TEACHERS AS SCAPEGOATS

A new breed of  elected Republicans have taken office and they have begun a crusade to further line the pockets of the wealthy at the expense of the middle class. Whereas Wall Street and many of the Big Banks  caused the current financial mess we now experience,  the middle class is not only forgotten when it comes to assistance but is being blamed for causing the mess. Public employees and especially teachers are the scapegoats. I am not familiar with the financial pension and pay arrangements in place in all 50 states; but in California and specifically the Fremont Unified School District where I taught for 35 years I am knowledgeable.

While teaching for the FUSD I paid 100% of my medical and dental insurance in addition to my monthly contribution to the California State Teachers Retirement System. The specifics: in addition to the usual deductions for federal and state taxes I also made monthly deductions of $108 for Medicare, $690 to Calstrs for retirement, $92 for dental insurance and $1066 for health insurance. The Calstrs retirement portfolio continues to be financially healthy because all parties continue to make their agreed upon contributions: employees 8%, school districts 8.25% and the state of California 2.017%.  Reports indicate that this shared retirement contribution plan is not the norm in all states. Furthermore, some states in teacher attack mode have not been making their agreed upon contributions to their state's teacher retirement system resulting in funding difficulties. Additionally, as a contributor to  social security for employment outside of education I was entitled upon retirement at age 62 to a monthly social security payment of approximately $1065. However; California like many states does not allow teachers to "double dip" , so my social security benefit payment was reduced by 66% (the offset) resulting in a monthly check of $355 ... not $1065.

As a career teacher I made sure I was fully credentialed, had the necessary degrees (BA & M.Ed.)  and the necessary post graduate units to be at the top of the pay scale for each year I worked. Obviously, salaries were higher in the private sector; but I enjoyed teaching and liked the job security that teaching offered. In addition to competency in my subject areas the ability to deal with 150+ 8th graders from various socio-economic and ethnic backgrounds was not every one's cup of tea. Having paid my dues both literally and figuratively I now enjoy a comfortable retirement.

The states that are now blaming public employees, especially teachers, for their current economic difficulties are in this economic mess for a host of complex reasons; but have chosen to go after a segment of the middle class in an attempt to get out of the red. As the facts and motives become more transparent it is obvious that this is a Republican strategy to go after selected unions that traditionally support the Democrats. The budget problems although real were only a means to the end the Republicans desire ... busting the unions and ending collective bargaining.

Just a few months ago various groups and individuals lamenting the state of U.S. education were calling for better pay for teachers, the immediate need to hire more teachers as baby boomers continue to retire and the absolute necessity of improving the overall quality of education for all students. Now a few newly elected Republicans with twisted personal and party agendas have chosen to ignore these warnings and want to cut teacher pay and probably cause many to think twice about teaching as a career. Now that education has become even more politicized it will become  even more dysfunctional, further damaged and a dismal failure for far too many students.

Parents, students, teachers and  American taxpayers deserve so much more from their schools and especially  from the their elected officials who control the funding.

Scapegoating Teachers & African American Males

Much of the education news recently deals with the low (42%) graduation rate among African American Males. Of course this story, based on recent studies was covered by NPR, CNN and most of the other major news networks. I don't know about FOX, I think FOX was covering the Kardashians in Miami. As was expected the "experts" who offered their opinions spewed forth the usual accusatory comments. It was the Blame Game. Teachers don't care. We have failed to hold the interest of these students. They are bored. School is not fun. It was the usual litany of finger pointing accusations.

I decided to Google the news story and see if anyone had something new to offer. Well, I came upon this piece by a social activist, Rev. Romal J. Tune. Reading this article was like a breath of fresh air after dealing with so much hot air. This man has his head screwed on right. He ought to be this country's Secretary of Education instead of Race to the Top advocate Arne Duncan. Rev. Tune understands that to be successful it is more than just the school experience. It is much more.

Take a look at this article. I don't think you will be disappointed.

