target="_blank">Teach for America</a>, “created a Youth Cabinet to bring students’ voices into reforming the DC Public Schools,” and founded The New Teacher Project (TNTP). Evidently, I found her phenomenal, how could anyone attack her and this movement? </blockquote><blockquote>So when I was just skimming through SF’s facebook page, a comment by user “Tee Eff Tee,” (Acronym for The Frustrated Teacher) caught my eye.<br />
<blockquote><b>“Wow Amy, with so many silly statements, and erroneous ones, you’d think you would want to learn about the topic before posting.</b><br />
<b>SF is NOT a good cause. They are causing damage. Damage you don’t see, for some reason I will refrain from speculating on.”</b></blockquote>I immediately thought, this guy doesn’t have a real name, he’s just a guy with no life attacking an incredible cause. Yet, then I saw more posts from him. They weren’t anything thoughtless either, there was clear effort. It caught my attention when one SF supporter wrote, “<b>And what do YOU do to make an education change in our system?” </b>And TFT replied: “<b>I left the classroom. I started a blog. I helped with the SOS March. I work with kids with special needs the schools won’t or can’t work with. I interview people on internet radio about education reform</b>.” </blockquote><blockquote>Obviously I do not have real proof that his statement is legit, but he does in fact have a <a href="http://networkedblogs.com/sqJQ7" target="_blank">blog</a>. </blockquote><blockquote>Anyway, these lashing outs from supporters and non-supporters went on for over 55 comments on almost every post on SF’s wall. I was questioning to myself, <i>“Is all I know a lie? There’s no way, this guy is just a fraud. But what if he’s not? I can’t apply or support something I have misconceptions about.”</i> Then finally I decided, enough is enough of these biased opinions. I’ll do the research myself and make my opinion on that.<br />
I watched her “<a href="http://www.youtube.com/watch?v=qpdIQXq2FsI" target="_blank">Save Great Teachers</a>” video which I think had a lot of great points. Yet, of course, comments stating her statistics were wrong and other attacks were not hard to find. </blockquote><blockquote>I read their Mission Statement, Michelle’s Bio, basically everything that could give me a clearer idea. I downloaded SF’s <a href="http://www.studentsfirst.org/page/-/StudentsFirst_Policy_Agenda.pdf?nocdn=1" target="_blank">Policy Agenda</a>. Read the first two pages and was ecstatic she was pushing for better training of teachers and better evaluations. Finding the flaw was a puzzle, I just kept thinking, “<i>I don’t understand, where are these people finding a reason to attack her?”</i> I went back to the FB wall in an attempt to find a more clear reasoning, but this time it wasn’t an attack from TFT, instead a teacher. Take a look for yourself: </blockquote><blockquote><i> (I know it’s lengthy, so in a nutshell, he is basically questioning where in SF’s movement do they address critical issues in our education system)</i> </blockquote><blockquote><img alt="" class="wp-image-290 aligncenter" height="478" src="http://stephrrivera.files.wordpress.com/2012/01/screenshot_17.png?w=414&h=478" title="SF Comment" width="414" /> </blockquote><blockquote>There are about 50 more comments like these that address issues that StudentsFirst fails to address such as the problem with our nation’s emphasis on test scores, he writes,<br />
<blockquote>“The current environment in public schools has devolved to a test-score grind-house…Consequently, students are missing important experiences that…would give students a window onto the world around them thereby informing them and giving critical life experiences that are foundational to developing an ability to evaluate, discriminate, and critically think about problem solving.”</blockquote>In addition asking how this will fix the achievement gap between those in lower socio-economic statuses. Although I understand this topic can get one with a lot of passion heated, this one made me say “ouch” out loud in this attack to <a href="http://www.facebook.com/l.php?u=http%3A%2F%2Fwww.studentsfirst.org%2Fblog%2Fentry%2Fcollege-students-organizing-to-support-reform%2F&h=TAQGiMzCYAQEw3FrfWD1hl81bVrvw0gJwPLuMJ6t85G8O8Q" target="_blank">George</a>, an Ohio State Campus Director for StudentsFirst.<br />
<blockquote>The question to you, George, is why you support predominantly low-income children of color being taught by TFA (Teach For America) teachers when research shows they would be better off if those teachers had more training before they’re put in front of that particular classroom. Consider that that middle class white school districts and elite private schools probably wouldn’t hire someone unproven and with only five weeks of preparation you must consider there’s a reason why TFA teacher are in Compton, California, and not in Beverly Hills. In our society it’s OK for low-income black and Latino children to have inexperienced teachers with only five weeks of training. That would never fly in wealthier and whiter school districts.</blockquote>With about 20 more comments by others and 3 days later, Dave wrote:<br />
<blockquote>“<b>George – Do you have any answers to my questions? Are you reading the posts? Or is it that you can’t reconcile the conflict in your heart.</b>“</blockquote>Personally, I think that statement may have taken it too far.<br />
<b>So my final say on StudentsFirst?</b> I’m not too sure yet. I will say it has excellent intentions, but it fails to address serious and primitive issues we have continued to ignore for too many years. Moreover, this definitely open my eyes and made me realize I cannot take on reform in such a simple manner. Looking back now, I can’t believe I was about to apply for such a serious position without completely researching the facts. I just thought, “Oh, educational reform? It must be legit then!” I guess it’s good I learned this lesson now than later, though. </blockquote><blockquote>Of course I am excited that so many people are taking action and care for better education. But I am still new to the complexity of reforms and social change. I can’t rightfully make judgement on something I do not fully understand, so for now I will just continue to advocate the issues I believe need to be addressed. Because in the end, were all fighting for essentially the same thing.<br />
<i><b>What are your thoughts on this reform?</b></i></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-37262259234567944832012-01-06T12:44:00.000-08:002012-01-06T21:25:49.268-08:00StudentsFirst Claims One Million Members (Are They All Dicks?) And A New Graphic (Updated)<div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-gzIguO0HjmE/TwfXKRR_1eI/AAAAAAAAMWw/WcS4x6Nv8ks/s1600/million+fuck+you.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="299" src="http://1.bp.blogspot.com/-gzIguO0HjmE/TwfXKRR_1eI/AAAAAAAAMWw/WcS4x6Nv8ks/s640/million+fuck+you.PNG" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"></div>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-29644968316276360502011-12-30T17:03:00.000-08:002011-12-30T17:06:55.000-08:00College Students Organizing To Support Reform (Even Though We Don't Really Know What That Means. We're Too Young And Inexperienced)<a href="http://www.studentsfirst.org/blog/entry/college-students-organizing-to-support-reform/">Rheelink</a><blockquote class="tr_bq"><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-91ojplTPJIs/Tv5ew1WjywI/AAAAAAAAMVw/pM01w-20Vf4/s1600/georgehornedo.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-91ojplTPJIs/Tv5ew1WjywI/AAAAAAAAMVw/pM01w-20Vf4/s1600/georgehornedo.jpg" /></a></div><a href="http://4.bp.blogspot.com/-O3feqyOHYwU/Tv5e4OPCYiI/AAAAAAAAMV8/4LP0TKk0C3c/s1600/zak_newman_80x100.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-O3feqyOHYwU/Tv5e4OPCYiI/AAAAAAAAMV8/4LP0TKk0C3c/s1600/zak_newman_80x100.jpg" /></a><em>George Hornedo is currently a junior at Cornell University and has taken a semester off to intern at the White House. George joined StudentsFirst because he believes we need to create a more equitable public education system for all children.</em><br />
