Saturday, September 13, 2014

ARE LAUSD SUPERINTENDENT JOHN DEASY'S EMAILS ABOVE THE LAW? - Perdaily.com

ARE LAUSD SUPERINTENDENT JOHN DEASY'S EMAILS ABOVE THE LAW? - Perdaily.com:



ARE LAUSD SUPERINTENDENT JOHN DEASY'S EMAILS ABOVE THE LAW?







John Deasy 3.jpg
(Mensaje se repite en Español)

In order to realize just how much unbridled political power the Los Angeles Unified School District (LAUSD) has that it continues to wield with complete impunity, one only need look at the recent Ray Rice Affair and ask if NFL Commissioner Roger Goodell could have gotten away with such questionable and potentially illegal behavior- that LAUSD seems to now be engaging in on a daily basis- without having to answer publicly for any of their actions by a truly independent investigation, would justice ever be served?

Even in the recent Ray Rice NFL scandal, Commissioner Goodell was not allowed to investigate himself and his staff's actions, rather ex-FBI Director Robert Mueller has been tapped to carry on this function. And when it comes to evidence of potential wrongdoing, nobody could imagine Commissioner Goodell being allowed to delete emails or other potential evidence of wrongdoing within the control of the NFL that has potential legal significance and might throw some light on who knew what and when. 

However, if we try applying this standard to LAUSD- and more specifically Superintendent John Deasy- all bets are off. Deasy continues to try and palm off an internal investigation by LAUSD's Inspector General's Office (IG) as suffice. This IG's office long ago gave up any semblance of independence from LAUSD administration and has for years functioned more like a secret police doing Superintendent Deasy bidding, instead of independently reporting to the LAUSD Board as is required under the nation regulations that are supposed to regulate inspectors general- maybe that's why the previous LAUSD Inspector General quit. 

Do any of you believe that the proposal to delete email records and its quick ratification by the LAUSD Board last week on a 6-0 vote with one abstention (newly elected George McKenna) that authorizes the destruction of emails over a year old, was just a coincidence? Although LAUSD's Chief Counsel David Holmquist quickly chimed in to say the district's action was unrelated to recent disclosures that led to the recent iPad Pearson-Apple Scandal and had been in the works for months, the fact remains that L.A. Times Reporter Annie Gilbertson relied heavily on internal ARE LAUSD SUPERINTENDENT JOHN DEASY'S EMAILS ABOVE THE LAW? - Perdaily.com:

School Board Privatization: Committee for a Better _________ (Your City Here) | deutsch29

School Board Privatization: Committee for a Better _________ (Your City Here) | deutsch29:



School Board Privatization: Committee for a Better _________ (Your City Here)

September 13, 2014
Not far from my home, on a vacant lot next to a major highway, I noticed an advertisement for our upcoming local school board elections. The name of the candidate is not familiar to me, but each time I pass the board, I wonder, “Who is funding you?”
The purchasing of local school board races by well-funded, national groups with privatizing interests in the supplanting of community school systems with so-called “choice” (e.g., for-profit charter operations; vouchers, online education companies) is now commonplace nationwide.
One means of bankrolling a state or local school board right into education privatizing hands is for well-funded national groups (including non-profit foundations) to form a political action committee (PAC) hidden behind a local-sounding, grass-rootsy name.
One such ploy has come to my attention, a PAC that takes on the name of a local school district as “Committee for a Better _____” (fill in the blank with the name of a city or county/parish).
In its solicitation of prospective candidates to fund, this PAC requires those receiving a contribution to sign a detailed agreement to advance privatization. Below is the text of such an agreement:
Committee for a Better ______ Education Platform
I pledge to vigorously support the following issues:
Implementing all viable options for turning around low-performing ____ schools, including nationally recruiting school principals and issuing RFP’s (requests for proposal) for high-quality charter operators to turn around failing schools.
Expanding the magnet school system to eliminate the waiting list for qualified students.
Expanding educational options (school choice) of parents through the opening of quality charter schools by pro-actively soliciting charter proposals; 
School Board Privatization: Committee for a Better _________ (Your City Here) | deutsch29:

DIARY OF A PUBLIC SCHOOL TEACHER!: 30 Years a Teacher! And Still Going Strong!

