A Joke at DCPS Educators' Expense

I was reading DC Education Blog and found this link (also copy-pasted below) from DC Wire post accounted by Bill Turque.

For some reasons I find this incident a very HILARIOUS JOKE. Except that the joke was on our top 3 "educational reform leaders" (or 3 Magi? or 3 Puppeteers?) at the expense of DCPS educators.

Is NOT communicating part of the "REFORM"?

And not providing AVAILABLE information means TRANSPARENCY?

Fenty's Communication's Strategy: "Just Don't Pick Up the Phone."

Here at D.C. Wire we endeavor to clear up the record when clarity is called for. Such is the call for State Superintendent of Education Deborah A. Gist, whom we unfairly kicked in the shin for evading our requests for an interview in September.

The backstory: Her agency is developing a new advanced teaching credential that would require D.C. public school instructors to demonstrate their effectiveness in order to keep their jobs. The measure is a part of Chancellor Michelle A. Rhee's so-called "Plan B" to bypass the Washington Teachers' Union and weed out underperforming teachers.

Asked to comment for a Post story on "Plan B," Gist said she would have to "check with Carrie," meaning Mayor Adrian M. Fenty's chief of staff, Carrie Brooks. Under the terms of the 2007 mayoral takeover of the school system, Gist reports to Fenty through deputy mayor for education Victor Reinoso.

Gist was not heard from again, so we assumed that Brooks had nixed the request. But Brooks denied any role in muzzling Gist, so we then concluded that Gist must have wimped out on her own.

Silly us. It turns out that Gist was willing to talk but was shut down by Fenty and Rhee, who apparently believe in responsive, transparent government except when it doesn't dovetail with their stategic communications plans.

According to e-mails obtained under the Freedom of Information Act, Gist contacted Reinoso and Rhee on the evening of Sept. 3 asking whether she should talk to Post reporter Bill Turque.

Rhee said she wanted to roll out Plan B all at once at a time of her choosing. Talking about teacher certification will "make things very messy, in my opinion," said Rhee.

Gist pushed back: "I think it would be a mistake not to use this opportunity to make sure he [Turque] understands the teacher certification regulations....Given that he is writing for tomorrow, are you directing me to not talk with him for the story and having him write without the benefit of our direct input?"

Fenty settled the issue early the next morning: "Yes. Don't speak with him (and please don't tell him something like. 'the mayor has told me not to speak with you'). Just don't pick up the phone. Mafara [Hobson, Fenty's press secretary] will handle all communications on this story."

Bill Turque

Comment on Lindsey's Comment

I made a comment on Candi’s blog entry here.

This is the response I got from Lindsey:

To genx teacher,

So let's talk about what hindered your progress during the year of your faithful volunteerism with the WTU.

What projects did you recommend? What activities did you particapte? what happened?

How is it possible that in the democratic decision-making process/--the egos and powershifting (as you call it) can impede progress. Weren't you working with a group?

We need to quit belly-aching about how hard something is and just do it.

I can image that it is easier to tutor your students in your cushy environment called a classroom....to some kids who look up to you and believe everything you say just because you said it and because they do not know they can challenge you.

Try, working with the bigger kids (called adults) to help make meaningful change for all.

November 6, 2008 2:55 PM

Before anything else, thank you, Lindsey for sharing your thoughts.

I will not presume that I know who you are and what you do for the system and for our kids. I believe that all of us do our share and even though we may be on different sides of the fence, I BELIEVE that they are of equal importance.

If it is not too much to ask, I will request the same benefit of the doubt— because on the same token YOU don’t know me or what I do for the system and our kids.

To answer your questions, let me correct your understanding FIRST to what I said about “ego-tripping” and “power struggling”. Please do not confuse my words with your own terminologies “egos and powershifting [sic]”. Power shifting is cyclical nature of governance. It is NECESSARY. Power struggling on the other hand is a human tendency to preserve one’s PERSONAL agenda. AND “ego-tripping” and “power struggling” WERE, ARE, and SHOULD NEVER BE a part of democratic decision-making process. In Rhee’s own words: they are “ADULT ISSUES”.

