minahkaypoh

I am appalled by this malicious attack on teachers and teachers' unions by Jay Greene. He claims that teachers are engaging in mob-like behavior, are seething anger and are intimidating politicians. The irony is that I've met few teachers who are nearly as angry as Jay himself comes across. But when the public face of the teacher unions is the Army of Angry Teachers, they no longer seem like Mary Poppins and begin to look a lot more like longshoremen beating their opponents with metal pipes. Giant mobs of yelling protesters and blogs filled with tirades may increase the intimidation politicians feel, but it seriously undermines the image of teachers as an extension of our family. Jay's "mob" is my "democratic gathering". Here in Wisconsin (the featured photo on Jay's blog post) there was an organic outpouring of disgust and determination as a result of Governor Scott Walker's attacks on collective bargaining and public employee and teachers ...

Jon Stewart makes a compelling defense of teachers on the March 3rd Daily Show . He juxtaposes numerous comments made on Fox News during the 2010 debate in favor of extending the Bush tax cuts for couples earning more than $250,000 against the "avarice" of teachers earning around $50,000 a year plus benefits here in Wisconsin. As one Fox anchor put it: "250,000 dollars is not rich for a family of four sending kids to college! It's actually close to poverty!" Indeed. Further, Tracy Byrnes, a "Fox business contributor," railed against reducing pay or rescinding bonuses for Wall Street CEOs whose firms were being bailed out by the U.S. government because of contractual obligations. But, recently, she favored reducing teacher pay and benefits regardless of whether they were promised under existing employment contracts. What's fair is fair -- or not. Very interesting. The Republican argument is that we shouldn't -- and didn't -- let the Bush t...

We hope all our readers enjoyed relaxing holidays and have returned refreshed for the new year. While our family and professional lives continue to make it difficult to blog with great frequency, we hope you'll continue to read our infrequent commentary and join in the discussion during 2011. A few thoughts to start the new year... (1) Outcomes First? If outcomes are what really matter in education, it is interesting that so many advocates, commentators and policy organizations seem to count adoption of favored policy reforms as ends in themselves. We are all guilty of this to some degree. It is only when there is a research base to suggest that specific reforms and programs work that there is a strong argument to be made. Examples might include targeted class size reduction in grades k-3, high-quality early childhood education, and comprehensive, multi-year induction support for new teachers. But, at a macro level, certain arguments fall apart when there is no evidence to back...

It's probably no surprise to regular readers of this blog that I'm a Democrat. That said, in my professional life, I have worked for non-partisan and non-profit organizations committed to working with public officials of all political persuasions. And I think that both political parties -- as well as political independents -- are potential partners in improving pubic education. Nonetheless, I can't honestly say that November 2010 was an uplifting month from my (electoral) perspective. But this is the Education OPTIMISTS blog, right? I guess I'm a little self-aware in that I recognize that a majority of my posts grouse about something or other and too few are offered in a truly optimistic vein. So here is my attempt at weaving a silk purse from an elephant's(?) ear. Newly elected Republican governors and state legislators have opportunities to improve education in ways that some of their Democratic counterparts may not. They may be more politically willing and able t...

If you haven't been reading the excellent "Building A Better Teacher" news series in the Milwaukee Journal-Sentinel , you should be. It really doesn't matter whether you're from Wisconsin or not, or particularly interested in this state's policy context. The series is taking an expansive look at the various issues related to human capital development, teacher effectiveness and teaching quality. And it's not quoting the same overused Beltway prognosticators to drive its points home. The fourth installment in the eight-part series, funded by Hechinger, ran this past Sunday and was entitled "Trying to steer strong teachers to weak schools." My main quibble with this particular article was that it gave short shrift to one of the most effective answers to the question posed: How do we steer strong teachers to weak schools? The answer: Improve the teaching conditions at those schools. Here's the extent of what the article offered on this issue: So ...

The VIVA Project is a new initiative that gives teachers an opportunity to collaborate, share ideas, and inform education policy and reform conversations at the state and national levels. VIVA stands for Voices, Ideas, Vision, Action. The Goal of the VIVA Project is to identify ideas and opinions straight from the classroom, work together to create actionable policies to improve public education for classroom teachers and their students, and deliver them directly to U.S. Secretary of Education Arne Duncan. Teachers are encouraged to share their ideas in both the national and New York idea mines. Register today! And check out its Facebook page , too. You have until October 10, 2010 to add your voice to the conversation. Other notables initiatives in a similar vein include Teach PLUS , the Teacher Leaders Network and the Hope Street Group's Policy 2.0 . The VIVA Project is a worthy addition to an education reform marketplace that too often ignores and discounts the thoughts and...