Scapegoating Teachers Will Not Help Young Black Males Succeed

Rev. Romal J. Tune
Social Activist

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The Schott foundation study showing that less than 50 percent of black males are graduating from high school is astounding and depressing - but not a revelation to many in the African American community.

We've known for years that our public school systems are failing to meet the needs of young black males. Unfortunately, instead of sparking an important dialogue this news has started the old finger pointing blame game. Blame the teachers, torch the unions and throw social justice organizations under the bus.

This tired argument misses a huge point which is revealed in the study - the fact that our communities are also failing these young men. But talking heads would like to hijack this commendable study to instead galvanize the community against teachers.

African Americans know anecdotally, and this study confirms, that there are a host of other social factors that affect young black males who disproportionately come from single parent homes, are more likely to live in poverty and are predisposed to inner city violence from gangs and drugs. And too often these young men lack role models to show them another path

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I know because I was one of those young men. I came from a family where being gang-affiliated was more prized than being on the honor roll. There was a history of drugs and violence in my neighborhood and frankly a lot of the conditions in my house left me so distracted that often school was the last thing on my mind.

Because of my unstable home environment I moved in and out of schools - attending nearly 10 different schools during my elementary years. Were the teachers to blame for my early failures? Not at all, but my community and my home life were huge factors.

During my years in school there were a lot of great teachers who tried to get through to me. Teachers who stayed late when they weren't paid overtime. Teachers who bought me food, gave me bus fare with their own money and used their paychecks to provide classroom supplies for other students.

Too often these teachers get swept up in the anti-teacher rhetoric that's become common in our public policy debates. Dangerous rhetoric that leads Americans to think that teachers are ineffective, overpaid, part of the problem and should be fired on a whim; an instant recipe for dissuading talented people who are thinking of pursuing a profession in this unappreciated field.

I agree that our education system should focus on the children but I also believe that we need to protect teachers from critics who want to scapegoat them as the sole source of the problem while ignoring other factors.

Children should have good teachers to protect their future and teachers should have a voice on the job to protect them when they are not the source of the problem

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I work closely with many individuals and groups who are committed to using an integrated approach to improving our public school systems--including teachers unions. Together, we are working to provide teachers with the supports they need to help students succeed, to strengthen teachers' skills and to develop ways to accurately identify teachers who are not cut out for the profession. I believe in the work that I do because frankly it's just too easy to think that firing all the teachers is going to solve our education problem. And it's way too easy to throw out the public schools and the kids in them and start with whole new model that's only available to some kids.

But that won't solve the problem for many urban communities who are waiting for us to work together to find a solution that allows all schools and communities to succeed

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Improving education outcomes for black males is an urgent priority, but the blame game will only move us in the wrong direction. Only when parents, administrators, teachers, and the community come together to find solutions can we truly address all the factors in making a child a success. Meanwhile let's stop finger pointing and begin to share solutions because there are too many kids - kids who are growing up like I did - who are waiting for us to get our act together.

• Education

FIXING OUR SCHOOLS FOR DUMMIES - IX

Teachers + Students Test Scores =Teacher Evaluations ?

Some 200 Washington, DC teachers were fired in July as a result of being classified poor and ineffectual under the school systems evaluation process. This new and improved evaluation process evaluates teachers based on students' test scores. The students' test scores became the "value added component" or 50% of the fired teachers' evaluations. If these 200 DC teachers were deemed poor and needed to be fired, then I would hope that they were terminated because they did not possess the necessary skills, knowledge of subject matter, classroom management and organizational skills and certification. Unfortunately, these teachers were fired based on a large part (50%) on their students' test scores.

Why is it that when looking at students who do not achieve fingers always point at teachers. More than likely students who do not test well have a history of poor attendance, poor behavior, poor attitude, refusal to do work both in class and at home and many have parents who have no control over them. If teachers are to be evaluated and held professionally accountable for their students' standardized test score results under the heading of a "value added component" then the same standard should be applied to students and their parents. Let's determine and document if parents have added value to their children's lives. Let's face it, many students add value to a school's test score results and ranking while other students by their inability or outright refusal to participate in the testing process lower their schools test scores and subsequent ranking. Maybe it is time to evaluate and classify students as either students who add value or decrease the overall value of a school.