NOW, on the YOU & ME portion:

YOU: “What projects did you recommend? What activities did you particapte [sic]? what [sic] happened?”

ME: I will not go into details as I do not want to be identified. Why? Because I do not see the need to be identified. What I can tell you is what happened after I left. The “team” was divided into two groups to accommodate the power-strugglers. Up to this date, I have not seen any concrete outcome from the divided team. Yes, one of the teams is still inviting me to be a part of it. I humbly declined the offer.

YOU: “ I can image [sic] that it is easier to tutor your students in your cushy environment called a classroom....to some kids who look up to you and believe everything you say just because you said it and because they do not know they can challenge you.”

ME: Please do not discount what our elementary educators are doing. It is NOT CORRECT that kids just “look up…and believe everything…” our elementary teachers say because “they do not know they can challenge…” them. This comment is demeaning in twofold: (1) you are undervaluing what our elementary teachers are doing and going through on everyday basis and (2) you are undervaluing what our elementary students are capable of.

YOU: “Try, working with the bigger kids (called adults) to help make meaningful change for all.”

ME: What gave you the impression I’m working exclusively with “smaller” kids?

Lindsey, please note that ALL of us has his/her role to play in this system. EVERYONE—including teachers, parents, children, and yes—even WTU. Everyone should work the BEST s/he can. NO EXCUSES.

Many educators and parents may say they do the “better” and “bigger” role, but I will REFUSE to accept that. OUR ROLES MAY BE DIFFERENT FROM ONE ANOTHER BUT IT DOES NOT MEAN ONE'S ROLE IS BETTER OR BIGGER THAN THE OTHER. The same reason I REFUSE to tell my arms that they are more important than my legs and vice-versa.

When someone says “Try, working with the bigger kids (called adults) to help make meaningful change for all.”— it makes my conviction stronger that Rhee was right when she said that OUR public education sucks and crappy because we, ADULTS, cannot seem to overcome our own issues (ego-tripping, power-struggle, etc.).

Dear EDUCATORS, if you have to tutor your kids, DO SO.

If you have to do a home-visitation, DO SO.

If you have to volunteer to WTU, DO SO.

HOWEVER, if you are facing an ego-tripping and power-struggling adult— PLEASE do not engage them. It is a lose-lose situation. Express your opinion ONCE, if you must. Then move on.

And even Lindsey might disagree with me, I ENCOURAGE you to walk away. Walking away from non-productive endeavors is not cowardice. It is humbling and wiser. Why not do something more productive— like tutoring?

New President, New Promise

PRESIDENT Barack Obama it is, my co-educators...

I hope this will be the beginning of end when race/ethnicity will be used as an excuse not to succeed and achieve one's aspirations.

Now NO Americans, especially educators, can concoct "creative" excuses why one is limited solely based on the color of their skins.

Today, in my book, marked the day when we became color blind... And I am glad we did.

Facts and Figures

The US Department of Education published a document (America's Educational Progress, 2008) outlining where each state and of course, our beloved city of DC is going in terms of academic achievement.

I went straight to DC data and found out that our chart, even though we are not YET where we should be, is going upwards. The SY 2007-08 data are not yet factored in. With all the Rhee Administration’s media publicity about our academic gains, I'm expecting a nice spike on next publication.

Despite the encouraging data, I was flabbergasted by this chart:

Last year, roughly 30% of our elementary teachers did not meet NCLB criteria for Highly Qualified Teachers and on the same note, a whopping 50% of our secondary teachers were not supposed to be in classrooms!

This made me ponder:

If some teachers can’t make NCLB criteria how can we expect them to make students meet NCLB AYP requirements?

