No, if you’re going to do the least thing possible – the absolute slightest, minimal, tiniest thing you could possibly do – make sure your staff has the chance to be fully vaccinated before thrusting us back in the physical classroom.
In my home state of Pennsylvania, infections are considered substantial if more than 10% of Covid tests in a county come back positive. As of today, that includes every county in the Commonwealth. In fact, our statewide average is 12.7%!
The danger is real and widespread. It’s just that some districts and communities care more than others for their teachers and the students they serve.
It’s not that districts that remain open to in-person instruction have avoided outbreaks.
My home district of McKeesport, located in western Pennsylvania near Pittsburgh, has been open on and off since September 2.
They don’t mind if moms and dads, grandmas and grandpas, even people with no kids in the district have a greater chance of getting sick because decision makers can’t be bothered to look out for the common good.
That’s not an example anyone should be emulating. It’s one we should be avoiding.
Don’t get me wrong.
It’s not that I don’t want to get back to the classroom. There are few things I’d rather do.
Teaching on-line is awkward and strange. Spending all day talking to blank boxes on your computer screen each one representing a child who may or may not be there at that particular moment in time.
Trying to find or recreate classroom materials and rethink how they can best be used in a virtual environment.
Troubleshooting technological issues, answering hundreds of emails and instant messages a day all while having to attend pop up virtual staff meetings that hardly ever deal with the problems of the day but are instead focused on how to return to an in-person method of instruction without ANY concern for the health and safety of the people who would have to enact it!
I mentor needy children. I inspire the dispirited, I stoke the curious, I enlighten the ignorant.
I don’t sacrifice my life because you can’t be bothered to provide the most basic resources possible I need to even attempt to do my job.
That’s not too much to ask.
In fact, it’s not much at all.
I’m not saying vaccines are a panacea.
Just because you take the vaccine doesn’t mean POOF you’re immune. It takes at least a month to reach full 90-95% immunity. Both the Pfizer and Moderna vaccines require you take two doses (at least 21 or 28 days apart, respectively). The level of protection increases dramatically – from 52% to 95% – but you need both doses to get there.
Moreover, there are other more virulent strains of Covid out there. Preliminary studies seem to suggest that these two vaccines are effective against them, but only time and further study will tell for sure.
According to someepidemiological estimates, as many as three-fourths of Americans must become immune to COVID-19 – either by recovering from the disease or by getting vaccinated – to halt the virus’s spread.
However, recent polls suggests that 29% to 37% of Americans plan to refuse a COVID-19 vaccine – even some teachers.
So we can’t just allow educators to be vaccinated. We need to encourage everyone to get one. Otherwise, it may protect individuals but not the community.
Education is vital to ensure that everyone knows the risks and benefits of taking the vaccine and how to protect themselves and their children.
And if you want people to be educated you’re going to need some teachers to do it.
We don’t need a pat on the back or even a “Thank You” to get the job done.
What we need are the basic protections necessary to both meet your expectations and survive the endeavor to teach another day.
So stop the badgering and bullying.
Make sure all teachers have the chance to be fully vaccinated before returning to the in-person classroom.
It is the least you can do.
Like this post? You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.
From the never ending antics of our clown President to the Coronavirus to the continuing rise of White Supremacy, it seemed you couldn’t go more than a few days without some ridiculous headline assaulting your senses.
As a result, there were a lot of worthy, important articles that fell between the cracks – more so this year than any other.
Before we charge into the New Year, it might be a good idea to spare a look over our shoulders at these vital nuggets many of us may have missed.
On my blog, alone, I’ve found at least five posts that I thought were particularly important but that didn’t get the attention they deserved.
So come with me please through this survey of the top 5 education articles (by me) that you probably missed in 2020:
Description: Kids usually spend about 1,000 hours with their teachers in a single year. During that time we build strong relationships. And though just about everyone will tell you this is important, we’re often talking about different things. Some policymakers insist we prioritize an “instrumental focus” with students using their personal information to get them to behave and do their work. The goal is compliance not autonomy or problem solving. However, increasing evidence is showing the value of a more “reciprocal focus” where students and teachers exchanged information to come to a mutual understanding and shared knowledge. Here the goal is free thought, questioning, and engagement with authority figures. I provide my own personal experience to support the latter approach.