DIARY OF A PUBLIC SCHOOL TEACHER!: 30 Years a Teacher! And Still Going Strong!:



30 Years a Teacher! And Still Going Strong!



It's hard to believe that I have been teaching for 30 years. Actually, it's been longer than that since a fresh-faced 20 year old graduated from college,ready to begin a teaching career. Unfortunately, (or fortunately), 1980 was not a good year for teachers in NYC.  I couldn't get a job in a public school for 4 years. Instead, I taught pre-K, Headstart, and kindergartners.

In 1984, I got my first teaching position.They gave me a kindergarten class. I did not want a kindergarten class. I had had enough of the "babies", but, it was a teaching position, so I took it. The first week my class wasn't ready, so I subbed in a 3rd grade classroom for a teacher who was out, just a couple of days. Administration kept walking in and wandering past, I was thinking, "What's going on?". Next thing I knew, that was my class, and they moved that teacher to the library. (I hope he was happier there).And so it began. I taught there for 15 years, two months in Baltimore, and the rest in my present position.

Last year, a 1st year teacher said to me, "My husband said he doesn't see me as just a teacher for 29 years,(the number of years I had been teaching), he sees me as an asst. principal or principal."

You know, sometimes you really don't catch on to what someone has said, and what it really means, until later. Just a teacher?

Here's the thing. There seems to be the misconception that teachers are at the bottom of the rung when one considers hierarchy in education. For some reason, many people, including teachers, believe that the main objective for becoming a teacher is to eventually leave the classroom.

I have chosen to remain in the classroom. If I am fortunate, I will retire from the classroom. The only thing I will miss from an administrative position is the salary.:) That is my choice, DIARY OF A PUBLIC SCHOOL TEACHER!: 30 Years a Teacher! And Still Going Strong!:

Choosing Democracy: The Story on SCUSD Superintendent that the Bee will not tell you.

Choosing Democracy: The Story on SCUSD Superintendent that the Bee will not tell you.:



The Story on SCUSD Superintendent that the Bee will not tell you.




Thank you Cosmo Garvin for writing what the Bee will not report on.
Cosmo Garvin. Sacramento News and Review. 9/11/2014. Page 15.

The Bee is clearly still sore about the loss of the previous superintendent, Jonathan Raymond. Raymond seemed to enjoy sticking it to teachers (and the occasional principal) and generally followed the playbook for corporate-ed reform.
He left quite suddenly during the last school year. The public reason was that he wanted his kids to be closer to their grandparents back in Boston. Surely a tough decision, to leave what he described as his “dream job.” But family comes first.
This summer, Raymond took a job as president of an education nonprofit called the Stuart Foundation—in San Francisco.
The Stuart Foundation is a major funder of something called the California Office to Reform Education. You may recall that Raymond committed Sac City schools to participate in the CORE, to help fund it, and to tie teacher evaluations to student test scores as part of the deal.
This was intensely controversial—and done without public input or any vote of the Sac City school board. The board only reversed Raymond’s decision after he had bailed, and after protests from teachers, parents and community groups.
It’s not so surprising that a plum job for Raymond was waiting on the other side of the revolving door. But what about the family thing?
Carol Ting, the Stuart Foundation’s chief operating officer, told Bites, “That was his plan. But then the recruiter came along and offered him his dream job.”
Dream job, huh? Anyway, Raymond slipped out the back door in a hurry, to take a dreamier job, or to escape whatever nightmares had cropped up here in Sacramento. Either way, even in his absence he was an important presence at the school-board-candidates forum held in Oak Park last Sunday.