It is mind boggling how this much teachers made it to the classrooms…

On Lying Leaders

I was on my routinary happy-go-lucky, blog-hopping mode when I stumbled a statement on dcedublog by newly appointed Acting Deputy Chancellor for Special Education Richard Nyankori:

"Sometimes it is willful on the part of some staff not to make it to meetings..."

Please note on the word WILLFUL while I take a mental note of the word BUL*SH*T.

Definitely someone is lying.

If ever anyone of you meet any of our central office leaders especially Nyankori, please recommend to them to visit schools. Like actually PHYSICALLY visit schools and OBSERVE. Maybe then, they can have an intelligent, well-informed, and first-hand data to back up their skewed statements.

And please pass my mental note to him as well.

(Thewashingtonteacher post on this one is a recommended MUST read.)

I'm So Green with Envy

DCPS website posted an update about "Seven DC Public Schools Earn Over $1 Million in Performance Bonuses." This is one of the programs that keeps me believing that DCPS and WTU can ACTUALLY create programs and work TOGETHER.

In part it says:

WASHINGTON, DC – Today, the faculty and staff at seven District of Columbia Public Schools (DCPS) received over $1 million in performance bonuses for posting dramatic gains in student achievement.
…

TEAM Award Winners

The following schools met the TEAM award criteria for the 2007/2008 school year: Aiton Elementary, Mammie D. Lee School, Raymond Elementary, Sharpe Health, Winston Education Center, and Thomas Elementary.
…

Teachers who work at these schools received TEAM awards of $8,000, with assistant principals receiving $9,000 awards and principals receiving $10,000 awards. All other instructional support personnel, including librarians, counselors and social service workers received awards of $4,000 each. Paraprofessionals, support staff and custodians each received $2,000 awards.

Congratulations to the recipients! You make me proud as a member of DCPS educator community.

Believe It or Not

Last Saturday, DCPS held a professional development for ALL Math developers/teachers in the system. I repeat: ALL.

There were only 25 teachers who took advantage of the PD.

What went wrong:

a. Teachers didn't get a memo about the PD details?
b. DCPS PD is notorious for being boring and it s*cks?
c. No $30.00/hour Administrative Premium?
d. It's freakin' Saturday?
e. Who cares these days?

FINALLY! Education on Presidential Debate

Finally, Senators McCain and Obama talked about education. DC was mentioned-- not as a good model system though.

I like Sen. McCain's stand on revising NCLB, teacher rewards and accountability, and the voucher system. A BIG BOO when he undervalues the importance of teaching licensure examination.

I like Sen. Obama's stand on stronger headstart program, more pay for Math & Science teachers, and parental involvement (PARENTS turn off the TV!). A BIG BOO on his stand on voucher system.

FINALLY, they're talking about the PINK ELEPHANT in the room.

Bogus Special Education Advocacy

PLEASE NOTE: This entry does not pertain in any way to the office of the person-in-charge of B/J Monitor, US District Court for the DC. However, the comments/ad pertaining to its effort to collect information directly from teachers inspired this blog entry. This is in reference particularly to 'For Profit' SPED Advocacy groups in the system.

Two anonymous (maybe the same person) readers posted a message/ad on my comment section. I read the same message on other popular DC blogs. I DELETED them on my comment section. In part it says:

If anyone thinks he has evidence of recurring practices or issues that they consider relevant and requiring to the attention of those charged with oversight over the decree's implementation, they can report the matter, including any supporting evidence, to the court appointed monitor, Ms. xxxxx, Esq. (Blackman/Jones Monitor, U.S. District Court for the District of Columbia). They can be sent anonymously with no return address to:

xxxxx
Atlanta, GA 30316
xxxxx
xxxxx@aol.com

AND/OR To the plaintiffs' counsel, xxxxx:
xxxxx, Esq.
xxxxx
xxxxx, NW Washington, DC 20005
Phone: xxxxx

I'm for SPED advocacy. I believe that the students who need the highest level of reform in this system are the students with special needs.