Fun Fact: This post is full of letters my former students wrote to me during the pandemic. They highlight better than any study the value of authentic relationships to both students and their teachers.
Description: The link between standardized testing and segregation is obvious but hardly ever discussed. In short, it goes like this. Even when students from different racial or ethnic groups aren’t physically separated by district boundaries or school buildings, the way we rate and sort these students within the same space causes segregation. This is because our manner of placing kids into classes, itself, is discriminatory, unfairly resulting in more children of color in lower academic tracks and more white kids in advanced placement. If segregation is an evil, so is the standardized testing often used to place kids in remedial, academic or advanced classes.
Fun Fact: It seems to me this has immediate and important policy implications. There are so many reasons to end the failed regime of high stakes testing. This is just another one.
Description: Virtual instruction has been a hot button issue this year in the wake of school closings caused by the COVID-19 pandemic. The fact that in-person instruction is more effective has been used as an excuse to keep many schools open when logic, reason and facts would dictate otherwise. However, the kind of in-person instruction being offered in a pandemic is, itself, not as effective as the kind of in-person instruction offered under normal circumstances. Moreover, distance learning is not all bad. It does have some advantages such as it being generally low pressure, more difficult to disrupt class and easier to contact parents. At the same time, it presents unique challenges such as increased student absences, the problem of when and if to keep the camera on and difficulties with special needs students.
Fun Fact: We desperately need an honest accounting of what is going on with real virtual classrooms around the country and how students and teachers are meeting these challenges. If there was more discussion about how to make distance learning better, the education being provided during the pandemic would be so much more effective than spending all our time and effort trying to reopen school buildings regardless of the risks of infection to all involved.
Description: When should teachers praise students and when should they use reprimands? The research is all over the place. Some studies say praise is good but only so much and only in certain circumstances. Others say reprimands are more effective and still others caution against when and how to use them. My own experience has shown that honest praise and thoughtful reprimands are more effective than not.
Fun Fact: This may seem like a simple issue but it highlights the complexities of teaching. Educators are not working with widgets. We’re working with real, live human beings. There is no simple solution that will work every time with every student. Effective teaching takes good judgement and experience. If we ever want to improve our school system, it is vital that we understand that moving forward.
Description: Forty years after the Montgomery bus boycott that was sparked by Rosa Park’s refusal to give up her seat to a white man, the civil rights icon lent her name to a charter school proposal in 1997. However, the Detroit school that would have been named for her and her late husband, the Raymond and Rosa Parks Academy for Self Development, was never approved. In any case, Charter school advocates like to pretend this mere proposal means Parks was an early champion of charter schools and thus that school privatization is an extension of the civil rights movement. Yet a closer look at the facts shows a sadder story. At the time of the proposal, Parks was suffering from dementia and under the sway of countless corporate consultants who used her name and clout to enact several projects. It ended in a protracted legal battle after her death between her family and the consultants to whom she willed a treasure trove of civil rights artifacts.
Fun Fact: I think this is one of the most important articles I wrote in 2020. It’s not a pretty story, but it’s the truth. The school privatization movement likes to co-opt the language of the civil rights movement while violating the civil rights of students and families with substandard education and pocketing tax dollars as profit that were meant to educate children. The exploitation of Parks in this way is symptomatic of what you’ll see in any inner city charter school where entrepreneurs are getting rich off of the children of color whom they pretend to be serving.
Gadfly’s Other Year End Round Ups
This wasn’t the first year I’ve done a countdown of the year’s greatest hits. I usually write one counting down of my most popular articles and one listing articles that I thought deserved a second look (like this one). Here are all my end of the year articles since I began my blog in 2014:
“In the End, we will remember not the words of our enemies, but the silence of our friends.” -Martin Luther King Jr
Teachers want a safe place to work.
But in 2020 that is too much to ask.
As the global COVID-19 pandemic rages out of control throughout most parts of the United States, teachers all across the country want to be able to do their jobs in a way that won’t put themselves or their loved ones in danger.
Affected teachers often wonder where their union is, where their progressive representative, where the grassroots activists who were willing to organize against charter schools and high stakes testing.
