Tuesday, May 27, 2014

Massive layoffs in Newark? Never mind. Cami was just joking. | Bob Braun's Ledger

Massive layoffs in Newark? Never mind. Cami was just joking. | Bob Braun's Ledger:



Massive layoffs in Newark? Never mind. Cami was just joking.

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Fooled you, right?
Fooled you, right?
State-appointed Newark schools superintendent Cami Anderson sent out an email late yesterday saying she had all but miraculously found a way to prevent massive teacher layoffs that had been predicted earlier. She also promised to stay in her job at least until next year.
While not saying there would be no layoffs at all, she said the firings would be limited to non-tenured teachers with low performance evaluations. She also conceded the state had refused to grant her the power to ignore seniority regulations when she went hunting for teachers to fire.
Her comments suggest a game of whiplash aimed at instructional personnel in the state’s largest school district. Let teachers–men and women with mortgages and tuition bills– think the worst and then, at the last moment, say it isn’t so bad after all. All part of the Broad Academy approach of creating disruption in the schools–and in the lives of school employees. The email also suggested worse layoffs might come in the future.
Anderson previously had said she would have to lay off about a third of the district’s more than 3,000 teachers.
Her email also suggests she plans to stick around, despite predictions from union leaders that her departure was “imminent.” She wrote: “I remain committed to the work here with you in Newark and look forward to working together now and next Massive layoffs in Newark? Never mind. Cami was just joking. | Bob Braun's Ledger:

John White’s Illegitimate 2013-to-2014 LEAP/iLEAP Comparisons | deutsch29

John White’s Illegitimate 2013-to-2014 LEAP/iLEAP Comparisons | deutsch29:



John White’s Illegitimate 2013-to-2014 LEAP/iLEAP Comparisons

May 27, 2014

Whenever Louisiana State Superintendent John White gets his hands on test scores, there will be problems.
He withheld release of the 2014 Louisiana Educational Assessment Program (LEAP) and Integrated Louisiana Educational Assessment Program (iLEAP) scores on Friday, May 16, 2014, without explanation.
Today, he defended his decision before district superintendents by telling that compared to previous years, this year’s scores were not late.
Districts across the state came to expect to deliver LEAP and iLEAP scores to parents on Friday, May 16, 2014 because that was the Friday in May in which LEAP and iLEAP scores are usually released. White even acknowledged in a letter that the scores would be released later than in previous years:
In recent years, the Department has released these results May 17 or 18.
Friday, May 17, 2013.
Friday, May 18, 2012.
Thus, the commonly-held expectation that LEAP and iLEAP scores would be released on Friday, May 16, 2014, was logical, and White knew it.
In that letter, White makes another statement, one that solidifies the reality that any comparison of 2014 LEAP and iLEAP scores with those of prior years is useless:
An important step [toward connecting Common Core and its PARCC assessment] has been the one-time LEAP and iLEAP tests aligned to those new expectations (Common Core). [Emphasis added.]
I won’t pretend for a minute that White has actually carried out any sophisticated psychometric procedures to develop tests that are “aligned” with the Common Core he refuses to call by name (instead resorting to the vanilla term, “new expectations)

Trafficked Teachers: Neoliberalism’s Latest Labor Source - Working In These Times

Trafficked Teachers: Neoliberalism’s Latest Labor Source - Working In These Times:



Trafficked Teachers: Neoliberalism’s Latest Labor Source

Recruiting companies in the U.S. are attracting some of Philippines' best teachers with one-year guest worker visas to teach in American public schools, saddling the teachers with hidden fees and furthering the Philippines' growing teacher shortage. (SuSanA Secretariat/ Flickr / Creative Commons)  