HOWEVER, I believe that reporting any irregularities to "FOR-PROFIT organizations" that claim to represent students with special needs is DISSERVICE to our students.

I have sat in numerous occasions when students were represented by advocates and there were 90-100% probablity that the advocate/representative BARELY knew the kids they were representing. And higher chances that they don't regularly meet with the kid/parents.

Most, if not all advocates, are basing their arguments on the papers that were generated without PROPER and AUTHENTIC research/documentation (e.g. class observation, interview with the kid, etc.).

I found their approach more of "to intimidate" than to collaborate. WHY NOT? It's MORE PROFITABLE that way. They ONLY get paid everytime they win a case against our system.

I HIGHLY recommend that you report the irregularities/disservice to our students with special needs to your respective SPED Coordinators and/or Principals. If you did not get a response from them within 48 hours (depending on the gravity of the issue), REPORT IT to the Central Office/OSE and cc Michelle Rhee.

One of the major shifts of IDEIA 2004 is that the burden of proof of disservice lies on parents/guardians/advocates. DON'T OFFER any information to ADVOCATES. IT'S THEIR JOB to collect the information. THAT'S WHAT THEY ARE PAID TO DO.

If you are required to provide documentation, give it through your SPED COORD/PRINCIPAL.

Some of you may disagree with me, BUT PLEASE-- follow the chain of communication in your schools when it comes to SPED concerns. I acknowledge that sometimes it moves slowly BUT BELIEVE ME, THIS IS A BETTER option than ANARCHY.

If you MUST, report the disservice to the parents of the child and have them with you (or their letter) when you raise the concern with your school administrators.

DON'T FALL FOR BOGUS ADVOCACY GROUPS.

Seven Reasons Why I Like Tenureship

On October 11, 2008 9:50 PM
ms. mindless said...

gen x, obviously, we disagree about the tenure issue. i have been out there looking for a clear and well-reasoned argument for tenure. maybe you can help me? (i am not trying to be sarcastic or funny) people are generally so heated and almost crazy sounding when talking about these issues. what is your logical rationale for tenure? i want to know why you think that tenureship should exist. hope you're having a great weekend!

Ms. Mindless, I’m happy to know you’re looking for "logical rationale" why tenure should exist despite the fact that you have already formulated your own opinion.

It only shows how scholarly and open-minded you are. And I’m flattered that you think of me as one of the educators who can probably offer you a rationalization for tenure.

I'm not sure you will consider them "well-reasoned" but in my humble words, here are my seven reasons:

First and foremost reason: I CAN’T rationalize why tenure should not exist.

Second, Rhee is using it as a NEGATIVE reinforcer. If she is being truthful with her intention to get rid of non-performing teachers, WHY is she abolishing tenure for everybody? There are teachers in the district who are giving more than what are required of them. DON’T these teachers deserve to move beyond probationary status? Why can’t Rhee explore the possibilities of using tenure BOTH as positive and negative reinforcers?

Third, I’m concern of its rippling effect. It’s obvious that the MAIN issue why the contract is not moving forward is the tenure issue. SO FAR, it has brought NOTHING but divisiveness. I’m with her when she said that DCPS students can’t wait any longer. But she wants change too fast, too furious that it seems she’s neglecting the fact that CHANGE is a process and NOT an event. NO ONE CAN FORCE IT. If this malady continues, it will impact the morale of some teachers…then their performance…then students…then…

Fourth, Rhee laid out a plan that lacks details. Words spread “TENURE WILL BE ABOLISHED” without sensible details as to how and why. Then people started engaging in raucous conversation and YET Rhee and GP opted to be quiet or say one-liner statements like “we need to get rid of non-performing teachers” and “this has become a bread and butter issue…” Honestly, did any of these two leaders speak to us, teachers, to clarify this frenzy? Like a real CONVERSATION like a professional to a professional?