Michael Mulgrew, president of the United Federation of Teachers (UFT) agreed.
“We are supportive of a phased reopening of schools in other neighborhoods as long as stringent testing is in place. This strategy – properly implemented – will allow us to offer safe in-person instruction to the maximum number of students until we beat the pandemic.”
The plan is predicated on a bogus statistic that kids aren’t getting sick at school or spreading the virus from there, that only 0.2% can be traced back to school buildings.
But she was unafraid to contradict President Donald Trump before the election.
She appeared on CNN and challenged Trump to “sit in a class of 39 sixth graders and breathe that air without any preparation for how we’re going to bring our kids back safely.”
In late April, she took to Twitter saying the NEA is “listening to the health experts and educators on how and when to reopen schools — not the whims of Donald Trump, who boasts about trusting his gut to guide him. Bringing thousands of children together in school buildings without proper testing, tracing, and social isolation is dangerous and could cost lives.”
“The health and safety of students, staff, and our families must be our top priority,” Askey said. “We call on all school district leaders to follow the state’s guidelines to protect the health and safety of everyone in our school communities.”
However, state guidelines are pretty weak. They suggest mask wearing and that districts close when community infection rates are high. But districts can choose to keep buildings open if they promise to follow safety guidelines to the best of their ability.
Gov. Tom Wolf originally issued an order for all schools to close and go to remote learning last March. However, state Republicans challenged his authority to do so and their position was upheld in court.
And these are people from the community. How many times have teachers called them to let them know how their kids were doing in class? How many times have teachers gone with them and their kids on school field trips? How many times have teachers accepted invitations to graduation parties and school board meetings?
But the idea that public schools are fundamentally better – that idea has suffered tremendously.
I used to believe that local control was something to cherish, that a board made up of neighbors duly elected by the community would more often than not have the best interests of that neighborhood at heart when making decisions.
They keep blaming everything on academics, saying they have provide what is best to help students learn – never mind the dangers to child, parent and teachers’ bodies. But even more hypocritically they ignore the well being of huge swaths of their students who refuse to take part in their in-person experiment.
In both districts, about 60% of parents favor in-person schooling and 40% prefer remote.
So the boards are doing what the majority wants, but it’s a slim majority.
There is a significant portion of parents who feel these in-person plans are unsafe and very little is being done to educate their children.
They are actually betting that the poor quality of the cyber program will increase the number of parents sending their kids to in-person instruction.
And I’ve heard similar comments among administration at Steel Valley.
There at least we don’t force kids into our (likewise crappy) cyber program. We just have classroom teachers post assignments on-line.
Remote students in K-5 get live teachers instructing on-line. But remote students in 6-12 only get one half day of synchronous instruction on-line a week. The rest is asynchronous worksheets, etc. And somehow that’s supposed to be enough.
We have enough teachers that we could provide more, but why encourage remote learning? Might as well let them eat asynchronous and hope their parents will lose hope and just make them come to school during a global pandemic.
I have zero respect for administrators who think this way. I have zero respect for school board members who vote for it.
So how do I keep my respect for local control and the school board system?
The technology should be merely a tool to connect students and teachers not as a provider of that learning.
The backlash against ed tech has been far greater than any embrace.
Yet some education activists decry how public schools going remote makes privatized schools who don’t look good.
That’s nonsense, too.
Teaching recklessly is bad – no matter who does it. If parents want to endanger their own kids, that’s their prerogative, but in the long run no one will earn brownie points for enabling such negligence.
However, where privatized schools will earn points with parents is for providing high quality remote learning when public schools refuse to do so.
I know all of them aren’t doing that. But some of them are.
And, frankly, they deserve any praise they get for it.
Look, I love public schools, too. But when public schools abandon their duties to their students as so many have done during this crisis, they deserve to have their students stolen. Even if these privatized schools often have more money to work with in the first place.
Bottom line: This is a crisis the school board system should have been able to overcome.
It’s a crisis the unions should have been able to battle.
It’s a crisis the activist community should have been able to see clearly.
That’s why the schools are open. School boards are afraid keeping them closed will hurt business in the community.