<em> </em> <br />
<em>Zak Newman is currently a junior at Yale University. During his last spring break he shadowed an 8th grade teacher in in Hartford’s inner city. During that time, he noticed that she had very little support or feedback about her work. Zak believes that a great education is key to ending poverty and we must support teachers to have a quality education system.</em><br />
<br />
We came to StudentsFirst as interns last year because we both believed that every child deserves a quality education and we knew there were many things standing in the way of that. When we started, we realized that there was a critical group underrepresented in the reform movement: college students. Every day, we read letters from students wanting to get involved and wanting to make sure all young people get the same opportunities to go to college that they had. As recent graduates of our nation’s K-12 system, college students have especially strong and insightful views on improving public education.<br />
<br />
With this in mind, we launched <a href="http://www.studentsfirst.org/pages/campus-director">StudentsFirst on Campus</a> in October at Cornell University to a packed crowd of more than 500 students and community members. The campus outreach arm of the organization, StudentsFirst on Campus is an opportunity for college students across the country to work with this bipartisan grassroots movement on their campuses.<br />
<br />
The <a href="http://www.studentsfirst.org/meet-the-directors">Campus Directors</a> have accomplished so much since the launch last October. In just two short months, our four Campus Directors have organized 25 events across the country with local and national partners, brought in more than 1,000 new StudentsFirst members and have become leaders in education in their communities.<br />
<br />
For example,<br />
<ul><li>At The Ohio State University, Campus Director Justin Schulze, organized an “<a href="http://www.studentsfirst.org/blog/entry/studentsfirst-on-campus-recruiting-the-great-teachers-of-tomorrow/">Innovative Pathways to Teaching Fair</a>” for students to learn about teaching opportunities available to them from Teach for America and various teaching fellowships.</li>
</ul><ul><li>At Morehouse College, Campus Director Jonathan Wall hosted a <em>Waiting for Superman</em> screening with other student groups to introduce people to some of the issues behind this movement.</li>
</ul><ul><li>At Cornell University, Campus Director Geoffrey Block helped organize the StudentsFirst on Campus launch, during which Michelle Rhee spoke to a packed crowd at her alma mater about the need for college students to get involved in education reform.</li>
</ul><ul><li>At the University of San Diego, Campus Director Mariko Peshon helped organize the first stop of the StudentsFirst California Listening Tour in which Michelle Rhee heard what southern Californians had to say about the policies and practices working for and against kids in their communities.</li>
</ul>With the spring semester coming up, we’re looking to bring on more dedicated and passionate students to the StudentsFirst on Campus team. <a href="http://tbe.taleo.net/NA1/ats/careers/requisition.jsp?org=STUDENTSFIRST&cws=1&rid=70">Campus Director applications</a> are available now and are due on Friday, January 16. We believe that the next generation of education leadership will put an end to income and race-based gaps in student achievement. We hope that you will help carry that vision forward.</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-71970330363100054012011-12-28T23:26:00.000-08:002011-12-28T23:26:34.882-08:00New Study Shows Need For Academic Accountability With Charters (Also, New Study Shows Need For End To Money In Politics)<a href="http://www.studentsfirst.org/blog/entry/new-study-shows-need-for-academic-accountability-with-charters/" target="_blank">Rheelink </a>(<a href="http://www.facebook.com/StudentsFirstHQ/posts/327108393974831" target="_blank">FB</a>)<br />
<blockquote class="tr_bq"><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-k77q8zZGx0Q/TvwUudoMTiI/AAAAAAAAMVk/YwL6r8KT8t0/s1600/official+sf+3.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-k77q8zZGx0Q/TvwUudoMTiI/AAAAAAAAMVk/YwL6r8KT8t0/s1600/official+sf+3.PNG" /></a></div>According to a <a href="http://www.edreform.com/wp-content/uploads/2011/12/CER_FINALClosedSchools2011-1.pdf" title="Charter School Academic Accountability Study from Center for Education Reform">new study</a> from the Center for Education Reform, though 15% of charter schools have historically closed since 1992, only 3% have closed for academic poor performance. <a href="http://www.huffingtonpost.com/2011/12/21/charter-schools-closure_n_1164104.html" title="Huffington Post: Charter Schools Rarely Closed For Academic Performance: Report">Reports the Huffington Post on the study</a>:<br />
<div style="padding-left: 30px;"><br />
</div><div style="padding-left: 30px;"><i>In nearly two decades, only 3 percent of charter schools have ever been closed for underperforming, according to a new report released Tuesday.</i></div><div style="padding-left: 30px;"><br />
</div><div style="padding-left: 30px;"><i>The Center for Education Reform, a pro-charter advocacy group, traced charter-school closures since 1992 in what it called the "first-ever national analysis" of its kind. It found that 15 percent of 6,700 charter schools have been shuttered, and 18 percent of those closures were attributed to academic underperformance. Other prevalent reasons charter schools were closed include financial deficiencies (41.7 percent), mismanagement (24 percent), district-related issues and facilities problems.</i></div><div style="padding-left: 30px;"><br />
</div>While the report identifies key levers of accountability – such as the charter quality measures StudentsFirst members and allies <a href="http://www.huffingtonpost.com/2011/12/20/charter-schools-accountability_n_1159036.html" title="Huffington Post: Charter School Proponents Focus On Accountability In Word If Not In Deed">recently pushed for in Michigan</a> – it also should serve as a clear call for greater academic accountability and quality measures. The information presented shows a startling low number of charters being closed for poor academic performance. While we know that many charters deliver particularly outstanding results in difficult circumstances – and that charters typically do as well as public schools – not all charters are performing at the same high levels we expect for our kids.<br />
<br />
