Tuesday, November 24, 2015

La. Gov.-Elect John Bel Edwards on Charters and Vouchers | deutsch29

La. Gov.-Elect John Bel Edwards on Charters and Vouchers | deutsch29:

La. Gov.-Elect John Bel Edwards on Charters and Vouchers

On November 23, 2015, Louisiana Governor-Elect John Bel Edwards offered his first public address since being elected two days prior, on November 21, 2015.
Edwards spoke at the Louisiana Federation of Teachers (LFT) convention in Lake Charles. Below is the video of Edwards’ speech:


In his speech, Edwards spoke of his position on vouchers and charters. Edwards’ remarks about school choice are transcribed below (from around the 5:08 mark to the 8:31 mark in the video above):
I believe in local control of education. And, by the way, that used to be a conservative value: to have local control over local tax dollars and how kids were educated. Because this is the risk we run: If we have parents and voters– taxpayers– who cannot hold their school boards accountable for how children are educated and how dollars are spent, it’s only a matter of time before they stop renewing taxes and voting new taxes for education. And then we’re all messed up. And so, we’ve got to stop substituting the opinion of the 
La. Gov.-Elect John Bel Edwards on Charters and Vouchers | deutsch29:



The charter school crowd now wants to hold McCleary hostage | Seattle Education

The charter school crowd now wants to hold McCleary hostage | Seattle Education:

The charter school crowd now wants to hold McCleary hostage

Dangling carrot


So, because the charter school operators opened charter schools before a judgement came down from the Supreme Court and they refuse to allow public oversight of their charter chains although they would be using millions of taxpayer dollars as they see fit, they have decided to hold adequately funding all public schools hostage because they didn’t get their way.
What a sleazy, and childish, move.
This from Chad Magendanz Facebook page:
Chad Magendanz
Chad Magendanz Let me be clear: The biggest political obstacle to wrapping up McCleary right now is a charter school fix. If the Speaker won’t allow a vote, McCleary doesn’t have a chance. Is the teachers union willing to risk $3 billion per biennium just so that 1300 at-risk kids have fewer options?
Like · Reply · 43 mins

And this from the man who thinks education is soooo important.
For those who don’t know who Mr. Magendanz is, he has been funded for the last five The charter school crowd now wants to hold McCleary hostage | Seattle Education:



John White’s Employment Contract | deutsch29

John White’s Employment Contract | deutsch29:
John White’s Employment Contract



John White was employed as Louisiana state superintendent by the Louisiana Board of Elementary and Secondary Education (BESE) board elected in 2011 and serving from January 2012 to December 2015.

The 2012-15 BESE board was White’s employer and could only offer White a contract that lasted as long as the 2012-15 BESE board was active.
To read White’s employment contract, click here: Superintendent’s_contract
In order for the 2016-20 BESE board to offer White a new contract, it would need two-thirds vote of the total membership of the board (at least 8 of the 11 BESE members). However, it is not likely that 8 BESE members will vote to renew White’s contract, which would make White a month-to-month employee at the same salary as delineated in the original contract (which is $275,000 annually as the 2012 base, with a possible 6 percent raise– $16,500– each year).
To read about the office of Louisiana state superintendent, including terms of appointment and continued employment, see page 3 of this Title 28 excerpt.
White gets to remain as state superintendent until the 2016-20 BESE board appoints John White’s Employment Contract | deutsch29:

I'm Not Racist, But My Kid's Not Going There [On Segregation] | The Jose Vilson

I'm Not Racist, But My Kid's Not Going There [On Segregation] | The Jose Vilson:

I’m Not Racist, But My Kid’s Not Going There [On Segregation]