With these 200 teachers no longer in the classroom will there be a dramatic or even noticeable improvement in the test scores of DC's students? I doubt it because the actual test takers, the students, both those who add value and those who decrease value will still be participating in the testing process. Until the alleged educational leadership of our schools come to grips with problem students who take standardized tests in a "could care less" fashion, some schools will always show poor results. In any school showing very good test results you will see students who want to learn and achieve dominating that school's student population. Troublemakers and the disinterested are not present. These same schools will have parents who are actively interested in their child's education and see the school as more than convenient day care. This combination of engaged students and proactive parents allow an atmosphere to exist where all teachers can teach and add value to the students school experience. What we continue to see are solutions not based on a clear understanding or even an acknowledgement of the actual problems in our schools that teachers must deal with on a daily basis. What we do see are not really solutions, they are poorly conceived and haphazardly executed reactions.

Being a retired teacher I am no longer subject to reactionary solutions, half ass improvement programs and in vogue evaluation procedures. I sympathize with many of my colleagues, both senior teachers and those just starting their careers. Most have the knowledge to teach their respective subjects. All must teach under the residual pressure of ivory tower conceived programs like Caught in the Middle, No Child Left Behind and Race to the Top. Is it any surprise that many new teachers do not remain in the profession after their fifth year? Does it surprise anyone that private schools are so appealing to so many teachers, parents and students?

FIXING OUR SCHOOLS FOR DUMMIES-VIII

Dangerous, Disruptive and Disobedient Students

Whether it is still done or not I do not know; but there was a time when children had to pass a readiness test for admittance to kindergarten. Children were evaluated on the basis of social, motor and language skills. In the social skills section of the evaluation, among other questions, parents were asked: if their child could follow directions, do tasks when asked the first time and work independently. I would venture to say that a significant number of our students currently in the upper elementary grades and in junior and senior high school would not pass this kindergarten readiness test. These students cannot or will not follow directions, rarely do anything when first asked or even after multiple requests and are unable or unwilling to work either independently or in a group. It is these uncooperative students that create the toxic atmosphere in which teachers and the rest of the students currently have to function.

As these uncooperative students move through the system they continue to be not only uncooperative; but disruptive, increasing disobedient and at worse they become dangerous individuals. Unfortunately, the way the system now operates these malcontents must be dealt with in the school setting. Yes, the very worst may be reassigned to "opportunity classes", occasionally suspended and some even expelled; but the vast majority are accommodated within the regular school setting. Consequently, teachers spend far too much time trying to deal with the aberrant behavior of these uncooperative individuals. Sadly every minute spent controlling these disruptive students is time taken from the process of teaching.

The solution is rather simple. Allow schools to provide the service that they were mandated to provide; that is, a free education. It is not the school's role to be a detention or mental health facility nor an extension of the courts, probation departments or social services. The school's staff are trained in the area of education not social work, custodial supervision, parental support or crime fighting. Those educators not in the classroom, administrators at all levels, must begin to show more than lip service support for classroom teachers by seeing that the disruptive, chronically disobedient and dangerous students are removed from the regular classroom environment. Just as one rotten apple can spoil the barrel, one disruptive student can spoil the positive learning atmosphere for an entire class. It is time for educators in policy and decision making positions to put their money where their mouths are. If the educational leaders truly want to see gains in achievement via standardized test scores then level the playing field for all students and all teachers. Teachers and students now working in schools that are like combat zones need to have their environments adjusted to be similar to that of schools were deviant student behavior is not tolerated.