In Michigan, we proposed requiring charter authorizers to close bottom-performing schools, to require annual reviews and parental notification of performance, and to create pathways and incentives to allow high-performing charters that are doing a great job educating our kids to replicate and expand. StudentsFirst members will continue to push for these important reforms. This coming year, we hope that Michigan legislators – and leaders across the country – will do more to ensure academic accountability in schools serving our kids.</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-26415302060959550512011-12-14T14:09:00.000-08:002011-12-14T14:09:13.652-08:002011 Impact -- Our Member Annual Report (A report about Rhee's member?)<a href="http://www.studentsfirst.org/blog/entry/2011-impact-our-member-annual-report?utm_medium=facebook&utm_source=StudentsFirst&utm_campaign=20111214fbannualreport&utm_content=taffacebook&source=20111214fbannualreport&subsource=taffacebook">Rheelink</a><br />
<blockquote><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-z52-X-3CKr8/TukeWuGmYFI/AAAAAAAAMT4/0d7m4QK0z_k/s1600/rhee.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-z52-X-3CKr8/TukeWuGmYFI/AAAAAAAAMT4/0d7m4QK0z_k/s1600/rhee.png" /></a></div>One year ago we launched on Oprah with a vision: To <b>transform America’s schools</b> through building a <b>national grassroots movement</b> of parents, teachers, students and concerned citizens who demand change.<br />
<br />
<img alt="U.S. education standing in the world" height="346" src="http://studentsfirst.org/page/-/images/Dec%202011%20Annual%20Report/usa-is-falling-behind.jpg" style="border: 0px initial initial; float: right; margin: 5px;" width="350" />We had a core belief that <b>every child can learn</b> and that equal access to a quality education is a civil right. But the stats show that we are failing our kids: two-thirds of fourth graders are unable to read and American students rank 25<sup>th</sup> out of 34 developing countries in math.<br />
<br />
Outdated policies have to change in order for every child to have the opportunity to succeed and for our country to be competitive in the global economy. However bucking the status quo isn’t easy – the only way to create lasting change is to tap into hopes of the American people who share the belief that we can ensure the right to high quality education for every child when we put students interests first – <b>change will only occur from the ground up. </b><br />
<br />
This year we are proud to announce that within the coming weeks, we are projecting our grassroots movement will reach the <b>one million member mark.</b> Our members come from every state and include teachers, parents, principals and school board members. They are Democrats, Republicans and Independents; they are union members and corporate executives. And they range in age from middle school students to grandparents.<br />
<br />
<img alt="States and policies" height="252" src="http://www.studentsfirst.org/page/-/images/Dec%202011%20Annual%20Report/pointsfrombrochure.jpg" style="float: left; margin: 5px;" width="400" />Through their organizing, our members have passed over <b>50 new policies in 7 states </b>impacting the education of <b>8.7 million students. </b> These policies include implementing meaningful teacher evaluations, ending the practice of laying off the best teachers under last-in-first-out (LIFO), expanding public charter opportunities, and empowering parents to turn around failing schools.<br />
<br />
In <b>Nevada</b>, for example, our members supported a multi-million dollar ad campaign starring local teachers, and also lobbied both the Democratically controlled houses of the state legislature and the Republican Governor to pass student-centered reform into law. This <b>bipartisan</b> blueprint for reform surprised some observers but was replicated in some capacity elsewhere, including in <b>Michigan </b>and<b> Maine</b>. Our members also acted to successfully pass student-focused reforms in <b>Tennessee, Florida, Ohio and Indiana.</b><br />
<br />
When state bureaucrats in <b>California</b> threatened to weaken parental power to fix failing schools, our members rallied quickly and gathered nearly 2000 thousand petition signatures within 15 hours, presenting them at a State Board Hearing, and helping to implement a meaningful parent-trigger law. </blockquote><blockquote>But we are only at the beginning and we have a lot of work ahead. Our success has provided a rallying point for the special interest groups who oppose reform. We need your help to grow our movement and to take action in your community.<br />
<br />
<a href="http://www.studentsfirst.org/anniv-sign-the-pledge">Sign the pledge</a> to put StudentsFirst and recruit your friends, family and colleagues to join you. </blockquote><blockquote>Together we will fight on behalf of students until every American child get the quality education they deserve.<br />
<br />
Thank you for your support and I look forward to working with you in 2012.</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-23412663652689104612011-10-27T16:01:00.000-07:002011-10-27T16:01:15.473-07:00Beyond Tolerance [Or, I Will Blame Other Teachers For The Lack Of Tolerance In America, Even Though I Am A Teacher]<a href="http://www.studentsfirst.org/blog/entry/beyond-tolerance/">Rheelink</a><br />
<blockquote><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-cbeGw1RhMlw/TqnioIrCF3I/AAAAAAAAMJE/-3MbF3I_9FM/s1600/scott.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-cbeGw1RhMlw/TqnioIrCF3I/AAAAAAAAMJE/-3MbF3I_9FM/s1600/scott.jpg" /></a></div><em>Scott R. Conwell teaches at an urban charter school in the metro Detroit area. He has a wife and one daughter and is motivated mostly by wanting a better world for them to live in. Scott is a passionate educator and hopes to one day see an educational system that allows a powerful and equal education for all of America's students.</em></div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Diversity is the key. When my daughter was born my wife and I decided that diversity should be part of her life. We taught her at a young age that diversity was a part of everyday life. We also taught her that tolerance was not the whole story; we taught her acceptance. As a country that touts itself proudly as the "melting pot"; this should span into every household. Unfortunately, that hasn't happened.</div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">I teach at an urban high school in the metro Detroit area. We are a "melting pot" of students. We have a high population of African-American students, we have a solid population of Hispanic-American students, and we have a small population of LGBTQ students. Our school conducts anti-bullying programs and initiatives, but they are not enough. When we teach "tolerance" of one another we are leaving out a key element of the picture. Tolerance without acceptance doesn't solve the problem. Often times, adults in our schools not only ignore the discrimination but even encourage it.</div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">On "National Coming Out Day" several of our students chose to take the opportunity to reveal who they knew they really were. They declared over social media channels that they were LGBTQ. When they came back to school, they received the treatment that might be expected from the students; but what was worse is they also received it from the staff. These students were the main source of "copy machine" humor by the teachers, and the support that should have been there was absent. These students came to my classroom because they knew it was a safe place for them to declare who they were. They came to me seeking advice on acceptance. Unfortunately, within our school there were few places for them to go.