Last week, Bites reported on the sacking of Sacramento Bee editorial-page writer Pia Lopez.
There are some good reasons to question the fairness of her firing. But Bites didn’t forget that Lopez was a driving force behind some of the Bee’s most ideological—and really remarkably unfair—editorials on teachers and education. So Bites wondered: Would the Bee tone down the teacher bashingwith Lopez gone?
Nope. Team Scoopy is just as skewed as ever. The weekend before students returned to Sacramento City Unified schools, the Bee editorial page chided brand new Superintendent José Banda for meeting three times with the Sacramento teachers union. Three times!
The Bee didn’t mention that the district is in the middle of negotiating a new contract with teachers—which includes the tricky problem of crafting a new teacher-evaluation system.
Almost as bad as meeting with teachers, the Bee complained that Banda has not once met—not even once—with Sacramento Mayor Kevin Johnson.
Under state law, Johnson has no say at all in the running of Sacramento schools, though he sure would like to. In fact, Johnson is a leader in the national movement for the “mayoralization” of schools, breaking teacher unions, and expansion of charter schools.
In spite of all that—well, probably because of all that—the Bee insists that Banda, “make the effort to have a relationship with the city’s celebrity mayor and his wife.”
Or, Banda could instead focus on his job, steering clear of Johnson, the Bee, and their agendas. Wonder which he will choose?

The Stuart Foundation is a major funder of something called the California Office to Reform Education. You may recall that Raymond committed Sac City schools to participate in the CORE, to help fund it, and to tie teacher evaluations to student test scores as part of Choosing Democracy: The Story on SCUSD Superintendent that the Bee will not tell you.:

Why I hate standardized tests: A teacher’s take on how to save public education - Salon.com

Why I hate standardized tests: A teacher’s take on how to save public education - Salon.com:



Why I hate standardized tests: A teacher’s take on how to save public education

Thanks to tests, my students' minds have been downsized -- while corporate interests profit. Here's the answer

ROBERT HACH



Why I hate standardized tests: A teacher's take on how to save public education


 In recent years, I have begun each semester by asking my first-year composition students two questions, one theoretical and the other practical. First, the theoretical question: What is the purpose of testing? Then the practical question: What happens to the information they study for a test after students have taken the test. My students’ answers to both questions typically achieve virtual unanimity. The purpose of testing, they say, is to find out how much students have “learned,” which is to say, how much they “know.” After they take the test, these same students testify, they forget virtually all of the information they “learned” for the test.

In the subsequent discussion, I ask them what their answers to these questions suggest about their experience in the public school system (only a tiny minority of Miami Dade College students having attended private schools). Did the tests they took achieve the purpose of revealing how much they had learned, how much they know, about the subjects on which they were tested? If they passed those tests (as they must have in that they had been allowed to continue their education) and yet had forgotten the information about the subjects on which they were tested, can they legitimately say that they “learned” that information, and as a result, that they now “know” it? And if they didn’t learn it and, as a result, don’t know it, what was the outcome of their public education?
The answer is surely not that public school students don’t learn anything. They do, after all, learn how to take tests. As standardized testing has swallowed up public education in the U.S. in the twenty-first century, its ravenous hunger intensifying yearly since the federal mandate inaugurated by President Bush’s No Child Left Behind and perpetuated by President Obama’s Race to the Top, students have largely become test-takers. As a result, their minds have been increasingly downsized to the mental equivalent of shrunken heads (trophies of the class warfare waged by the corporate interests who profit so handsomely from standardized testing).
Of course, students have always had to take tests. But tests (i.e., multiple-choice, true-false, fill-in-the-blank) used to be simply one of the tools in the educational tool box. And the least effective tool when it came to assessing student learning. Tests were also the refuge of teachers who lacked the skills or the motivation, first, to engage students’ interest in their subjects, opening their understanding and inspiring their imagination, and, second, to formulate meaningful ways to measure their students’ learning. All teachers had to test their students, but for good teachers (of which there have always been many) testing was, at best, a necessary evil.
The limits of public education must be acknowledged if the most is to be made of it. One teacher per 20 (to 40 or more) students necessarily limits what teachers can accomplish in the best of systems. The educational ideal of the Socratic dialogue assumes an ongoing interaction, whatever the subject may be, between a teacher and a few students, who avail themselves of equal opportunity to question and challenge their teacher, who questions and challenges each student. And the teacher is able to continually assess the students’ understanding of the subject matter based on what those students ask and answer. The classroom setting, by contrast, is an artificial learning environment that threatens to squelch curiosity by the sterility of its structure, and the teacher-to-student ratio typically precludes the kind of interactive dynamic that makes learning natural and lively. The best public school teachers have always found ways to mitigate and compensate for the Why I hate standardized tests: A teacher’s take on how to save public education - Salon.com:

Nite Cap 9-13-14 #BATsACT #RealEdTalk #EDCHAT



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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