Just as the gifted and talented students perform and achieve more when taught with other gifted and talented students so too the vast majority of the regular student population would perform, achieve and learn more in peaceful, orderly, engaged and trouble free classrooms. Students have a right to be safe and experience a positive learning environment at all times and in all schools regardless of the school's location. Administrators have a responsibility to see that both students and staff are safe at all times during the school day. If they are unable or unwilling to provide this safe environment then they need to step aside. The buck does indeed stop with the school administrators when it comes to school safety and they must either lead, follow or get the hell out of the way. There is too much at stake to accept less.

Next Post: Over Emphasis on Testing

FIXING OUR SCHOOLS FOR DUMMIES- VII

SAFE AND SECURE SCHOOLS

In the United States like many other countries students by law must attend school. Students cannot legally drop out until they complete the high school academic year in which they turned 16. Unfortunately, more and more of our students drop out of high school. It is a baffling situation because successful completion of high school and actually graduating is the minimum necessary in this country for future success. One cannot even join the military without completing high school or getting one's GED and the military limits the number of GED applicants it will accept. GED stands for General Educational Development and it is viewed as an equivalent document to a high school diploma.

There are countless reasons for students to drop out of high school. These reasons might include: family problems, socio-economic issues, poor grades, substance abuse, behavior problems and a failure to recognize the value of an education. Recently another factor may be accountable for not only students dropping out of high school; but even the increasingly poor attendance of more and more elementary and junior high school students. That factor is school safety. Violence both in and around our schools is increasing. The killings at Columbine was the wake-up call and there seems to be more and more incidences of students fighting, stabbing and shooting one another in and around schools across the country.

If attending school is compulsory then it is school system's responsibility to see that students are safe and secure in a situation where their attendance is mandatory. One can only wonder if the truancy on the elementary level and the accelerating dropout rate in high schools are the results of the increasing incidences of school violence. The school environment is fast changing and unfortunately those responsible for administering our schools are out of step. While school boards argue over the political correctness of social studies books and site administrators focus on gum chewing and clothing styles, other more serious problems need attention. Educators seem to be packed in a slow moving school bus in the commuter lane while students are speeding along in the fast lane.

I viewed a presentation recently in which the speaker offered that by the time kids get to school their brains have been rewired to be digital because they have spent so much time with digital activities, http://www.wimp.com/secretpowers/. Unfortunately the school environment is analog in that students are expected to focus on lectures, books, paper assignments and tests. In the classroom students cannot use the pause or delete key. Obviously, some will not be able to handle this foreign and unfamiliar situation. Lacking self-control, poor behavior is inevitable.



During my years of teaching I encountered poorly behaved students who enjoyed their attempts to be disruptive in the classroom. Ironically these same students rarely missed a day of school. Some actually bragged that they came to school not to learn but to socialize, hassle their fellow students, annoy teachers and see how much they could get away with. It is long past the time when the vast majority of students who attend regularly, participate in class, do their assignments and stay out of trouble once again become the focus of attention. This taken for granted, unappreciated and basically ignored student population needs to become the main attraction and receive top billing. The misfits, trouble makers, occasional attendees, novice gang members, and all those who just don't give a damn about their education need to be dealt with in a manner and location that does not detract from those students who appreciate and want an education.

Our schools are not an extension of the juvenile justice system or the mental health system. For too long the schools and their staffs have been used as the untrained extensions of the courts, law enforcement, health services and on occasion neglectful parents. The business of education is education. Current conditions make it difficult enough for schools to fulfill their primary responsibility without having to be burdened by all of society's other problems. When schools once again focus on those who want to learn and allow teachers to teach without being part time cops, social workers, mental health professionals and truant officers a more safe environment will be established and school violence will no doubt decrease. This is not rocket science just plain old common sense ... something that seems to be in short supply.

Next Post: Dangerous, Disruptive and Disobedient Students

FIXING OUR SCHOOLS FOR DUMMIES-VI

Return to Student Tracking

If you are like me, a baby boomer, then you probably remember the small groups in which we were placed in grade school, especially for reading. These groups were identified by various names such as "Bluebirds" and "Redbirds" allowing the teacher to group students according to reading ability. Years later in my high school there was only one class that was different from the other classes and that class was known by us as the "Brain Class". At Loyola High School this class was made up of the best and brightest students and the guys in this class were guaranteed admission to college as sophomores as a result of their advanced work .