The Los Angeles Times editorial page gets it mostly right today on the value-added issue ( "Good teachers, good students," September 3, 2010). It says a number of smart things that I agree with, such as: "Test scores are indeed just one indicator of a teacher's performance." "But it's revealing, and disturbing, to read the comments of some teachers who don't seem to care whether their students' scores slide. They argue that they're focused on more important things than the tests measure. That's unpersuasive." "This page has never believed that test scores should count for all of a teacher's evaluation — or even be the most important factor. But they should be a part of it." "Right now, the "value-added" scores The Times has been reporting are more useful for evaluating schools than teachers. Many factors can throw off the data at the classroom level." "That's why we think the Obama...

Here is additional smart and pithy commentary on the current value-added conversation that I wasn't able to incorporate into yesterday's post or have only discovered since. Dr. Douglas Harris - "Not By Value Added Alone" (The Blog of Harvard Education Publishing) Dr. Aaron Pallas - "Value-added measures: The cardinal rule and the cardinal sin" (A Sociological Eye on Education) Stephen Sawchuk - "Some Scholars Slam Value-Added for Teacher Accountability" (Teacher Beat/ Education Week ) Jay Mathews - "America's Best Teacher and the L.A. Times" (Class Struggle/ Washington Post ) Dr. Daniel Willingham - "3 Key Factors in Teacher Evaluation" (The Answer Sheet/ Washington Post ) Sherman Dorn - "Please leave your magic numbers on the magic carpet with your magic wand" (Sherman Dorn) Bill Tucker - "My Value-Added Number" (Quick and the Ed) John Thompson - "High-Ranking Teachers Ignore Pacing Standard...

This policy proposal from Senate Republican Leader Jon Kyl (of Arizona) with a $678 billion price tag -- yes, BILLION -- puts the hullaballo over the $800 million "edujobs" controversy into some perspective. How about we tap into THAT source of revenue by letting the tax cuts expire to save teachers' jobs and leave the currently authorized education reform programs alone? From Huffington Post ("Jon Kyl: Extend Bush Tax Cuts for Wealthy Even If They Add To Deficit"): Top Senate Republican Jon Kyl (R-Ariz.) insisted on Sunday that Congress should extend the Bush tax cuts for the wealthiest Americans regardless of their impact on the deficit, even as he and other Republicans are blocking unemployment insurance extensions over deficit concerns. White House aides immediately seized on the comments. Press Secretary Robert Gibbs wrote on Twitter, "Kyl says wealthy need big Bush tax cuts while middle class families are on their own to fend for themselves...

Welcome to a special new series of the Education Optimists: the Promising New Teachers Award! We aim to identify, praise, and help place a few incredibly talented young women and men who are seeking the opportunity to work for schools across the country. Our inaugural choice is Stephanie Ake of New Hope, Minnesota. Stephanie is a recent graduate of the University of Wisconsin-Madison's School of Education with a degree in elementary education. She has also completed three years of extraordinary training and service as the nanny to the children of the Education Optimists! Stephanie has numerous qualities and dispositions that make her a stellar teacher. She is caring, patient, responsible and understanding -- skills necessary to manage a classroom of young children. She is reliable and trustworthy, always on time, always prepared, always ready. She is one of the most organized, and dependable people we have ever met, and at the same she is flexible and calm. It was a testament...

So far in 2010, it appears that the state of Arizona's contribution to public policy is two-fold: (1) First, the Legislature and Governor said: "Show me your papers (unless you look like you'd fit in at a Tea Party rally)" and (2) Now, the Arizona Department of Education is asking teachers to " say 'toy boat' three times in a row -- or you'll be reassigned." Am I missing something? But, lest one gets too depressed, there is plenty of good work happening in Arizona, in places like the Arizona K-12 Center and Expect More Arizona . So, chin up, Arizonans!