</div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Every student, regardless of race, gender, religion or sexual orientation deserves an opportunity to attend a school where they feel safe to learn. How can we as teachers, administrators or counselors expect them to maintain focus on educational concepts when they are fearful of what will happen to them on the bus when no one else is around? We must have effective anti-bullying programs in schools; not just for students but for the staff. I know teachers who also live in fear that if they come out to their peers they will receive the same discrimination they see in the students. It is time for us as educators to right these wrongs.</div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">My six-year old daughter understands diversity on all levels; why can't we understand this concept as educators? My classroom is a safety zone for acceptance; why isn't my school? Why aren't all our schools?</div></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-88775537100364432662011-10-26T13:02:00.000-07:002011-10-26T13:02:56.540-07:00Supporting Anti-Bullying Laws Nationwide [Or, We Need To Appear Supportive, Even Though We're Fucking Jerks]<a href="http://www.studentsfirst.org/blog/entry/supporting-anti-bullying-laws-nationwide/">Rheelink</a><br />
<blockquote><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-VVODfebvvUQ/TqhnAQob3LI/AAAAAAAAMIo/4BQQ7V2CFUI/s1600/eric.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-VVODfebvvUQ/TqhnAQob3LI/AAAAAAAAMIo/4BQQ7V2CFUI/s1600/eric.jpg" /></a></div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><em>Eric Lerum is Vice President of National Policy at StudentsFirst.</em></div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">We are moving in the right direction in our effort to eradicate bullying from schools. More than 20 states have taken up anti-bullying legislation in the past year. But we need to make sure that every state has strong policies in place that ensure a safe learning environment for every child.</div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Every child has the right to a high-quality education. This basic civil right should not be abridged by a student's zip code, the circumstances of their birth, or their sexual orientation. That is why we support policies that would expand educational choices, improve teacher quality and end bullying. It is why we supported legislation like the DREAM Act, which would ensure kids aren't punished for the actions of adults.</div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">While almost all states have some anti-bullying law on the books, they vary greatly in form and strength. And, following several highly-publicized student suicides and a rise in cyber-bullying, officials are taking notice of the need to strengthen their laws and do more to not only protect students, but foster a safer school environment overall.</div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Comprehensive anti-bullying legislation should include the following key elements:</div><ul style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 10px; padding-bottom: 0px; padding-left: 20px; padding-right: 0px; padding-top: 0px;"><li style="list-style-image: initial; list-style-position: initial; list-style-type: disc; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 5px; padding-right: 0px; padding-top: 0px;">A clear definition of bullying and harassment of students;</li>
<li style="list-style-image: initial; list-style-position: initial; list-style-type: disc; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 5px; padding-right: 0px; padding-top: 0px;">Clear roles and responsibilities for schools, administrators, and teachers, as well as a requirement that all schools adopt anti-bullying policies;</li>
<li style="list-style-image: initial; list-style-position: initial; list-style-type: disc; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 5px; padding-right: 0px; padding-top: 0px;">Training for teachers, administrators, and students;</li>
<li style="list-style-image: initial; list-style-position: initial; list-style-type: disc; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 5px; padding-right: 0px; padding-top: 0px;">Investigation protocols for all reported incidents;</li>
<li style="list-style-image: initial; list-style-position: initial; list-style-type: disc; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 5px; padding-right: 0px; padding-top: 0px;">School-level staff teams dedicated to and focused on monitoring bullying incidents and school climate.</li>
</ul><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><br />
</div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">This year, New Jersey established what many consider the strongest anti-bullying law in the country with training for teachers and students, "safety teams" at every school, and investigation of bullying incidents within one day. Other states are also considering enhancing their ability to produce safer school environments including Washington, DC. We applaud and support those efforts.</div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Those of us focused on improving schools for students should view the attention given to this issue as cause for optimism -- momentum is with the state leaders and advocates who are tackling school bullying head-on. StudentsFirst is proud to stand with them.</div><div style="background-color: white; font-family: helvetica, arial, sans-serif; font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Whether it's combatting student bullying, guaranteeing access to a great public school for any student, or ensuring that there is an effective teacher in every classroom, the goal is the same: we have to do whatever it takes to fulfill the promise of an excellent education for every student</div></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-61387670462771768042011-10-20T16:45:00.000-07:002011-10-20T16:45:55.156-07:00IMPACT Results In Higher Teacher Pay And Improved Practice [Or, Let Me Confuse You By Referring To DFER]<a href="http://www.studentsfirst.org/blog/entry/impact-results-in-higher-teacher-pay-and-improved-practice/">Rheelink</a><br />
<blockquote><span class="Apple-style-span" style="background-color: white; font-family: helvetica, arial, sans-serif;"></span><br />
<div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-5ewzt4kTCc0/TqCyjesDBtI/AAAAAAAAMIY/X2GGBYbPjC4/s1600/eric.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-5ewzt4kTCc0/TqCyjesDBtI/AAAAAAAAMIY/X2GGBYbPjC4/s1600/eric.jpg" /></a></div><em style="font-style: italic;">Eric Lerum is Vice President of National Policy for StudentsFirst.</em></div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">In 2009, under Chancellor Michelle Rhee, D.C. Public Schools implemented a new, comprehensive teacher evaluation system called IMPACT. In a <a href="http://www.dfer.org/Report%20-%20IMPACT%20FINAL.pdf" style="color: #0b7598; outline-color: initial; outline-style: none; outline-width: initial; text-decoration: none;">recently released report</a>, Democrats for Education Reform (DFER) found that D.C.'s IMPACT evaluation system is doing what it was designed to do: reward and support teachers. Here are some findings from the report:</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><strong style="font-style: inherit; font-weight: bold;">Teachers are earning higher pay</strong></div><ul style="font-family: helvetica, arial, sans-serif; font-size: 13px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 10px; padding-bottom: 0px; padding-left: 20px; padding-right: 0px; padding-top: 0px;"><li style="display: list-item; list-style-image: initial; list-style-position: initial; list-style-type: disc; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 5px; padding-right: 0px; padding-top: 0px;">Last year, 660 teachers (17%) who were rated "Highly Effective" were eligible to receive bonuses between $3K and $25K.</li>