Today we have students in what are now called "gifted and talented" programs at one end of the educational spectrum and the special education classes at the other end. In the middle is everyone else regardless of achievement, skills mastery and actual performance. It is this middle group that makes up the vast majority of all classes in which most students are placed and most teachers teach. These classes will have students who will be reading three to four years above and below grade level. Some students in these classes will be disappointed if they do not earn "A" grades and others will celebrate if they achieve a "D-".

For some reason the practice of grouping by ability or tracking fell out of favor and became educationally incorrect. Whereas homogeneous grouping is desirable for the gifted and the educationally handicapped it is not a placement process for everyone else. As a result teachers are forced to modify their instructional delivery by offering differentiated instruction; that is, teaching to multiple groups with varying ability levels. Furthermore teachers must accommodate many individual students with specific learning difficulties that require individualized instruction. This is to be accomplished in a class with 30 or more students with no other adult assistance. You see, administrators know that "redbirds" and "bluebirds" still exist; but refuse to divide students into manageable groups. Instead teachers are now required to set up subgroups in their classes to effectively deal with these vast differences in ability.

The result of this departure from tracking is that now most teachers spend more time dealing with issues of how to teach and classroom management issues rather than what to teach. Teachers must be aware of and recognize the cultural diversity, socio-economic background as well as the level of skills mastery of their students. It is understood and accepted that the educationally handicapped need to be isolated in special education classes to succeed. Additionally, the gifted and talented also allegedly achieve more when placed in homogeneous classes; but its baffling that these same placement considerations are denied to the vast majority of regular students. Consequently the end results, namely the achievement levels, actual grades and of course standardized test scores of the regular students are all over the place.

It is generally believed that nothing in education is ever really new; but a repackaging of something that has previously been done. If this be true, then why not bring back the "Redbirds" and "Bluebirds"? Let us begin to place regular students in classes by achievement or ability just like the gifted and talented and the educationally handicapped are now placed. Let us begin to give the regular students the same educational advantage that these other two groups of students now enjoy. Let us give the teachers of these regular students the same teaching advantage that the teachers of the other two groups of students now experience. Tracking once worked and still works for a few so why not allow tracking to work for everyone? We really have nothing to lose.

Next Post: Safe and Secure Schools

FIXING OUR SCHOOLS FOR DUMMIES - V

Focus on Subject Matter

There has been a steady shift or slide by educators from spending professional time on their particular subject matter to spending professional time on classroom management, cultural diversity, fostering self-esteem, parent and student rights, educational standards and of course the now all important and almighty standardized testing. While all these topics and concerns have varying degrees of relevance and possibly importance, the business of education remains education. As such, curriculum is all important. Professional time should be spent on what is being taught in the core subjects: English, Mathematics, History and Science. Teachers need to be able to meet as colleagues and discuss subject matter concerns. Teachers must have the time to discuss particular subject matter units and how these units are being presented to students. Over the years teachers' meetings have been usurped by administration to cover, discuss, debate and promote everything; except the business of education. This trend must be reversed.

What teachers teach and what students learn in each grade as students progress through public school has become pretty much standardized and predictable. Yes, there have been some unfortunate changes like the mandate that all eighth graders must be taught algebra regardless of their mastery of basic math skills. But in general, there is for the most part a somewhat logical progression of skills acquisition and subject matter exposure. Unfortunately, for many teachers they teach in a collegial vacuum and professional isolation. Many novice teachers have little time to be mentored by their more experienced colleagues and veteran teachers have little or no time to "talk shop" with their peers. Once that bell rings and the door closes its is show time and all teachers are on their own, even the novice first year teacher with no experience.