Fifth, I believe that tenure and high student achievement can co-exist. They are NOT exclusive ideas. Show me any empirical research or data that says otherwise.

Sixth, there are still other options that have not yet explored (see some of them at my previous comment here). Why implement the extreme if you haven’t tried other options? 90-day process works. I did it twice and kicked a 20+vet teacher OUT of the classroom and OUT of the system. And the other one was in so much pressure that she left the system after merely 4 days in the plan.

And seventh and personal reason, I EARNED my tenure. I earned my Exceeds Expectation from 3 different principals year after year since my first year of teaching. AND I’m not going to let the contract or a chancellor, or a union president steal it away from me just because it/s/he wants to get rid of non-performing veteran teacher. AT LEAST without a good fight. No good teachers-- whether tenured or not-- deserve to be punished or deprived of something JUST BECAUSE of a few dinosaurs. LEADERS, please don't misplace/misuse the principle of accountability.

NOW, CAN ANYONE TELL ME why do we have to abolish tenure aside from the cliche "get rid of non-performing teachers?"

*****
Btw, ms. mindless—yes, I’m enjoying our long weekend. I just actually got home from clubbing. *wink* Enjoy the rest of the weekend!

Of Visions and Visionaries

On October 9, 2008 4:49 PM
Anonymous said...

well then if that is your definition of visionary then wouldn't we all be visionaries? we know where we want the system to go and if you read most posts everyone knows how to do it but that does make us fit to do the job...just my thoughts.

thanks for your thoughts.

my thoughts:

let's be honest-- NOT ALL of us has the vision.

SOME are just here 'doing time' until their retirement.

SOME are just here using DCPS resources for free 'masteral degree'.

SOME are just here for 'economic' reasons.

KNOWING where to go doesn't make one a visionary. UNDERSTANDING where and how to go there makes one a visionary. that entails foreseeing the possible strengths/weaknesses and threats/opportunities along the way.

rhee , even before the fall of the proposed contract has already a PLAN B. NOW, that is being a visionary.

parker on the other hand put all his money on the contract and never had a 2nd plan. definitely he has a vision BUT in my opinion— in this case, he failed to be a visionary.

The DC Education Blog: Jay Matthews on merit pay

The DC Education Blog: Jay Matthews on merit pay

AMEN.

Don't get me wrong, I also like money but some of teachers are buying into the contract NOT for what it is really intended to accomplish but literally because of MONEY.

Horrible Day, Horrible Teacher

And when I thought I'm going to have a great group of teachers to work with this school year... A JERK came along.

Let me call the teacher, for lack of better names-- JERK.

Jerk was eating while "teaching".

Jerk was merely pretending to be "teaching".

Jerk is a new teacher who knew everything.

Jerk thinks he's doing the system a favor.

Jerk. Jerk. Jerk.

Rhee on Q&A Cafe with Carol Joint

Below is the entire taped Q&A Cafe of Rhee with Carol Joynt last Wednesday, October 1.

I have sat on several general meetings with the chancellor. In one of the informal ones, she was asked what are her weaknesses and strengths.

One of the strenghts she mentioned is being able to articulate thoughts/things intelligibly and intelligently even though she has little knowledge about a topic.

Well, in this interview she showed her eloquence and intelligence PLUS a LOT, a way lot of knowledge about education system.

In my book she is a visionary.

One of the ONLY three things I'm doubtful about her vision is abolishing tenureship. Let me correct that: I'm not doubtful. I know she's undervaluing tenureship.

Now, grab a cup of coffee or tea because this is going to be a long and winding 'entertainment'. ENJOY your Sunday!

Btw, this is also posted here.

Part 1



Part 2



Part 3



Part 4



Part 5

No Winners, Just Dreamers and Whiners

Before you watch the clip: What is GP/Rhee's finish line on the new contract?

After you watched the clip: Who won? Who lost?

On National Issues

A friend of mine emailed this pic. AMUSING and SADENNING at the same time. The purchasing power of our money is getting weaker and weaker. I hope will get out of this SOON!