That’s why administrators make such reckless reopening plans. They’re afraid that if we stay on remote it will become obvious how irrelevant they are to the running of a virtual school.
That’s why union leaders put up next to no resistance. They’re more afraid of furloughs than death or lifelong health consequences.
That’s why some parents support reopening schools – so they have someone to watch their kids while they’re at work. They never spare a moment for how the government is cheating them out of stimulus checks, mortgage relief, rent forgiveness, free testing, hazard pay and healthcare so they don’t have to put their own lives on the line working during a pandemic.
In all honesty, we were a sick country long before COVID-19 hit our shores.
It was a repudiation of Trump more than a celebration of Biden.
However, now that the dust has cleared and all the states but Georgia, Alaska and North Carolina have been called, I’m starting to have some thoughts about what a Biden administration might actually look like.
And it might not be too bad.
So here are what I see as the five main hurdles coming up for the Biden administration and why we might be cautiously optimistic about their outcomes:
1) Trump Will Fail to Successfully Challenge the Election Results
You don’t know Four Seasons Total Landscaping? It’s a landscape gardeners located between a crematorium and a dildo shop.
That is not the work of people capable of running an effective challenge to a national election.
Yes, there are enough far right justices on the Supreme Court to pull off this Coup d’état. But I don’t think even they would have the guts to do it in light of the world’s acceptance of Biden, the acceptance of many in the GOP and the blatant incompetence of the Trump administration.
I admit that I could be wrong. And I certainly don’t think we should underestimate these neofacists.
Trump is a cornered rat, and that is when rats are at their most dangerous.
Had Medicare For All or the Green New Deal been on the ballot, things might have gone differently – or more emphatically – our way.
But, instead, it was all about getting rid of Trump.
Thankfully, that was enough. But had the party actually offered voters something more – things that are overwhelmingly popular with everyday people but unpopular with party elites and their wealthy backers – the results could have been a landslide in Biden’s favor.
She said that every candidate that co-sponsored Medicare for All in a swing district was reelected. Even Mike Levin, who many thought had committed political suicide by co-sponsoring the Green New Deal, kept his seat.
Supporting progressive policies did not sink anyone’s campaigns. In fact, that’s how insurgent Democrats have been unseating centrists across the nation.
“I’ve been unseating Democrats for two years,” Ocasio-Cortez said. “I have been defeating D.C.C.C.-run campaigns for two years. That’s how I got to Congress. That’s how we elected Ayanna Pressley. That’s how Jamaal Bowman won. That’s how Cori Bush won. And so we know about extreme vulnerabilities in how Democrats run campaigns.”
This is a fight for the heart and soul of the Democratic party.
We cannot continue to move to the right and expect the base – which are much further left – to continue to vote for increasingly conservative candidates.
There is already a party for that – it’s the Republicans.
“I need my colleagues to understand that we are not the enemy,” she said. “And that their base is not the enemy. That the Movement for Black Lives is not the enemy, that Medicare For All is not the enemy. This isn’t even just about winning an argument. It’s that if they keep going after the wrong thing, I mean, they’re just setting up their own obsolescence.”
We will see if the Biden administration learns these lessons or not.
I think there is good reason to be cautiously optimistic here. It is in the party’s own self interest.
But only the future will tell.
4) Biden will Take Steps to Control the Coronavirus
Unlike his predecessor, Biden has been a consistent voice of sanity on the COVID-19 pandemic.
“We cannot repair the economy, restore our vitality, or relish life’s most precious moments — hugging a grandchild, birthdays, weddings, graduations, all the moments that matter most to us — until we get this virus under control.”
And true to his word, this appears to be the first thing on his agenda.
Specifically, Biden’s plan calls for empowering scientists at the Centers for Disease Control and Prevention (CDC) to help set national guidance based on evidence to stop outbreaks, work on a vaccine, testing, contact tracing and other services.
His administration would use the CDC to provide specific guidance — based on the degree of viral spread in a community — for how to open schools and businesses, when to impose restrictions on gathering sizes or when stay-at-home orders may be necessary.
He would create a national “pandemic dashboard” to share this information with the public.
He would make sure that everyone has access to regular, reliable, free testing.