Between 2007 and 2009, 350 Filipino teachers arrived in Louisiana, excited for the opportunity to teach math and science in public schools throughout the state. They’d been recruited through a company called Universal Placement International Inc., which professes on its website to “successfully place teachers in different schools thru out [sic] the United States.” As a lawsuitlater revealed, however, their journey through the American public school system was fraught with abuse. 
According to court documents, Lourdes Navarro, chief recruiter and head of Universal Placement, made applicants pay a whopping $12,550 in interview and “processing fees” before they’d even left the Philippines. But the exploitation didn’t stop there. Immediately after the teachers landed in LAX, Navarro coerced them into signing a contract paying her 10 percent of their first and second years’ salaries; she threatened those who refused with instant deportation. Even after they started at their schools, Navarro kept the teachers dependent on her by only obtaining them one-year visas before exorbitantly charging them for an annual renewal fee. She also confiscated their passports.
“We were herded into a path, a slowly constricting path,” said Ingrid Cruz, one of the teachers, during the trial, “where the moment you feel the suspicion that something is not right, you're already way past the point of no return." Eventually, a Los Angeles jury awarded the teachers $4.5 million.
Similar horror stories have abounded across the country for years. Starting in 2001, the private contractor Omni Consortium promised 273 Filipino teachers jobs within the Houston, Texas school district—in reality, there were only 100 spots open. Once they arrived, the teachers were crammed into groups of 10 to 15 in unfinished housing properties. Omni Consortium kept all their documents, did not allow them their own transportation, and threatened them with deportation if they complained about their unemployment status or looked for another job. 
And it’s not always recruiting agencies that are at fault. According to an American Federation Teachers report, in 2009, Florida Atlantic University imported 16 Indian math and science teachers for the St. Lucie County School District. Labeling the immigrant teachers as “interns,” the district only spent $18,000 for each of their yearly salaries—well below a regular teacher’s Trafficked Teachers: Neoliberalism’s Latest Labor Source - Working In These Times:

The Study that Keeps on Giving…(Hopefully) in its Final Round |

The Study that Keeps on Giving…(Hopefully) in its Final Round |:





The Study that Keeps on Giving…(Hopefully) in its Final Round





 In January I wrote a post about “The Study that Keeps on Giving…” Specifically, this post was about the study conducted and authored by Raj Chetty (Economics Professor at Harvard), John Friedman (Assistant Professor of Public Policy at Harvard), and Jonah Rockoff (Associate Professor of Finance and Economics at Harvard) that was publishedfirst in 2011 (in its non-peer-reviewed and not even internally reviewed form) by the National Bureau of Economic Research (NBER) and then published again by NBER in January of 2014 (in the same form) but this time split into two separate studies (see them split here and here).

Their re-release of the same albeit split study was what prompted the title of the initial “The Study that Keeps on Giving…” post. Little did I know then, though, that the reason this study was re-released in split form was that it was soon to be published in a peer-reviewed journal. Its non-peer-reviewed publication status was a major source of prior criticism. While journal editors seemed to have suggested the split, NBER seemingly took advantage of this opportunity to publicize this study in two forms, regardless and without prior explanation.
Anyhow, this came to my attention when the study’s lead author – Raj Chetty – emailed me a few weeks ago, emailed Diane Ravitch on the same email, and also apparently emailed other study “critics” at the same time (see prior reviews of this study as per this study’s other notable “critics” here, herehere, and here) to notify all of us that this study made it through peer review and was to be published in a forthcoming issue of theAmerican Economic Review. While Diane and I responded to our joint email (as other critics may have done as well), we ultimately promised Chetty that we would not share the actual contents of any of the approximately 20 email exchanges that went back and forth The Study that Keeps on Giving…(Hopefully) in its Final Round |:

5-27-14 Larry Ferlazzo’s Websites of the Day… | …For Teaching ELL, ESL, & EFL

Larry Ferlazzo’s Websites of the Day… | …For Teaching ELL, ESL, & EFL:







Just Completely Revised & Updated My Bloom’s Taxonomy “Best” List
I’ve just completely revised and updated the most popular post on this blog, The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom. Additional suggestions are welcome…


“A Teacher-Counselor Partnership Is ‘Essential’ For Student Success”
A Teacher-Counselor Partnership Is ‘Essential’ For Student Success is Part Two in my Ed Week Teacher series on teacher-counselor partnerships. Today’s post includes responses from Julie Hartline, the 2009 National Counselor Of The Year; and educator/authors Trish Hatch, Dr. Sherrel Bergmann and Dr. Judith Brough. In addition, I’ve included comments from readers. Here are some excerpts:


5-26-14 Larry Ferlazzo’s Websites of the Day… | …For Teaching ELL, ESL, & EFL
Larry Ferlazzo’s Websites of the Day… | …For Teaching ELL, ESL, & EFL: This Week’s “Round-Up” Of Useful Posts & Articles About Education PolicyHere are some recent good posts and articles on education policy issues: Who Gets To Graduate is by Paul Tough and appears in The New York Times. He raises many useful points, but misses others. Those “misses” are pointed out in a good response in T


Why a “fair start” is so important for California’s kids | EdSource Today

Why a “fair start” is so important for California’s kids | EdSource Today:



Jim-Steyer252x326
Jim Steyer
Now that Gov. Jerry Brown has introduced his revised budget plan, a month-long negotiation over the state’s priorities has begun. Unfortunately, the governor’s spending blueprint is still missing a key investment in preschool-age children, even though California continues to sorely lag in preschool enrollment.
According to a recent report by the National Institute for Early Education Research, preschool enrollment in California dropped by almost 15,000 spots in 2012-2013, dragging down the national average down, despite most states making improvements in enrollment.
Buoyed by an even stronger fiscal outlook from the Legislative Analyst’s Office (LAO), California now has an enormous opportunity to make a smart and reasonable investments in its youngest children by providing funding that would make quality preschool opportunities open to all California families. Political leaders in the Golden State should take note of what’s happening around the country, and assume a strong leadership role by investing in the state’s youngest and most important citizens.
Senate President pro Tem Darrell Steinberg has made new funding for preschool programs a top priority, and Assembly Speaker Toni Atkins is on board. But the governor has yet to commit to providing state funds for a program that will have a dramatic and positive impact on the lives of hundreds of thousands of California children and families.
After years of deficits in Sacramento, the state’s finances have finally stabilized. California now has the means, and most importantly the responsibility, to make wise investments in our future. No other investment could have more benefit than investing in high-quality preschool programs for Why a “fair start” is so important for California’s kids | EdSource Today:

Denver teachers have more classroom, less planning time than those overseas | Chalkbeat

Denver teachers have more classroom, less planning time than those overseas | Chalkbeat:



Denver teachers have more classroom, less planning time than those overseas





 Denver teachers have less time to plan their lessons or collaborate with other teachers than those in high-performing overseas districts — or even others in the United States — a new report finds.

The report, which was produced by the Center for Teaching Quality (CTQ), compares professional development systems and teacher schedules in six cities, including Denver, Lexington, KY; Seattle, WA and Shanghai, China. The CTQ is a national non-profit focused on influencing teaching practice and strategies.
A breakdown of a typical teaching schedule in six education systems.
PHOTO: Center for Teaching Quality
A breakdown of a typical teaching schedule in six education systems.
The report also includes interviews with teachers from the featured districts, including Karen Wagner, a third grade teacher at Denver’s Polaris at Ebert Elementary School. Highlights from Wagner’s interviews include:
    • “In my district, teachers only have three official professional days annually, and what we experience is pretty much determined by the principal and/or district.”
    • “It’s extremely rare for another teacher in my building to see me teach. It only happened once last year when another colleague observed one of my math lessons—and the feedback was very informal.”
    • “Teachers may seek our own professional development opportunities outside the district, and many do, but we do not have a way to coordinate our learning.”
The full report is available here.

The Power of Parents to Reform a School System | Philly in Focus

The Power of Parents to Reform a School System | Philly in Focus:



The Power of Parents to Reform a School System

PHILLYACTIVE™ (NEWS THAT GETS PHILLY ACTIVE) Felicia Roche, mother an 8th grader, analyzes the School District of Philadelphia and asks: “Do parents care?”