The U.S. Senate Committee on Health, Education, Labor and Pensions is holding a hearing this morning on the reauthorization of the Elementary and Secondary Education Act (ESEA), currently known as No Child Left Behind. Today's hearing focuses on the teacher and school leader elements of ESEA. Among the witnesses are: Randi Weingarten, President, American Federation of Teachers Stephanie Hirsch, Executive Director, National Staff Development Council Jon Schnur, CEO, New Leaders for New Schools Ellen Moir, CEO, New Teacher Center Timothy Daly, President, The New Teacher Project Thomas Kane, Professor of Education and Economics, Harvard University and Deputy Director, U.S. Education, Bill & Melinda Gates Foundation UPDATES: A video replay of the hearing -- as well as links to the participants' testimony -- is available here .

The Washington Post 's Nick Anderson reports that U.S. Education Secretary Arne Duncan was grilled by Rep. Lloyd Doggett (D-Texas) yesterday about why he proposed eliminating the set aside for Teach for America in the Administration FY2011 federal budget. "We made some tough calls. And what we did is we simply eliminated all the earmarks. We increased the chance for competition," Duncan said. "Teach for America is an earmark?" Doggett asked. "It was a set-aside," Duncan clarified. The organization, he said, would have "every opportunity to compete and get, frankly, significantly more money." My question is: Why should TFA receive such a set aside while other high-quality education non-profits do not? What about KIPP , Urban Teacher Residency United , The New Teacher Project ? How about the nonprofit I work for, the New Teacher Center ? All of these nonprofits are national in scope. Is there something special about TFA that merits direc...

I have to side with Rick Hess over Andy Rotherham on the question of whether the mass firing of teachers at Rhode island's Central Falls High School is a portend of things to come. In yesterday's Christian Science Monitor story , Hess calls the situation in Central Falls "a canary in a coal mine." In a blog post yesterday, Rotherham calls is "a bogus trend story." “This will be a canary in the coal mine,” says Frederick Hess, director of education policy studies at the American Enterprise Institute. Such dramatic moves are likely to multiply as “an increasing crop of no-excuses superintendents and state commissioners” take the view that “it’s essential to clean house” to improve persistently failing schools, he says. This Rhode Island high school situation sure seems like a bogus trend story. Turnarounds may be a trend but really dramatic moves like this seem pretty anomalous. That whale in Florida killing people seems like a more common trend than sch...

On this Thanksgiving week, it is appropriate that we acknowledge the large numbers of America’s children who are too hungry to learn as indicated in a new public opinion survey commissioned by Share Our Strength. Teachers – as first responders – witness the toll hunger takes on students in their classrooms every day. Hunger in America’s Classrooms: Share Our Strength’s Teacher Report shares teachers’ firsthand accounts of hunger as well as a formal national survey of teachers. Share Our Strength commissioned Lake Research Partners to poll 747 elementary and middle school teachers from urban, suburban and rural communities across America, for the study, funded by C&S Wholesale Grocers. The most recent figures released by the USDA paint a dramatic picture of hunger in America: nearly 17 million U.S. children – nearly one in four kids – face hunger today. In a webinar, experts on childhood hunger and health( Billy Shore , founder and executive director, Share Our Stre...

An important survey was released this week that captures teachers' perceptions of their professional working environment. The national study of 900 teachers by Public Agenda describes educators as falling into one of three groups: "Disheartened," "Contented," and "Idealists." It also raises some serious policy implications for the placement, retention and longevity of teachers based on teachers' perceptions about working conditions, why they entered the profession, and their opinions about proposed policy reforms. But as useful as this survey may be in defining these issues at a 30,000-foot level, it does not approach the power and utility of teacher surveys that offer entire populations of educators in individual states and districts the opportunity to share their voice about working conditions, leadership support, resources, opportunities for professional learning, etc. In turn, these anonymous surveys also provide contextualized, customized s...

Given the recent spate of federally-funded studies showing no effect of a variety of educational innovations and interventions, my predicted answer to the question ('Can Teachers' Talent Translate Elsewhere?') posed in this Houston Chronicle story is "no." I worry, however, that the basic premise of the federally funded Talent Transfer Initiative is faulty and builds upon the notion of teaching (as reinforced by popular culture) as an individual rather than as a collective pursuit. Can 'superteachers' walk into dysfunctional school cultures and work magic that can result in a quantifiable impact on student learning? Some surely can. (It's too bad we can't clone Jamie Escalante and Frank McCourt, isn't it?) More important to ask is, should we expect them to? What is more desperately needed than an expensive scheme to redistribute 'superteachers' is a serious attention to teaching and learning conditions . My New Teacher Center coll...