Sunday, December 13, 2015

TFA Tries to Squash Its Critics via Less Than One Degree of Separation | deutsch29

TFA Tries to Squash Its Critics via Less Than One Degree of Separation | deutsch29:

TFA Tries to Squash Its Critics via Less Than One Degree of Separation

goose 2
 Wonder why this goose is here?


One of the challenges in writing about corporate education reform concerns the complex web of involvement among corporate reformers, which is often evident in their sitting on each others’ nonprofit boards.
Makes it hard to know where one market-worshiping so-called education nonprofit ends and another begins.
One corporate ed reform nonprofit that notoriously spawns nonprofits and overlaps with others is Teach for America (TFA). In fact, many start their corporate ed, “this here’s my nonprofit” careers after serving as TFA temp teachers.
The “just add water” manner in which TFA tosses recruits into classrooms is drawing increasing criticism as the years pass.  So is the manner in which TFA has tried to shut down its critics. Just Google the term “Teach for America criticism,” and you will not want for reading material. Here are some examples:

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California approves tougher teacher training standards to help mainstreaming | EdSource

California approves tougher teacher training standards to help mainstreaming | EdSource:

California approves tougher teacher training standards to help mainstreaming

Teachers meet in Burlingame to talk about proposed changes in teacher credentials.
Under federal pressure to increase the amount of time special education students spend in general education classrooms, the California Commission on Teacher Credentialing announced it will require  all future teachers to learn techniques proven to foster the success of students with disabilities, including small group instruction, behavior management and using frequent informal assessments to identify and address learning gaps.
The new standards for general education teacher preparation are the first statewide change to emerge from a push to improve the academic outcomes of students with disabilities, prompted in part by warnings from the U.S. Department of Education about the poor academic performance of California students with disabilities, compared to their peers in other states. A second major improvement effort is expected this spring, when new standards for special education teacher preparation are scheduled to be released.
“We have to be more effective in our teaching,” said Teri Clark, director of the professional services division of the California Commission on Teacher Credentialing, which sets California approves tougher teacher training standards to help mainstreaming | EdSource:

Alabama Teacher of the Year Resigns– The Backstory, Part IV | deutsch29

Alabama Teacher of the Year Resigns– The Backstory, Part IV | deutsch29:

Alabama Teacher of the Year Resigns– The Backstory, Part IV

Ann Marie headshot
Ann Marie Corgill
On November 20, 2015, I drove from southern Louisiana to central Alabama in order to interview 2014-15 Alabama Teacher of the Year, Ann Marie Corgill, whose resignation three weeks prior, on October 30, 2015, made national news.

I had the privilege of interviewing Corgill for several hours. She detailed an intriguing story regarding her 21 years in the classroom, a story to which I could not possibly do justice in a single post. Therefore, I decided to write a series of posts about Corgill.
This is number four in that series.
The first post concerns how Corgill’s resignation became public. The second details the exasperating events that led to her deciding to resign. And the third post follows Corgill on the path to becoming Alabama Teacher of the Year for 2014-15 and a top-four finalist for 2015 National Teacher of the Year.
In this fourth post, I offer the section of our interview in which Corgill discusses her years as a public school teacher in New York City– both what enticed her to go to The Big Apple and what prompted her to return to Alabama.
Our discussion of Corgill’s travels to New York transpired near the outset of our four-hour interview. Therefore, in this post I begin at the beginning of our talk, which leads Alabama Teacher of the Year Resigns– The Backstory, Part IV | deutsch29:

The Dea(r)th of Opinions [TFA and Writing As A Whole] | The Jose Vilson

The Dea(r)th of Opinions [TFA and Writing As A Whole] | The Jose Vilson:

The Dea(r)th of Opinions [TFA and Writing As A Whole]

car-tint


Back in 2009, ChalkbeatNY fka Gotham Schools had its first fundraiser featuring then-NYC Schools Chancellor Joel Klein and NYU researcher and former education reform cheerleader Diane Ravitch. He was there to give one of many speeches about the disruptive education reform he and former mayor Michael Bloomberg embarked on since the early aughts. Ravitch, on the other hand, read an excerpt on said legacy from her best-selling book The Death and Life of the Great American School Ssytem. By then, my blog was already blocked from all NYC public school computers (except those in central and with administrative privileges), so getting an invite to an event with most of the movers and shakers from NYC’s education sphere felt special for a guy who only had a PC and an Internet connection.
The handful of us who were typing about education policy didn’t see a dime off it, and because it was so new, people didn’t think I had ulterior motives.
Fast forward to today and it felt like everyone finally has attempted blogging, and telling folks you use social media for writing doesn’t shoot giggles up people’s throats. In many cases, folks assure youare getting paid if you’re writing on a regular basis. It’s hard to tell whether someone truly believes the things they’ve written, if the person in the avatar is the author of the piece, or who e-mailed the author on key information in the article. Organizations have teams of folks who write pieces, The Dea(r)th of Opinions [TFA and Writing As A Whole] | The Jose Vilson:

An Urban Teacher's Education: The Critical Link Between Education and Health: Why You Must Watch Paper Tigers

An Urban Teacher's Education: The Critical Link Between Education and Health: Why You Must Watch Paper Tigers:

The Critical Link Between Education and Health: Why You Must Watch Paper Tigers

It was an April morning early in my teaching career when, in the middle of a history lecture, I paused because of an unusual noise coming from the hallway.

"Finish copying down the rest of that slide, everyone. I'll be right back," I told my students.

I poked my head out of the door to find out just what was going on in the hallway. Megan (not her real name), one of my students who'd I'd marked absent at the beginning of the period, lay crumpled near the wall rapidly double breathing. I rushed over to help her up and find out what had happened. Her face was red and covered in tears. She couldn't bring herself to speak, so I quickly called the office for assistance.

After school was dismissed that day, I connected with our school counselor and found that just before arriving at school, Megan's cousin had called to tell her that Megan's mother had attempted suicide that morning. The crippling stress of such news was compounded by the fact that Megan had no siblings and that she'd never known her father. Her mom was all she had.

In the mid 1990's, the CDC and Kaiser Permanente partnered to begin the study of how adverse childhood experiences (ACEs) impact longterm life outcomes. Nadine Burke Harris speaks eloquently about the study and ACEs in the video below.



Recent advances in neuroscience have helped us understand how ACEs, trauma, and chronic stress affect not only life outcomes, but the ability of students to focus and learn. They also affect our physical health. We know now, as Gabor Maté puts it, that humans are bio-psycho-social beings. Our physical health and optimal functioning is affected as much by diet and exercise as by our social-emotional health and vice versa. The implications of this new knowledge are so significant that An Urban Teacher's Education: The Critical Link Between Education and Health: Why You Must Watch Paper Tigers:




Teachers For Social Justice: TSJ Teach-In Elected Representative School Board Campaign

Teachers For Social Justice: TSJ Teach-In Elected Representative School Board Campaign:

TSJ Teach-In Elected Representative School Board Campaign


 
TSJ Teach-In
Elected Representative School Board Campaign
Sat, January 9, 2016
5:00 - 7:00 PM
UIC College of Education
1040 W. Harrison Street
Room 3427
All are welcome!
Did you know that Chicago is the only school district in Illinois (of 891) without an elected school board? Enough is enough! Democracy Now!!

Do you want to help win an elected representative school board (ERSB) in Chicago? The purposes of this teach-in are:
1. Learn about the bill in the State Assembly-HB 4268;
2. Learn how to counter the arguments against an ERSB;
3. Learn how to work with your school community, elected officials, and groups/people in your neighborhood, to prepare yourself to help organize for the campaign and the bill.

We will leave with specific materials and concrete plans to organize, visit legislators, and spread the word so that we can win this major victory.

A registration form will shortly be on the TSJ website so you can sign up for the teach-in. We will ask you for your local school (elementary and high school) and state rep/senator on that form to help us better know what areas of Chicago (and the state) we can cover.

PS- Mark your calendars for rallies in Springfield as we take over the Capital rotunda with the Grassroots Education Movement (GEM) on Feb 10th and April 12th for the ERSB!

PPS- There may be phone banking, canvassing, and other ways of organizing as well, so stay tuned!Teachers For Social Justice: TSJ Teach-In Elected Representative School Board Campaign:

Special Nite Cap: Catch Up on Today's Post 12/13/15



CORPORATE ED REFORM



 

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