He would hire 100,000 additional public health workers to coordinate with local organizations around the country to perform contact tracing and other health services. These people would help with everything from food insecurity and affordable housing to training school officials about when and how to make it safe to reopen buildings.
He proposes the federal government cover 100% of the cost of Consolidated Omnibus Budget Reconciliation Act (COBRA) coverage for the duration of the crisis for people who get sick from the virus. If someone loses employer-based health insurance, they would still have health insurance through this plan.
He also will push to strengthen the Affordable Care Act, expanding coverage by making more people eligible.
He’d use the Defense Production Act to increase production of masks, face shields and other personal protective equipment so that supply exceeds demand.
I don’t know about you, but to me this seems a breath of fresh air. It is what the federal government should do and what it hasn’t been doing under Trump.
And I see no reason why the Biden administration can’t get it done.
5) Biden Can’t Afford to Re-up Betsy DeVos’ Education Policies
They all supported charter schools, high stakes testing, increased segregation, the school-to-prison pipeline, evaluating teachers on student test scores, targeted disinvestment to schools in poor neighborhoods serving mostly students of color, and more.
Duncan and King were competent at destroying public education while hiding behind neoliberal rhetoric. DeVos was incompetent in every conceivable way and could barely hide her glee at the prospect of destroying public education.
Since Biden’s wife, Jill, was an actual teacher, he has more to lose than previous chief executives if he gets this wrong. He can’t take schools for granted and he can’t appear to be doubling down on the same policies of Trump and DeVos – which to be honest were mostly the same as those of Obama and Bush but on steroids.
Biden promised a public school teacher would be his next education secretary and Politico is already making predictions. The media outlet suggests ex-National Education Association (NEA) President Lily Eskelsen Garcia, American Federation of Teachers (AFT) President Randi Weingarten or Stanford Education Professor Linda Darling-Hammond.
Frankly, we could do much worse than any of these people. Hammond, in particular, was Obama’s education policy advisor UNTIL he was elected and changed courses to the neoliberal set.
Of all the hurdles coming his way, I have the least hope Biden will overcome this one.
Before this ruling, the Second Amendment was interpreted to be referring only to service in the militia. The Militia Act of 1792 required each able-bodied male citizen to obtain a firearm (“a good musket or firelock”) so he can participate in the “well regulated militia” the Amendment describes.
Just imagine if Barrett gets together with the wingnut Republican majority on the court to reevaluate that ruling!
Imagine how many centuries of slow progress she could overturn by appealing to the common man – of 1776.
Imagine if she and the regressive right examined free speech cases! After all, many of these laws were written during the time of the Adams Administration’s Alien and Sedition Acts which radically cracked down on free expression.
We could expect a rush to return to the mire and muck that many of our enlightenment heroes were trying to escape in the first place.
But originalists like Barrett claim only they can interpret what the language in these laws originally meant. Yet their training is in law, not literacy or antiquity. They’re not linguists or historians. They don’t have some shortcut to what people used to mean by these words. They’re just playing with the language to make it mean what they want it to mean so they can rule however they so choose.
Even if they could figure out the original meaning of the words in these laws, that doesn’t guarantee it would make sense in today’s world. How, for example, do the founding fathers views on medicine have anything to do with today’s healthcare system that didn’t exist in the 1700s and that the founders couldn’t even comprehend? How do the founders views on gun rights relate to today’s firearms when they knew only of muskets and not automatic weapons?
Finally, why should we give preference to antiquated ideas over modern concepts? The laws of yesteryear may have been suited to the days in which they were written. However, if a law cannot grow to encompass the world as it exists, it has no right to continue to exist.
Judges are not supposed to overturn precedent based on lingual folderol. They’re supposed to uphold the law based on logic, reason and sound judgement.
Any judge that disagrees has no place in our courts.
It’s ironic that such degeneration would come from the Republican Party.
Along with students whose input and experiences should not be ignored, it is our collective educator core who have been thrust into this strange experiment. But unlike children, they have the knowledge, maturity, skills and life experience to evaluate it best. And being one of those intrepid individuals, I here offer my thoughts.