During the last years of my teaching career most meetings, both full faculty and departmental, were taken up with the new concerns of education. Topping this list was of course standardized testing; but many other non-education topics consumed precious time under the alleged importance of staff development, in-service training and school improvement. Countless school improvement plan requests drifted down from the non-teaching administrators in the district office that required many precious hours to process and complete. To add insult to injury in some instances these plans would be filed away having never been reviewed or read. If by chance someone had discovered a new resource to explain the plot of The Call of the Wild or a new web site that provided more detailed back ground information for The Diary of Anne Frank little formal meeting time was available for sharing this information.

As a result of universal education in that all children regardless of school readiness, mastery of skills, attitude, behavior, attendance and socialization occupy seats in this country's classrooms; the classroom teacher now faces many challenges. Teachers are expected to wear many hats. They are expected to be social workers, counselors, crisis intervention specialists, surrogate parents, nutritionists, behavior modification specialists, attendance monitors and security cops in their overcrowded classrooms with far too many students needing special services. These special needs students are in addition to the educationally handicapped students that were once taught in special education classes; but now include the growing number of delinquent, chronically truant, frequently suspended, disinterested, out of control, parentally neglected children who are a constant source of disruption in the classroom.

No doubt if school administrators would handle the problems that these feral students bring to the classroom maybe, just maybe teachers could devote more time to improving their subject matter presentation and less time on all the various facets of classroom management. Could this result in even test scores going up ? Now that is a carrot to wave in front of school administrators.

Next Post: RETURN TO STUDENT TRACKING

FIXING OUR SCHOOLS FOR DUMMIES - II

SECURE and CONSISTENT FUNDING

If indeed our schools and the students who are in attendance are this country's greatest natural resource then it is time to put our money where our mouth is. There seems to be money for sports stadiums, mass transit, first time home buyers, cash for clunkers and a host of other seemingly vital items and programs. Education needs to be at the top of this list. The financial experts need to decide how education will be consistently funded. Be it sales, property, income or whatever tax this tax must be fair, equitable and appropriate. At the same time services now being provided in the school setting that are non educational must be reconsidered and if these programs do not support the educational process then they are expendable.

Presently the school district where I reside, Cabrillo Unified School District, needs more money because like other districts it is getting less from the state. Supposedly, every teacher hired after 1999 (last hired, first fired) has been given a pink slip. To keep these teachers employed we will be voting on a parcel tax. The tax will be for a couple of hundred dollars assessed on every property owner for three to four year period of time. To pass, the measure must be approved by 66% of those voting. It may not sound like much money; but there is a rub.

I spoke with a dink couple recently (dual income no kids) and they purchased a house for $1,200,000. Yes, this is a lot of money; but not that unusual in San Mateo County, California. This couple currently pays $12,000 a year in property taxes! Our sales tax is now at 9.25% in San Mateo County and the vehicle licensing fees have increased this year from .65% to 1.15% of the vehicle's purchase price. This couple's feeling is that enough is enough. They and many other Californians want to know how all the collected tax money is being spent? What is the state doing with its money? Considering the economic climate I doubt very seriously that this parcel tax measure will pass.

As California approaches another gubernatorial election we already have candidates spouting off about their alleged success in the business world and how they will translate that success into running the state. On occasion this same spiel is offered as the definitive answer to improve our schools. Unfortunately what these candidates fail to realize is that schools do not produce a product. Schools teach, train and prepare individuals for life in an ever changing world. There is no tangible product. There is a process.

Rather than re-invent the wheel it would seem that each state could set up study groups to find school districts that are both financially solvent and academically successful. Discover what their best practices are and what they do right. Learn from both their mistakes and successes. Examine and report on every aspect of what these successful school districts are doing and replicate where possible. I am not advocating a one size fits all approach; but the sharing of information so that schools that need to change have a model by which to follow. At the same time school districts must think outside the box. Every aspect of what they do should be re-examined in the context of could it be done better and at less cost.

The absurd cycle of cutting services and jobs and at the same time raising taxes must be stopped. Our childrens education has to be viewed as just as vital to a community as a new foot ball stadium ... even more important.

Next Post: Teacher Recruitment and Retention