Daniel-Hale-Williams-PS-307




It starts the same.
“I heard what you’re saying about integration and everything, and I agree with you in general …”
“Yes?”
“And I hear you on fighting for all schools and not just mine …”
“Mmmhmmm.”
“And I’m not racist, but I don’t want to take my kids out of a well-resourced school so they can go to a school with gang violence.”
“Excuse me, what?”
“I don’t mean …”
Yes, you did.
If you’ve read any reporting from New York Times’ Kate Taylor in the last few months, any discussion around school segregation and integration in New York City has a “but I’m not racist” in it. Racism isn’t merely a set of feelings one has towards another, but also the systematic ways we view schools where the students predominantly attending are black.
Our school system, as a function of our country, moves with the best interest of rich white folks. Despite some pundits’ willful ignorance about education history, the real first opt-out movement was when droves of middle to upper class white people created private schools to avoid desegregation court orders. Segregation was always the ostensible representation of inequity, and its dismantling puts schools at odds with American laws, systems, and values. All too often, asking for any level of equity has been met with violence from firings of entire staff to the torching of bodies and buildings, all because some folks got used to black people not reading.
In New York City, the concurrent battles against Success Academy charters and rezoning I'm Not Racist, But My Kid's Not Going There [On Segregation] | The Jose Vilson:

Career and technical education must be integrated with academic coursework | EdSource

Career and technical education must be integrated with academic coursework | EdSource:

Career and technical education must be integrated with academic coursework

Young people growing up in California will face stiff competition for jobs when they enter the workforce. Lasting success in the rapidly changing world of work requires ever increasing levels of proficiency with technical knowledge and skills. And the future prosperity of our state depends on a highly skilled workforce able to compete with the rest of the world.
Fortunately, career and technical education – once called vocational education – is enjoying a resurgence of interest and support in California, with an additional $900 million included in this year’s state budget. Just two weeks ago, the superintendent of public instruction gave school districts until Nov. 30, 2015 to apply for grants to develop and enhance high-quality career technical education programs.
This is good news. But this infusion of funds into CTE also presents us with an important choice. Will we perpetuate old approaches to CTE – programs largely focused on acquiring narrow, entry-level occupational skills isolated from the rest of students’ educational experience? Or will we commit to making CTE integral to the larger secondary and postsecondary education systems in California – connecting CTE courses to core academic courses in math, science, English, social studies, the arts and world languages, and stressing real-world Career and technical education must be integrated with academic coursework | EdSource:

Seattle Schools Community Forum: The Fight is On for McCleary (using blackmail for leverage)

Seattle Schools Community Forum: The Fight is On for McCleary (using blackmail for leverage):

The Fight is On for McCleary (using blackmail for leverage)



Over at Representative Chad Magendanz' Facebook page, there's quite the discussion over fulfilling McCleary and also what to do about charter schools.  He has much to say on both topics. 

He starts with this:

Our bipartisan group working on the charter fix remains firmly committed to addressing the issues identified in the Supreme Court’s ruling and keeping our charter school doors open. The Senate committee testimony Thursday really highlighted the need for these innovative schools that serve our most impoverished areas, and the timing of the Court’s press release was particularly cruel to the students who travelled down to Olympia to show their support.

Again, as if the Court has time to tell their staff to keep them updated on what groups come to Olympia to speak to legislators.  That's just not plausible.   Also, that "bipartisan group" - I think their one Dem might be Seattle's Rep. Eric Pettigrew who seems to make it his life's work to just sign up for these groups.

So I asked, based on what Magendanz had written at the GOP Washington legislative page about McCleary and the state budget:

So Rep, you laid out a timeline that stretches out for years and you said you and the other legislators, who work dutifully, session after session on budget issues but you don't know "the scope of our spending?"

Because, honestly, who in the legislature doesn't know the scope of the spending in Washington state?  They all work and/or review the budget.   

He said:

We know what districts pay for compensation, but we don't know what 
Seattle Schools Community Forum: The Fight is On for McCleary (using blackmail for leverage):

Susan DuFresne: Humanity Stripped from a Whole-Child System | ECE PolicyWorks

Susan DuFresne: Humanity Stripped from a Whole-Child System | ECE PolicyWorks:

SUSAN DUFRESNE: HUMANITY STRIPPED FROM A WHOLE-CHILD SYSTEM

art-crafts-faces_blog




Last summer, I reviewed Learning Together, a book that links Vygotsky’s theory of social constructivism with the vision of the Framers’ vision for American democracy.  Here’s the thesis:



By developing habits of mind and heart that enable children to construct knowledge through meaningful relationships, [social constructivist early childhood education programs] help to..realize the Framers’ vision of a regime that depends for its survival on the capacity of individuals to advance and disseminate knowledge through their association…and build skills such as inter-subjectivity, cognitive integration, attachment, executive function, self-regulation, discipline, synthesis, creativity, respect, and ethics.
Susan DuFresne, a kindergarten teacher in Washington State, puts the untimely shredding of constructivism and early childhood development at the feet of Bill and Melinda Gates.  Their failed experiments harm children, teachers, communities and democracy, she says. Here’s her lament:

It was July, 2009, when I graduated university to begin teaching. Little did I know that the first year I taught kindergarten, Melinda and Bill Gates – and their cabal of corporate colonizers – would ratchet up reforms, causing the untimely shredding of constructivism, early childhood development, and my philosophy of education.
Children with a history of poverty and trauma increasingly filled my classroom, while Gates pushed for more rigor, convincing the Department of Early Learning to test all preschoolers and kindergartners through an “assessment tool” called Teaching Strategies Gold. The first two months of school is now 1:1 testing versus building relationships and establishing routines. This fall, these tests took up six-and-a-half days of school. Two additional days were devoted to data entry.
My four-inch data binder at the end of October is full, whereas I typically filled a three-inch binder by the end of the year. Kindergartners are anything but independent at the beginning of the year. Drastically increased testing led to behavior problems that became well established in the first two months of school.
The Gates-funded Common Core immediately raised rigor, pushing first- and second-grade standards down onto kindergarteners. Rigor and grit for kindergarteners does not change the varying rates of normal childhood development. Where play-based programs help children develop necessary self-regulation and social skills, rigor and grit decrease these skills. Increasing poverty and grit is a toxic combination for young children.
School districts scrambled to bring teachers up to speed with Common Core. “No excuses” became the mantra at meetings as children, teachers, and schools were color-coded green, yellow, or red in a public display of shame.
Schools are required to develop School Improvement Plans that layer data meetings which serve to stack-rank children like Gates’s Microsoft employees, pitting teachers against one another, and threatening our livelihoods with school closures if our children of poverty and trauma do not perform to meet these rising standards.
Our school is now a “Focus School” because—shockingly—our children with special needs did not meet standard on the high-stakes state tests promoted by Gates. As a result, we have even more data meetings and an increased workload. Special education teachers feel like failures, while kids with special needs and their families feel this way, too.
We were set up by Gates to fail.
Gates positioned Ross Hunter [former Microsoft executive, now director Susan DuFresne: Humanity Stripped from a Whole-Child System | ECE PolicyWorks:

National Academic Standards – Turning Public Education into McSchools | gadflyonthewallblog

National Academic Standards – Turning Public Education into McSchools | gadflyonthewallblog:

National Academic Standards – Turning Public Education into McSchools



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America is obsessed with standardization.
Let’s make everything the same – neat and uniform.
It’s ironic coming from a country that’s always been so proud of its rugged individualism.
But look almost anywhere in the US of A, and you’ll see a strip mall with almost all of the same stores and fast food restaurants selling the same crusty burgers and fries left waiting for the consumer under a heat lamp.
Somehow this has become THE model for public education, as well. Corporations have convinced our lawmakers that the disposable franchise business schematic is perfect to increase student learning.
That’s where we got the idea for Common Core. All schools should teach the same things at the same times in the same ways.
It’s been a horrendous failure.
But this article isn’t about the Common Core per se. It isn’t about how the Core isunpopularexpensivedevelopmentally inappropriatecreated by non-experts orillegal. It’s about the very idea of national academic standards. After all, if the Core is flawed, one might suggest we simply fix those flaws and institute a better set of national standards. I contend that this would be a failure, too.
The problem with standardization is that it forces us to make uniform choices. In situation A, we always do THIS. In Situation B, we always do THAT. There are some areas where this is a good thing, but education is not one of them.
For instance, we can all agree that children need to read books, but what kind of books? Should they read mostly fiction or nonfiction? Should books be limited by National Academic Standards – Turning Public Education into McSchools | gadflyonthewallblog:


Special Nite Cap: Catch Up on Today's Post 11/24/15


CORPORATE ED REFORM





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