Is George W. Bush the new face of American dollar ?

Disclaimer: I don't know the original source of the pic, if anyone has any info, let me know so I can properly acknowledge the artist.

Of Teachers and Horse Blinders

I can't believe that SOME teachers are seeing one end of this contract negotiation and completely, foolishly blinded on the other end.

ENOUGH with who did what and did nothing. The Union (as a group or in part/individual members) or GP is not the sole responsible for the failure of this contract negotiation.

It's a basic principle that when you go to a contract "NEGOTIATION"-- ALL parties, YES INCLUDING RHEE, should be ready to actually negotiate.

RHEE did not really negotiated. She merely put on the table WHAT SHE WANTS and leave no room for the other members to negotiate for. It's an old case of take it or nothing.

It reminds me a form government. It's called DICTATORIALSHIP.

The Heat is On

I was browsing and read this article from washingtonpost.com: Teachers' Chief Is in the Hot Seat by Bill Turque.

You can tell that the relationship between WTU President George Parker and Chancellor Michelle Rhee is entering a new level. If sweet-nothing exchanges between them did not attract the union members, try this approach:

Asked whether Rhee is a visionary, Parker paused.

"I think she's young. And she's not had experience in running a large urban school district," he said. "Accordingly, she is going to make mistakes." Most significant among them, Parker said, was sowing fear among teachers.

Hmmm... Real or surreal?

DCPS Teacher Shortage

Just read an email by WTU. The message is link to a clip regarding teacher vacancies in DC Public Schools that aired on ABC News Channel 7 on Friday, September 26th. To see the video, click here.

3 Facts:

1. We lost 8% of our student population.
2. Rhee fired more than 270+ teachers.
3. No teacher contract yet.

1 Q: What the ---- is going on?

DC Teaching Fellows and Teach For America Educators

Disclaimer: This is a personal perception based on my personal and working experiences with educators from these programs. Neither is better or worse than the other. Please also bear in mind that this is NOT a generalization. This is not an attempt to box the fellows of each program. No intention of offending anyone. NOTHING but a Gen X Teacher thinking-out-loud or writing-thoughts out.

On Classroom Design
DCTF: Usually traditional in nature. Preferred to be told what’s good for classroom poster, chair arrangement, etc. But if you see a good DCTF classroom— it’s going to WOW you!

TFA: Always colorful and organize. Most materials are handmade and handwritten. Even if they are told what’s good for classroom design, arrangement— most prefer to follow their graduate professors. (Well, you got to get the class credit!).

On Classroom Behavior Management
DCTF: Most of them are soooo patient. They keep following-up on concerns even though it seems no one pays attention. At times, this makes some of them think it’s personal and they have the tendency to become withdrawn to the school community.

TFA: Very assertive and thoughtful in planning rewards and consequences. But if things don’t work their way or no buy-in from school administrator, you’ll hear endless complaints. Never yielding and at times, too stubborn to re-think the approach.

On Building Relationship with Colleagues and Administrators
DCTF: Mostly shy and sometimes timid to a fault. They prefer to be approached before warming up.

TFA: They tend to mingle only with their co-fellows. Sometimes this is interpreted as being cliquish and exclusive.

On Instruction
DCTF: At the beginning, they tend to be transparent with their inadequacies in the classroom. Tend to be good in lesson planning but not in the delivery of the lesson.

TFA: Try to cover-up inadequacies by exuding an elite attitude. Tend to be good in lesson planning, delivery of lesson, PLUS assessment.

(Next: On Extracurricular Activities, On Creative Initiatives/Projects, On School Politics, On Communication, On Dedication to Education. To be continued…)

For more information about the programs click these links: DCTF (http://www.dcteachingfellows.org/) and TFA (http://www.teachforamerica.org/)

How Does DCPS Hire Central Personnel?

I just learned that some of the new ‘hires’ at DCPS Central Office are interns from last summer’s UELIP.