<li style="display: list-item; list-style-image: initial; list-style-position: initial; list-style-type: disc; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 5px; padding-right: 0px; padding-top: 0px;">In addition, 290 WTU members (7%) were eligible for base salary increases of up to $27,000 for being rated "Highly Effective" two years in a row.</li>
<li style="display: list-item; list-style-image: initial; list-style-position: initial; list-style-type: disc; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 5px; padding-right: 0px; padding-top: 0px;">Under IMPACT, a teacher can earn up to $131,340 -- 50% more than under the previous system.</li>
</ul><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><strong style="font-style: inherit; font-weight: bold;">Teachers are improving their practice</strong></div><ul style="font-family: helvetica, arial, sans-serif; font-size: 13px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 10px; padding-bottom: 0px; padding-left: 20px; padding-right: 0px; padding-top: 0px;"><li style="display: list-item; list-style-image: initial; list-style-position: initial; list-style-type: disc; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 5px; padding-right: 0px; padding-top: 0px;">58% of teachers who received a rating of "Minimally Effective" the first year who stayed in the district improved to a rating of "Effective" the following year.</li>
</ul><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><strong style="font-style: inherit; font-weight: bold;">Ineffective teachers are being dismissed so that all students have the benefit of a good teacher</strong></div><ul style="font-family: helvetica, arial, sans-serif; font-size: 13px; margin-bottom: 10px; margin-left: 0px; margin-right: 0px; margin-top: 10px; padding-bottom: 0px; padding-left: 20px; padding-right: 0px; padding-top: 0px;"><li style="display: list-item; list-style-image: initial; list-style-position: initial; list-style-type: disc; margin-bottom: 5px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 5px; padding-right: 0px; padding-top: 0px;">206 teachers who were rated "Ineffective" or were rated "Minimally Effective" for two years in a row were dismissed.</li>
</ul><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">IMPACT uses multiple measures to assess teacher effectiveness including student achievement growth, classroom observations, and contributions to the school and community. Where standardized test data are not available, teachers collaborate with principals to develop their own assessments of student growth. IMPACT is unique in that it involves 5 classroom observations each year, with evaluatios based on a consistent rubric.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">These findings indicate that IMPACT has enabled DC to make significant progress in elevating its teachers and ensuring that every student has a great teacher in the classroom. That's great news for everyone.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><strong style="font-style: inherit; font-weight: bold;"><a href="http://www.dfer.org/Report%20-%20IMPACT%20FINAL.pdf" style="color: #0b7598; outline-color: initial; outline-style: none; outline-width: initial; text-decoration: none;">Read the full report</a></strong></div></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-21756078412431900712011-10-19T13:03:00.000-07:002011-10-19T13:03:41.667-07:00Having Their Say: College Students Get In On Ed Reform [Or, Well, I Think Jonathan's Title Says It All]<a href="http://www.studentsfirst.org/blog/entry/having-their-say-college-students-get-in-on-ed-reform/">Rheelink</a><br />
<blockquote><span class="Apple-style-span" style="background-color: white; font-family: helvetica, arial, sans-serif;"></span><br />
<div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-NHqXEUBaBOY/Tp8s7Hl9jLI/AAAAAAAAMIE/EZvM0ZlcMIo/s1600/jonathan.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-NHqXEUBaBOY/Tp8s7Hl9jLI/AAAAAAAAMIE/EZvM0ZlcMIo/s1600/jonathan.jpg" /></a></div><em style="font-style: italic;">Jonathan Wall is the StudentsFirst Campus Director at Morehouse College. He is a senior from Raleigh, NC, studying Sociology and Child Development. Jonathan is also on the board of directors for the Atlanta Branch of the NAACP and has held leadership positions in Morehouse's Pre-Law Society and Phi Alpha Delta Pre-Law Fraternity. In 2009, he and his best friend founded the Outstanding Community Leaders Scholarship, which provided a $1,000 scholarship to a student from his former high school. In 2011, he was one of four nationally selected as an Allstate Martin Luther King Jr. Give Back Hero for his community service and advocacy work.</em></div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">As young adults not too far removed from the public school setting, college students are in a great position to call for overhauling outdated policies that keep our education system from living up to its potential. However, the voice of college students has until recently largely been excluded from the education reform debate. I’m excited to be part of the new movement to change that.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Too many of our education policies seem to reflect the wants of adults rather than the needs of students. The "Last In First Out" policy, in which teacher layoffs are based on seniority and not job performance, is probably the clearest example of this problem.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students need great teachers, whether they are veterans or people newer to the profession. No student benefits from ineffective instructors whose employment is a bi-product of years within the system rather than effectiveness on the job, and no society benefits from a generation of under-educated youths. Yet, in many states and districts, there is a sustained effort to keep seniority as the determining factor when layoffs unfortunately arise. It's a terrible problem, yet it is just one of the many issues that make up our public education dilemma.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Far too often, we as students are generalized as being too young and inexperienced to present opinions on potential solutions to problems that have affected us and those we care about. That's why I'm so excited to be part of StudentsFirst On Campus. I believe it will be a great outlet for college students to gain a better understanding of education reform and how to affect change while advocating for policies that are in the best interest of America’s youth.</div></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-37262124090038809962011-10-19T12:59:00.000-07:002011-10-19T13:01:33.616-07:00Giving College Students A Chance To Weigh In And Influence Reform Debates [Or, Well, I Think Justin's Title Says It All]<a href="http://www.studentsfirst.org/blog/entry/giving-college-students-a-chance-to-weigh-in-and-influence-reform-debates/">Rheelink</a><br />