After more than four months teaching this way, I’d say these are the top 5 pros and cons of virtual instruction:
1) There is Less Pressure Day-to-Day
Right off the bat there is something to be said for virtual instruction – it feels more low stakes.
You sleep longer, can more easily access amenities, the bathroom, food and drink.
For one, you sure can’t beat the commute.
Some students admit that they roll out of bed each morning and onto the computer. This is not always optimal for learning in that the mind needs time to wake up and focus itself. However, the fact that one has more choice over how to prepare for school, what to wear, more leeway about breaks and whether to eat or drink in class – all that leads to an increased casual feeling to the day.
Though I certainly don’t roll from my bed to class, the extra sleep I get from not having to drive to the building and the reduced stress of forgoing a commute, traffic, bad weather, etc. are extremely positive.
It helps me be more relaxed and ready to meet my students needs. It makes me a better teacher.
True, a dedicated disruptor can find a way to cause a ruckus. He or she can try to use the chat or even the video camera. They may even have each others cell phone numbers and communicate back and forth that way.
However, few students are aggravated enough to take such measures. I haven’t noticed much beyond simple teasing.
Some of my students put pictures of each other as the backgrounds on their camera screens – but these have always been friends trying to get a laugh. A comment from me and it stops.
If worse comes to worse, I can still remove them from the Zoom meeting and alert the principal or dean of students for disciplinary action.
3) It’s Easier to Communicate with Parents and Students Individually
There are many reasons for this.
In the physical classroom, the most common form of communication is verbal. But digital spaces allow for several other methods.
You can email individual students messages, work, assignments, grades, etc. You can utilize the chat feature to send a private message. You can simply talk to them in the Zoom meeting. You can set up an individual Zoom meeting like office hours to answer questions. You can ask or answer questions about assignments in the stream function of Google Classroom.
All these options allow for students to talk with their teacher one-on-one more easily than in the physical classroom.
Consider this: let’s say a student has a question about the homework after class. In the physical classroom environment, there may be little they can do but wait until the next day. Before last March, I’d had students send me emails, but I never checked them as regularly as I need to now.
In the digital world, students can easily send a message through email or stream at any time. This certainly puts a strain on educators but most questions I receive are during school hours and easily answerable in a timely fashion.
I find that in the virtual classroom, I have the time to communicate with every parent at least once a week – or at least I try. Even in the digital world, some parents are incommunicado.
4) It’s Easier to Read a Text Together
As a language arts teacher, this is really important to me.
For more than 15 years, I’ve read texts aloud with my students and asked them to follow along. I tell them to take their index fingers, put them in the text and move along with where we are in the passage.
Few actually do it, and there’s really nothing I can do to make them. Except beg.
In the virtual classroom, I can easily put the text on all their screens, place the cursor under the words and follow with the reader or the audio recording.
Students can try to ignore it, but that’s harder than just following along. It also allows me to point to specific parts of the text.
If a student is reading and struggling with a word, I can point to prefixes, suffixes, roots, etc. to help them. And I’ve honestly seen improvements in some struggling readers fluency.
5) It’s Easier for Students to Work at Their Own Pace
This isn’t really a core value of the physical classroom.
Teachers give assignments, set due dates and students have to get things done in the time frame.
Online it isn’t such a straight line.
Teachers instruct in a Zoom meeting, but students are not required to attend. They can catch up with a video of the meeting if they need or prefer.
And since we all anticipate students may have issues throughout the day with connectivity, the technology, home responsibilities, distractions, etc. teachers haven’t been so firm on those due dates.
I freely give extensions and tell my students that assignments can still be made up for full credit well past the deadline. It’s about getting the work done, not so much about when.
I find myself explaining assignments more often than usual, but it’s somehow not as annoying as it sometimes is in the physical classroom.
No matter how you look at it, there are an alarming number of students absent throughout the day.
For my own classes, this was much worse in the spring when we first went online. Starting in September, more students have been attending regularly.
However, there are two important points to be made.
First, there are some students who do not attend the live Zoom meetings but instead watch the videos and do the assignments. Their work is not worse than those who attend – in fact, it is sometimes much better.
I suppose it’s possible students in the Zoom meetings could feed information to those not attending, but with the videos and the ability to communicate with me at will, it’s almost more work to cheat.