Looking at some of position of these new personnel— I can’t see any “Vacancy Announcement” online. I can’t even recall if there is a verbal announcement for these positions.

Excuse me for not being a law-savvy, but is this legal?

What happened to:

Notice of non-discrimination. In accordance with the DC Human Rights Act of 1977, as amended, DC Official Code, §2-1401.01, et seq. (Act), the District of Columbia Public Schools does not discriminate in its programs and activities on the basis of actual or perceived race, color, religion, national origin, sex,age, marital status, personal appearance, sexual orientation, family status, family responsibilities, matriculation, political affiliation, disability, source of income or place of residence or business. Sexual harassment is a form of sex discrimination which is prohibited by the Act. In addition, harassment based on any of the above protected categories is prohibited by the Act. Discrimination in violation of the Act will not be tolerated. Violators will be subject to disciplinary action. The following office has been designated to handle inquiries regarding non-discrimination policies: Equal Employment Opportunity Office, District of Columbia Public Schools, 825 North Capitol Street, NE, Washington, DC 20002, (202) 442-5424.

Does it mean NO VACANCY ANNOUNCEMENT, NO DISCRIMINATION?

Does it mean THE POWERS-AT-BE CAN HIRE ANYBODY THEY WANT?

Please enlighten me…

There is no Best or Worst School

Pic by Bobby Breidholt on Flickr

I was reading DC Chic today and this caught my attention: Vacancy at High Performing Charter School.

Well, I hate to be the party-pooper-- Let's face it, regardless of how 'best' and 'worst' our respective schools are, there will be teachers who will complain and leave the classroom. It’s pretty much expected. Pretty much Maslow-nian.

The state of the school is what the teachers make out of it. Nothing but pure perception.

To put it bluntly, how a teacher sees the school is a reflection of how s/he is as a teacher. (Prove me wrong!)

It's just a matter of time and realization that the best and worst school don't exist. BEST AND WORST TEACHERS DO.

In all of my years of experience in education, the best teachers are the ones who have positive outlook towards the school and the profession in general. The teachers who do less, if not nothing at all are the “best” complainers I have ever met.

Talk about idle minds and idle hands…

That’s why I always take my hat off to teachers who despite of the tough day still show up the following days. And I bow to those teachers who despite of the best and worst in education stick with education for YEARS with a smile.

That’s why I believe that tenureship should become an elite status in education to reflect the years of contribution of the best teachers to the lives of children, of whom some are already been ‘discarded’ even by their own parents.

That’s why I believe tenureship can be the BEST incentive. And any money, say $120K, is just mere icing.

Just a thought...

DCPS Deputy Chancellor of Special Education Got Booted?

News is circulating through grapevine that DCPS Deputy Chancellor of Special Education has been booted out.

If this is true, I applaud Ms. Rhee for this bold action.

From day one I met the Deputy Chancellor during one of DC meetings, I already foreseen the looming 'F' word: FAILURE. Not necessarily for lack of educational knowledge on Special Education but primarily due to her lack of basic knowledge about DCPS, specifically SPED in the district.

I guess the old belief is true: you can be the brightest and most educated but if you don’t understand the people you serve…

The Deputy Chancellor did not come here without tittle-tattle about her previous job. It was a juicy talk among Central Office clique her legacy to Oakland Unified School District which include but not limited to: messy programs, disappointed teachers, angry parents, etc.

One of her latest projects in DC was the opening of school orientation to DCPS SPED teachers. Take note: SPED COORDINATORS WERE BANNED!

Most SPED teachers found the orientation a complete garbage and waste of time.

The Chancellor should consider hiring someone who knows the district— someone who lives and works in the district; someone who knows SPED because s/he works in SPED. Someone who know the kids and parents in the system.

NOT JUST ANOTHER ‘FRIEND’ or ‘A FRIEND OF A FRIEND’...

Paying DCPS Students to be Students?