<blockquote><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-ORpDyCz5tfE/Tp8rrazKYKI/AAAAAAAAMH8/GD9rb2MAgqY/s1600/justin%2Bsch.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="109" src="http://1.bp.blogspot.com/-ORpDyCz5tfE/Tp8rrazKYKI/AAAAAAAAMH8/GD9rb2MAgqY/s200/justin%2Bsch.jpg" width="80" /></a></div><span class="Apple-style-span" style="background-color: white; font-family: helvetica, arial, sans-serif;"></span><br />
<div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><em style="font-style: italic;">Justin Schulze is the StudentsFirst campus director at The Ohio State University. He is a senior studying International Development and Economics. He is the Vice-President of Students for Education Reform and has led numerous student organizations on campus. Justin has traveled, volunteered, and conducted research in Costa Rica, Peru, Ecuador, and Bolivia. Following graduation, Justin hopes to continue his work in education reform.</em></div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">On college campuses across the country, autumn is a time for football games, homecoming ceremonies, and beautiful weather. It's also time for new and returning students to explore their interests and find their passion both in and out of the classroom.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Every day, more and more college students are discovering that their true passion lies in reforming our broken education system. As they pass from high school graduation to their first day in a college course, students are quickly pinpointing the ways in which the K-12 education system prepared them for success and the ways in which it failed to do so. And as students meet classmates with backgrounds different from their own, they are also finding that not everyone receives an equal education; indeed, just making it to college - let alone succeeding academically - is an improbable reality for thousands of students nationwide.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">That's because so many of our education policies intended to produce results for kids are actually serving the interests of adults in the system at the expense of kids. Consider the way our education system fails to identify and reward our most effective teachers. Nearly every college student can pinpoint the best teachers they had throughout their time in school, yet only a handful of states and districts across the country actually pay the best teachers for their performance and ensure they are teaching the students who need the most help.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Fortunately, college students are finding ways to take action. Newly formed campus groups are gathering students to spread the word about the problems in education. High-performing schools are using college students as tutors, mentors and after-school volunteers. These opportunities allow students to start working on behalf of kids in their immediate communities.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Now, with "StudentsFirst on Campus," college students can work on behalf of kids at the district, state, and national level. StudentsFirst knows that just as students can easily identify their most effective teachers, they can also identify the policies that make the most sense for kids. Through "StudentsFirst on Campus," StudentsFirst is committed to helping students make their voice heard - both on the quad and at the statehouse.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">College students no longer have to wait until graduation to start fixing education and improving kids' lives. We are passionate, we are energetic, and now, with "StudentsFirst on Campus," we have the tools to start transforming that passion and energy into real change. Now, we are not simply college students interested in education reform; we are education reformers building a movement to transform public education. Join us.</div></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-1882532381469425132011-10-12T13:19:00.000-07:002011-10-12T19:15:19.368-07:00ESEA -- Effective Teachers And Leaders Are Key [Or, I Am A Liar]<a href="http://www.studentsfirst.org/blog/entry/esea-effective-teachers-and-leaders-are-key/">Rheelink</a><br />
<blockquote><span class="Apple-style-span" style="background-color: white; font-family: helvetica, arial, sans-serif;"></span><br />
<div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-R_P_L4kCQ2E/Tbrpct6w5fI/AAAAAAAALhg/KTwIf6ELVDk/s1600/sf2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-R_P_L4kCQ2E/Tbrpct6w5fI/AAAAAAAALhg/KTwIf6ELVDk/s1600/sf2.jpg" /></a></div>StudentsFirst -- along with 25 other organizations -- has signed a <strong style="font-style: inherit; font-weight: bold;"><a href="http://www.edweek.org/media/finaleseaprioritiesteacherquality-blog.pdf" style="color: #0b7598; outline-color: initial; outline-style: none; outline-width: initial; text-decoration: none;">letter</a></strong> calling for the new Elementary and Secondary Education Act (ESEA) to include measures which will drive toward effective teachers and leaders in every public school.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">From the letter:</div><blockquote style="background-attachment: initial; background-clip: initial; background-color: #e8e8e8; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; margin-bottom: 20px; margin-left: 0px; margin-right: 0px; margin-top: 20px; padding-bottom: 10px; padding-left: 20px; padding-right: 20px; padding-top: 10px; position: relative;">Research shows overwhelmingly that the only way to close achievement gaps – both gaps between U.S. students and those in higher-achieving countries and gaps within the U.S. between poor and minority students and those more advantaged – and transform public education is to recruit, develop, and retain great teachers and principals.</blockquote><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">The diverse group of organizations involved includes: Center for American Progress, National Council for La Raza, Educators 4 Excellence, Connecticut Parents' Union, Students for Education Reform, Teach Plus, California Business for Education Excellence and Democrats for Education Reform.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">In the letter, we recommend that all states and districts create teacher evaluation systems that are based on multiple measures including both a state-determined method for measuring teacher impact on student growth and multiple, comprehensive classroom observations every year.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">The results of the evaluations must be linked to professional development specifically tailored to teachers' needs and must be used to determine personnel decisions such as hiring, tenure, compensation and dismissal.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">In addition, we call for states and districts to ensure an equitable distribution of highly effective teachers and leaders across all schools so that minority and low-income kids have equal access to great teachers and school leaders.</div><div style="font-size: 13px; line-height: 1.5; margin-bottom: 15px; margin-top: 15px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">To view the full letter and list of signatory organizations, click here:<strong style="font-style: inherit; font-weight: bold;"><a href="http://www.edweek.org/media/finaleseaprioritiesteacherquality-blog.pdf" style="color: #0b7598; outline-color: initial; outline-style: none; outline-width: initial; text-decoration: none;">http://www.edweek.org/media/finaleseaprioritiesteacherquality-blog.pdf</a></strong></div></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-1733230510110464352011-09-28T11:48:00.000-07:002011-09-28T11:48:31.719-07:00Paying Teachers More Matters [Or, I Will Cite A Preliminary Source--And I'm Not A Teacher]<a href="http://www.studentsfirst.org/blog/entry/paying-teachers-more-matters/">Rheelink</a><br />