In my classes, about 20% are regularly absent. Of those, 10-15% are not participating much at all.
That’s about the same as I would expect to see in the physical classroom.
We need to identify these students and provide them with the resources necessary to succeed. But that’s always been true.
2) The Camera Conundrum
To turn your camera off or not? That is the question.
Zoom meetings can be an awfully lonely place for teachers when every student has their camera off.
The general consensus is that we should allow them this freedom. It encourages them to attend the Zoom meetings on their own terms and avoid the stress of seeing themselves constantly on their own screens. It allows them to avoid the fear of being judged for their surroundings.
Allowing them this latitude certainly does increase attendance and create a more positive attitude. But the teacher is in a worse position to monitor student engagement.
Most days I feel like a medium at a seance asking if so-and-so is here. Give me a sign.
I try to pose questions to get students involved – even more than I would in the physical classroom – and sometimes it works and sometimes it doesn’t.
There are times when I yearn just to be able to look at my students again and see what they’re doing. Because I know some of them are not paying attention.
Some are texting on their cell phones. Some are playing video games on another screen. Some are talking with brothers, sisters, friends or parents in their house.
There’s not much I can do except try to keep my classes as engaging as possible. Most of the time, I think it works.
But not always.
3) It’s Harder to Monitor/Push Students with Special Needs
This is nearly impossible for a student with his or her camera off. I can try verbal queues, but students don’t always answer. I can ask them to turn on their cameras if that has been added to their IEPs, but they rarely comply. And if they do, they just point the camera at the ceiling or otherwise away from their faces.
The human contact of actually being present in a physical space has many advantages – especially for students with special needs.
I try my hardest and do everything I can to help them. But I feel that some of them are falling through the cracks – at least more than they would be in a physical classroom.
4) Technological Issues
Even under the best of circumstances, there are always technological issues.
Students do their assignments and their devices don’t save the work. Their batteries run low. They haven’t downloaded the proper apps. They’re using the wrong emails to access a google form.
The list is endless.
Thankfully, my district has a help desk students can access. But teachers need to be aware and permissive about technology issues. We have to air on the side of letting them get away with something rather than being too strict.
And the technology issues aren’t limited to the students.
One Friday I found the wi/fi in my home was down. I had class in 30 minutes and had to find someway to connect online to teach.
Your choice not to wear a mask in public increases the infection rate in my community. Your decision to eat in a restaurant, go to a bar or spend a weekend at an amusement park puts not just you and your family at risk, but me and mine as well.
But this is what I see in the light shinning through the crack in the maelstrom of nonsense we have been living in lately.
We can all come together and create schools that serve everyone regardless of race, religion, creed, sexuality, gender or difference. We can teach facts, thought, history, science, arts and humanities.
And armed with such tools, we can recreate society in that image.
That is the lesson of Trump’s diagnosis.
You can lie and cheat and steal.
You can fool people into believing that you’re not a liar and a cheat and a thief.
In his infamous Fox News interview with Chris Wallace, he seemed to be saying that the U.S. had just as many new cases now as it did in May. However, since there were fewer tests done in May and more are being done now, it only appears that the infection is spreading when it actually is not.
It’s pure bullshit.
How would he know how many cases existed in May other than through testing?
“If we fail to assess students, it will have a lasting effect for years to come. Not only will vulnerable students fall behind, but we will be abandoning the important, bipartisan reforms of the past two decades at a critical moment.”
However, this is a rather strange thing to say if you think about it.
But since students are tested all year long by their teachers, they earn end of the year marks, pass on to the next grade or are held back, graduate or not – there are a multitude of measures of student learning – measures that take in an entire year of academic progress in context.
Waiving standardized testing would not make it impossible to tell who learned what. In fact, waiving the tests in the spring did not leave teachers clueless about the students in their classes today.
We still know which students are falling behind because we interact with them, give them assignments, teacher created assessments, etc. And when it comes to vulnerability, standardized tests show us nothing unless we read between the lines.
Students from poorer households tend to score lower on standardized tests. Kids who attend schools with fewer resources and larger class sizes tend to score lower. Minority children tend to score lower.