Wow! Education under the current DCPS administration is officially a COMMODITY now. DCPS is initiating (a.k.a. copycat-ing) a program from NYC called “Capital Gains”. Students on pre-selected Middle Schools will be paid for behavior, attendance, behavior, homework completion, and grades. Officially, DCPS describes the initiative this way:

“Schools will track student performance on several metrics through an online database, created specifically for the program, and will reward them with cash every two weeks. Money will be deposited into student bank accounts.”

Gone are the days that educators motivate students to learn for learning.

Gone are the days when community leaders encourage students to do their best in the classroom to be the best they can be.

Materialism has now reached another level and sadly, it’s happening inside classroom where learning to learn NO MORE. Now, it’s learning to earn.

There’s nothing wrong with earning while learning (OJT, etc.) but to attend school? To behave appropriately? To do homework? Com’mon?!

DCPS can call this program any names but in my book this is a plain and simple form of bribery. Sorry. B-R-I-B-E-R-Y.

The only difference is that the bribe is sponsored by taxpayers’ money.

DCPS Moving Back to Mesozoic Era

In this era when humans have already learned how to stand and walk straight, DCPS proposal of abolishing tenure-ship to get rid itself of non-performing “relics” —for lack of better terms is going backwards.

The argument that tenure-ship hinders the system in removing the non-performing ‘relic’ of the past is weak. My Granny calls this a Band Aid solution. Quick. Cheap.

I have a simple point here: tenure-ship is embedded in the system since the 19th century (Click here). It’s there because it has a reason. Primarily to protect workers from capricious and whimsical exercise of political power/authority. (*ahem)

I hear everybody when they say “Children first!” I’m with you. But please don’t forget that these ‘relics’ are children’s parents, grannies, guardians… Ever heard of the rippling effect?

I’m not saying to bear with these classroom dinosaurs. If must, I’ll be happy to rally with you (out on the streets and congress) to have these ancient nuisances out from our school system! However, not all relics are non-performing. Not everybody deserves to lose tenure-ship. Some of them earned it. With their hearts, sweat, and yes —blood too.

I agree that tenure-ship complicates the process of terminating a ‘dinosaur’ in the classroom but in no means can stop DCPS in eliminating itself from these bad, bad relics.

Why not solidify the 90-day process? The last time I check, most of these ‘relics’ got away from this process because the system ‘forgot’ to educate its army to judiciously and ACTUALLY implement this process.

Why not create an objective and measurable Professional Performance Evaluation Process? Because when we do this, we can pluck and get rid of obtuse people trying to penetrate the good cause of public education before they 'technically' earn tenure-ship. TIP: A thick booklet doesn’t equate to a sound PPEP implementation.

Why not mandate principals to observe—I MEAN, actually observe and evaluate teachers actually ‘teaching’ and OF COURSE, document it? So when year-end evaluation comes, stupid teachers will not have the reasons to stay or say, Mr. or Ms. Principal never been in him/her classroom.

Why not actually get a lawyer or someone with working knowledge with law in contract-negotiation? I’m not underscoring the intellect of the people on the negotiating team but c’mon… Even the best, smartest doctors hire lawyers. Puh-lease?

Why not spend a little more time researching on ways how to get rid of relics? You can start here: http://www.ericdigests.org/pre-925/tenure.htm.

The Chancellor can put a tag price on tenure-ship. For goodness-sake, I can price mine at $150K too!

But in the end, how about the other relics?

Like the pterodactyls, rhinoceros, brontosaurus, and the likes who came before us and fought (and maybe died) their legal rights for tenure-ship?

How about the relics among us who are doing fantastic teaching jobs?

How about the promising, upcoming generations who would want tenure-ship more than $120K?
So please tell me again why does NO tenure-ship equate to better teachers?

And why is it impossible for tenure-ship and high student achievement co-exist?

But hey, who can’t resist a Band-Aid that comes with $120K?