<blockquote><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-OIPHNMuklpI/ToNqGDANshI/AAAAAAAAMEw/iW3AU_XaDEA/s1600/rebecca.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" kca="true" src="http://4.bp.blogspot.com/-OIPHNMuklpI/ToNqGDANshI/AAAAAAAAMEw/iW3AU_XaDEA/s1600/rebecca.jpg" /></a></div><em>Rebecca Sibilia currently serves as the Fiscal Strategy Manger for StudentsFirst, where she is responsible for analyzing the fiscal impact of education policies, and helping policymakers and administrators implement best practices to ensure education spending ultimately drives student outcomes. Prior to her work at StudentsFirst, she served as the Chief Financial Officer for the DC Office of the State Superintendent of Education. In prior roles, she created congressionally funded education programs for public schools and vouchers and developed venture philanthropy programs to help low-income students access quality education opportunities.</em><br />
<br />
The National Center for Education Statistics has issued a new report titled <a href="http://nces.ed.gov/pubs2011/2011318.pdf">"Beginning Teacher Attrition and Mobility"</a>. It's the first glimpse into a major longitudinal study of why teachers stay in the profession, and why they leave.<br />
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Here's what we've found by tracking new teachers who entered the profession in the 2007-2008 school year, and whether they stayed after their first year of teaching:<br />
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<strong>What matters: </strong><br />
<br />
Teachers making more than $40,000 were 3.7 times more likely to stay in the profession than those making less. One out of every eight teachers making under $40,000 a year quits after their first year on the job. This is why states and districts should elevate the teaching profession by paying teachers a competitive base salary, and rewarding them for results, even in the first year.<br />
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First year teachers paired with mentors were almost twice as likely to stay in the profession than those without. This proves that providing meaningful professional support is a critical factor in keeping new teachers.<br />
<br />
<strong>What doesn't matter:</strong><br />
<br />
Teachers serving low-income students were no more likely to leave the profession as those who served wealthier students. This tells us that the composition of children in the classroom is not an impediment to job satisfaction for first year teachers.<br />
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First year teachers who entered through an alternative certification program were equally as likely to stay in the profession as their counterparts. This tells us that educators who enter the profession after studying in a different field have no less commitment to teaching than their counterparts who entered the profession through traditional routes.<br />
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<strong>What it means:</strong><br />
<br />
Helping teachers succeed, paying teachers competitively and rewarding them for results, no matter where they work and how they came to the profession will keep good teachers in the classroom in their first year of teaching. This is why <a href="http://www.studentsfirst.org/policy-agenda/entry/teacher-and-principal-effectivenss">elevating the teaching profession</a> is a top priority for StudentsFirst.<br />
<br />
View the full report here: <a href="http://nces.ed.gov/pubs2011/2011318.pdf">http://nces.ed.gov/pubs2011/2011318.pdf</a></blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-53057076457498093712011-09-27T12:47:00.000-07:002011-09-27T12:49:58.755-07:00Back In School: Teacher Reflects On Helping Students Achieve [Or, Let Me Discount Poverty And Blame Myself For Its Existence]<a href="http://www.studentsfirst.org/blog/entry/back-in-school-teacher-reflects-on-helping-students-achieve/">Rheelink</a><br />
<blockquote><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-8F1_5TAd3z8/ToIo37hpQcI/AAAAAAAAMEY/Ssz6d2mk1xo/s1600/amanda.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-8F1_5TAd3z8/ToIo37hpQcI/AAAAAAAAMEY/Ssz6d2mk1xo/s1600/amanda.jpg" /></a></div><i>Amanda Williams teaches first grade in the Arizona public school system. She has a degree in Early Childhood Education from Arizona State University.</i><br />
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Of course it would make my job as a teacher easier if all students had the same life experiences, same socioeconomic status, same behaviors, and learning styles. But, of course, every teacher knows this isn't reality. Since it's the start of the school year, I thought I'd write this blog to offer a realistic snapshot of what many teachers actually face. I'm speaking from my experience, and we all know experiences vary across our country. But this is how things look from my vantage point.<br />
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All the preparation has been done, supplies are stocked, the classroom is perfect, and a whole new group of children are sitting and staring at you. The beginning of each school year is exhausting, exciting, and overwhelming. I have to give students a sense of my expectations, ignite a love for learning in them, and build a safe community. But that's not all. The biggest challenge I face, is learning where my students are academically and deciding what I can do to help them achieve at least a year's growth in learning when they are with me. It’s a huge responsibility.<br />
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In the community where I teach, families come and go often – a problem we call "the revolving door." The challenge is that our classroom population is made up of students that may or may not have ever attended school or are from a different state with different (sometimes lower) standards. They have never received consistent, quality instruction, and that has led to achievement gaps. It's up to me to address and help close those gaps. The way teachers begin to tackle this is to collect data by assessing their students in many different ways. Data has to drive our instructional decisions.<br />
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When it comes to the hard work of teaching, I need to be aware of these different ability levels but also kids' varying learning styles. While one child may learn best through visual cues, another may a physical, or kinesthetic learner.<br />
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Students today need to be actively engaged. Gone are the days where students sit still and teachers pour knowledge into their brains and expect them to succeed. Many students need special interventions that are separate from the core curriculum. With good intervention, these students will learn and achieve. Will they meet grade-level expectations in one school year? Maybe not. It may take quite a few years of quality intervention to fully close achievement gaps. But that's okay as long as they're moving at a good clip in the right direction.<br />