Standardized testing does nothing to achieve this goal nor is there much help from the “bipartisan reforms of the past two decades.”
After all, which reforms exactly do you think DeVos is referring to?
It’s not hard to imagine since her letter was endorsed by far right and neoliberal organizations such as the Center for American Progress, the National Urban League, the Education Trust and the U.S. Chamber of Commerce.
Scott, who serves as chair of the House Education and Labor Committee, said in a statement:
“There is no question that the COVID-19 pandemic is having severe consequences for students’ growth and achievement, particularly for our most vulnerable students. We cannot begin to address these consequences, unless we fully understand them.”’
Murray, the highest ranking Democrat on the Senate education committee, said:
“Especially when it comes to the disparities that harm so many students of color, students with disabilities and students whose families have low incomes, we’ve got to have data that shows us where we’re falling short so we can better support those students.”
How does a single test score from a corporation like Pearson show you more than a year’s worth of academic assessments from a school?
In short, Trump and DeVos are two peas in a pod committed to avoiding accountability for themselves but determined to destroy public services like public schools based on bogus accountability measures like standardized testing.
Hopefully the American public will boot them both out on their asses in November so that rational leadership in the Department of Education and elsewhere will do what should have been done years ago – waive standardized testing for this year and every year that follows – Coronavirus or not.
Like this post? You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.
The $660 billion federal initiative was intended to help businesses keep employees on the payroll and off unemployment benefits during the COVID-19 pandemic. The loans will be forgiven if businesses meet certain conditions such as retaining or rehiring employees.
Since Imagine writes the Environmental Charter’s operating budget, the management company ends up paying itself for a number of services.
After the school gets funding from state, federal and community taxes (this year including bailouts from PPP and the CARES act), it pays 12 percent back to Imagine. This came to $406,000 in 2009, according to an independent financial audit.
The school also pays Imagine on a $250,000 loan that the charter operating company took out to launch the program. Payments come out to about $2,500 per month over 20 years with an interest rate of 10.524 percent.
The charter also pays Imagine rent on its building which was purchased in 2006 by Schoolhouse Finance – Imagine’s real estate arm – for $3 million.
Like the Environmental Charter, this so-called nonprofit hires a management company. In this case, it’s the infamous K12 Incorporated – a nationwide cyber charter network with a record of academic failure and financial shenanigans.
In 2016, the company reached a $168.5 million settlement with the state of California. The state claimed K12 had reported incorrect student attendance records and otherwise lied about its academic programs. The company ended up settling with the state for $2.5 million with an additional $6 million to cover the state’s investigation and K12 voided $160 million in credits it had given to the affiliated schools to cover the cost of their contracts.
Hill House offers a blended model with in-person teachers and virtual classes somewhat different than most K12 schools.
Penn Hills School Board – a duly elected body, not government appointees – outlined criticisms of the charter that do not put the entrepreneurial venture in a positive light.
Penn Hills School Board said the charter had failed to produce current student rosters, failed in record management, failed to accurately maintain student tuition payments, improperly billed the school district for special education students, failed to maintain and develop Individual Education Plans (IEPs), had poor academic growth and is under a Department of Education Corrective Action Plan setting forth 31 areas of needed improvement.
Finally, the charter school sucks away necessary funding from the authentic public school. The Penn Hills School District paid Imagine about $3 million in 2014-15. Costs increased to $12 million a year and continue to rise.
Nina Rees, executive director of the National Alliance for Public Charter Schools (NAPCS) has spoken out of both sides of her mouth on the issue. She has insisted that charter schools be regarded as public schools and eligible for emergency aid – all the while advising charter schools also to apply for federal rescue funds for small businesses devastated by the pandemic.
Carol Burris, Executive Director of the Network for Public Education, did not mince words.
“Once again, the charter sector, through the lobbying efforts of Nina Rees…worked behind the scenes to gain fiscal advantage for the privately operated schools they claim are public schools.”
ProPublica has put all the information into an easy to use search engine. Just enter a zip code and it will display all the businesses located there that received PPP loans.
This includes high tuition private prep schools like Sewickley Academy and Shady Side Academy both of which got $2 – $5 million, Winchester Thurston School which got $1 million – $2 million, and the charter schools listed above.