Educate, Agitate




By Felicia Roche

5.27.14: Philadelphia – (Politics/Education): If you mention the words “School District of Philadelphia” to an active citizen, parent, or even politician living in Philly, nine times out of 10 they’ll respond with phrases of disgust and frustration, such as: “the schools are horrible,” or “the district doesn’t care about the students.” In an effort to avoid school district politics and ensure the safety of their children, many parents have resolved to move outside of Philadelphia, or place their children in private/charter schools.
We know the headlines; we’ve read the news articles; and we know the crisis the School District of Philadelphia has been facing for years.  Enraged, we rally, march, complain and do our best to make noise. But in all the moments of civil disobedience, there seems to be a population that are consistently less vocal, a group from which we almost never hear from. There are literally tens of thousands of parents in Philly who are directly impacted by the cuts to education and mismanagement of the district, but they remain silent. To this fact, I must ask the question: do parents care?
Why does it seem like parents accept the cuts, the closures and the inequality without as much as a whisper of disapproval? Why isn’t the streets filled with parents demanding their children have access to the same resources as the schools in the suburbs?
Do parents not want smaller classroom sizes, a nurse every day of the week, counselors, libraries, better qualified teachers, afterschool programs, new books, computers, laptops, smart boards, new buildings, music, language, creative writing, career prep, college tours, early intervention resources, and educational field trips?  Do the parents of these unlucky students not want what’s best for their young? Do they not know they can make such demands? Or do they just not care?

CLICK HERE to read "Why a Vote Won’t Fix Our Schools But a Parent’s Power Can."
CLICK HERE to read “Why a Vote Won’t Fix Our Schools But a Parent’s Power Can.”

When a group of my peers were presented with this question the majority resorted to the narrative that “most parents The Power of Parents to Reform a School System | Philly in Focus:

Nite Cap 5-27-14 #BATsACT #RealEdTalk #EDCHAT #P2



James Baldwin said it best: 

"For these are all our children, and we will profit by or pay for whatever they become."


A BIG EDUCATION APE NITE CAP




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Marie Corfield: Rigor: The death of public education (no really)
Marie Corfield: Rigor: The death of public education (no really): Rigor: The death of public education (no really)Photo CreditWhat's worse than education 'reform'? Educators who drink the reformy Kool-Aid.As a product of 12 years of Catholic education in New Jersey the 60s and 70s I learned a thing or two about the roots of the English language. While I didn't have any art, music, science, PE or h
UFT Rank and File Needs Gene Hackman.southbronxschool.com
http://www.southbronxschool.com: UFT Rank and File Needs Gene HackmanMy son had a baseball tournament upstate this weekend and while enjoying the free pre-made, formerly frozen free breakfast at the Quality Inn of Fishkill yesterday morning I decided against Poughkeepsie Journal in favor of my Sunday true and tried Daily News.reading theAfter reading the sports section I turned to the op-ed page t
Kimble's Corner: University of Western Topeka Spring 2014 Commencement
Kimble's Corner: University of Western Topeka Spring 2014 Commencement: University of Western Topeka Spring 2014 Commencement On Saturday, I was lucky enough to be invited to speak at the University of Western Topeka's 2014 graduation. This is a great school and there's a reason that it's known as the University of Michigan of Kansas. You can visit the UWT web page athttp://www.uwesterntopeka.org/
Anti-Common Core Link Banned by Facebook: We Must be Winning the War | Missouri Education Watchdog
Anti-Common Core Link Banned by Facebook: We Must be Winning the War | Missouri Education Watchdog: Anti-Common Core Link Banned by Facebook: We Must be Winning the WarinShareSee this notice? Plans to eliminate common core and adopt common core standards are detected to be “unsafe” by Facebook security standards.Dr. Sandra Stotsky refused to sign off on the ELA Common Core Standards.  She publishe
Nite Cap 5-26-14 #BATsACT #RealEdTalk #EDCHAT #P2
James Baldwin said it best: "For these are all our children, and we will profit by or pay for whatever they become."A BIG EDUCATION APE NITE CAPIf no one is looking at your Twitter account, it could be for a couple of reasons. | Connected PrincipalsIf no one is looking at your Twitter account, it could be for a couple of reasons. | Connected Principals: If no one is looking at your Twitt





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