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So that's the reality as I see it. Kids come from different backgrounds and learn in different ways. But there are things I can do as a teacher to help them make the grade. Of course, it's not just up individual classroom teachers.<br />
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Systematically, we need more great educators teaching in all geographic and subject areas and we need to pay them what they are worth. We need administrators who will hold teachers accountable, and we need districts that will hold administrators accountable. We need fair and multi-faceted teacher (and administrator) evaluation systems, and we need nationwide standards to keep standards consistent from state to state (which we are moving toward). In my opinion, if we work together for these things, we will see the children of our country succeed. That's the reality I hope for.</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0tag:blogger.com,1999:blog-3714322174290050903.post-17941088557892489572011-09-26T12:26:00.000-07:002011-09-26T12:26:24.771-07:00Wanted: 250 Hours Of Learning Time [Or, I Am Not An Educator, And That's Why Rhee Gave Me This Platform]<a href="http://www.studentsfirst.org/blog/entry/wanted-250-hours-of-learning-time/">Rheelink</a><br />
<blockquote><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-p3AFoOiXPaA/ToDQ9QpbSqI/AAAAAAAAMEU/LrT8Gb-Loqo/s1600/butz.jpg" imageanchor="1" style="clear: left; cssfloat: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" kca="true" src="http://2.bp.blogspot.com/-p3AFoOiXPaA/ToDQ9QpbSqI/AAAAAAAAMEU/LrT8Gb-Loqo/s1600/butz.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.facebook.com/mrbutz">Mike Butz</a></td></tr>
</tbody></table>Children in the Chicago Public Schools (CPS) system - the country's third largest - have one of the shortest school days and years in the country. Four hundred thousand students stand to be directly affected by political battles currently being waged over bringing CPS in line with other large American districts.<br />
<br />
The Chicago Teachers Union (CTU) is firmly opposed to Mayor Emanuel's Longer School Day Pioneer Program, which offers teachers a $1,250 bonus (equivalent to 2% of the average CPS teacher salary) and $150,000 to the school for any school voting to lengthen the school day this year. That's an additional 250 more hours per student this year alone.<br />
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The change will happen for all schools next year with or without union support as a result of bipartisan statewide legislation passed earlier this year, which the union initially supported. So why is the union so opposed to allowing teachers to choose a longer day this year? Why are they denying Chicago kids a comparable education? Here, I offer my perspective as a CPS parent on two of CTU's main objections.<br />
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<em>The Mayor is trying to destroy collective bargaining and bust the union by urging teachers to seek waivers from the union contract.</em> There is no evidence to support this. This program was designed to be implemented in the most American of ways – by a democratic, majority-wins vote of all union members at a school, held under the conditions of all other union votes. Waivers are a long-standing part of the contract between CTU and CPS and are routinely granted by the union for all manner of changes, including altering the length of the school day at individual schools. Ironically, the CTU is now seeking to disenfranchise their members by seeking a judicial remedy to throw out the votes of the thirteen schools that have so far voted to seek a waiver, accept the incentive funds and teach kids for more time each day.<br />
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The union is intercepting teachers on their way to and from school and providing information that is, in my estimation, misleading and presented in a manner to incite fear. What does this teach our kids? That democracy is only appropriate when you vote the "right" way, or that adult needs are more important than theirs?<br />
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<em>There is no plan for how to spend the additional time.</em> Karen Lewis, President of the CTU, was invited to the table to discuss the particulars of a longer day when the legislation passed. She declined to participate, calling it a "publicity stunt." Now that the Pioneer Program has gained public interest and momentum among parents who want their children to be on par with other kids, the union is lamenting the lack of a "plan" and calling out the Mayor for not having one.<br />
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These thirteen schools actually came up with their own plans, and each included extra time for all subjects, not only reading and math, but also for lunch and teacher prep. Additionally, the Mayor's office has asked the non-profit National Center on Time and Learning to work individually with schools to plan the day. Ms. Lewis had her chance to contribute and she chose to play politics instead.<br />
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Why do I think what the CTU is doing is so wrong? I think using scare-tactics is wrong. I think union leadership is looking out for the adults – which, of course, is their paramount obligation as a union, but at the expense of children? Mostly I think it's wrong because it's unfair to my child – and his hundreds of thousands of peers in our fine city – to be so shortchanged.<br />
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I know my child will be okay – my wife and I are fully involved in his education and life. But what about the other, presumably, thousands of children whose home lives are not like my son's – those kids we are always concerned about? What effect would 250 extra hours in school this year have had on their lives? Would the hours have improved their grades (an effect that could snowball in future years)? Would they have prevented more time spent hanging out, doing nothing or getting in trouble? Would 250 more hours have finally allowed for mastery of something a student had been struggling with? Would a student have found an interest in science, art or a foreign language with more time for each subject every day? Some studies say extra time is beneficial – others indicate it isn't. We know it can't hurt. But, at least for this year, we will never know in Chicago. Too much tension surrounding what should be a no-brainer: kids in the Windy City should have the same quantity of time in school as other American children.<br />
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Make no mistake, I think we have excellent teachers in Chicago – I want our kids learning from them for more, rather than less time. Teachers know we need it. Parents want it. Administrators want it. The Chicago Teachers Union leadership? Apparently, not so much.<br />
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There are more facets to this debate, from both points of view, and they are worth exploring and debating. The concern over compensation is a real one that must be addressed. Neither "side" is without some blame for how this has been handled. The kids, however, are not part of the discussion; they're just affected by it. We are the adults. We need to do right by them. Period.</blockquote>Anonymoushttp://www.blogger.com/profile/04089587797789660734noreply@blogger.com0