Lesson Plans Are a Complete Waste of Time     

Lesson plans are a complete waste of time. 

There. I said it.   

Few demands get under the skin of classroom teachers more than being told to hand in detailed lesson plans.  

It’s not that teachers don’t need to plan.  

Planning is an essential part of the job. 

Every day before students come in, you decide which activities, assignments and discussions would be effective for you and your students.   

However, that’s personal, idiosyncratic and informal. It’s the FORMAL lesson plans that have next to nothing to do with what goes on in the classroom.

I’m talking about the kind with detailed objectives often written in behavioral terms (i.e. Students Will Be Able To…), essential questions that are supposed to link your units into cohesive blocks, explicit reference to the formative and summative assessments you plan to give and exhaustive reference to every Common Core Academic Standard non-educators ever wrote to sell text books, workbooks, software and other boondoggles.


 
They are simply busy work – useless paper that is often filed away in the office and never seen again.  


 
Certain kinds of principals – and we know who you are – have checklists of every teacher in the building and simply mark off your name to designate that you turned in your lesson plans like a good doggie. 


 
But even worse are administrators who read every word and send you pages of comments asking you to change this or that so it more closely adheres to the Common Core Academic Standards. As if parroting a bunch of shoddy benchmarks made by standardized testing companies is going to have any real effect on classroom practices. 


 
Either way it’s an exercise in futility. 


 
Whether administrators pour over these plans or just file them away, making teachers hand them in every week has nothing to do with improving teacher effectiveness or even making us more reflective and adventurous educators. It’s about administrators justifying their own jobs.  


 
It’s like saying, “Look what a tough principal I am! I make my teachers hand in their lesson plans. I don’t let them get away with anything!” 


 
And perhaps that’s one of the things that really irritates educators – this idea that we need taskmasters set over us to ensure we’re actually teaching. 

If principals were really worried about that, it would be better for all involved if they just poked their heads into our classrooms more often and actually observed what we are doing.


 
Here’s a dirty little secret about education – No one gets into this profession to sit behind a desk with their feet up. 


 
If they do, they soon realize that teaching isn’t the place for them. There is so much we have to do everyday – from grading papers, to counseling students, to calling parents, to scaffolding group work, tutoring, mentoring, modeling, lunch duty, hall duty, in-school suspension – and that’s before we even begin to talk about teaching and planning! 


 
We don’t have time to write up a detailed plan of what we think we’ll be doing in class every single day with an equally detailed justification for everything we’ll do! 


 
Because we know we’ll never actually use it in the classroom! 


 
The very idea of lesson plans is antithetical to 90% of classroom practice. 


 
Teaching isn’t something you can sit back and plan and then recreate with 100% fidelity day-in, day-out.

 


 
When you’re there in front of students, you need to use your natural empiricism to tell what the needs are of your students on a given day at a given time.  


 
Today we may need to go back and reteach yesterday’s lesson. Or we may have to jump right back into a discussion we were having last week. Or we may need to switch tacks and focus on something else so students can calm down or won’t get frustrated.  


 
The reality of the classroom determines what a good educator does inside it. And this cannot accurately be guessed at from a distance of time and/or space.  


 
Sure, as a language arts teacher I may know I want to teach vocabulary skills, or complete sentence construction, reading comprehension or anything else. I can pick out my texts and my assignments, figure out which activities would best get across the idea, what kind of practice could be useful, etc. But HOW all that comes together is more of an art than a science.  


 
And the more experienced you are as a teacher and the better you know your students, the more effectively you’ll be able to meet the needs of a class of students on a given day.  


 
Because you aren’t teaching widgets. You’re teaching people. And people resist the most rigid of plans.  


 
Moreover, the need to justify every move you make has a chilling effect on what you’re willing to do.  


 
Teachers need the freedom to experiment – to try new things and see how they work.  


 
If you have to stop and justify every action for an authority figure, you’ll only do the things you already know will work – or at least the things you feel most confident that you can explain. 


 
Teachers need to be free to try something and not be able to codify why they’re doing it at the moment. Only later, perhaps at the end of the day, can it be helpful to sit back and reflect on what you did and judge for yourself whether it was effective and worth repeating.  


 
But that’s where the emphasis needs to be – on you as the teacher and your students as a class.  


 
YOU get to decide the effectiveness of your teaching – not your principal, not an administrator in central office or the superintendent. YOU. 

That’s because you’re the expert here.


 
Your administrator may not even be trained in your discipline. How’s a gym teacher going to evaluate language arts? How’s an elementary special education teacher going to evaluate calculus?  


 
And it’s even worse when compounded by experience – or perhaps I should say inexperience.  


 
Most principals only taught for a handful of years before becoming administrators. And many of them haven’t even had much time to figure out how best to BE administrators.  


 
Yet our warped work culture puts them in charge of the actual professionals in the classroom – the classroom teachers – and encourages them to disrupt the normal flow of things in the name of what? School improvement? Or parasitical management?  


 
Principals should be focused on two things – (1) providing the best work environment for students and teachers; and (2) advocating for teachers and students. They should make sure teachers have what they need to get their jobs done effectively. And that means listening to exactly what those needs are. If those needs aren’t being met inside the district, the principal should go outside and work to get those resources brought in. 


 
Educators don’t need you to stand in judgement of them and then brag to your superiors about being a hard ass. They need you to get them the resources necessary – time, salary, lower class size, counselors, anything really that reduces the unnecessary from a teacher’s day so she can focus on her students.  


 
But demanding educators hand in lesson plans is just the opposite. You’re ADDING to the unnecessary work load, not reducing it.  
 


So lesson plans are an antiquated notion that need to go the way of mimeographs, transparencies and overhead projectors.   


 
Stop torturing educators with mindless busy work when there are so many mindful tasks begging to be done.  


 
Let teachers teach.  
 


And if you can’t figure that out, at least get out of the way. 


 


 

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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

The Most Important Education Articles (By Me) That You Probably Missed in 2020

There were so many explosive stories in 2020.

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:

5) The Student-Teacher Relationship is One of the Most Misunderstood and Underrated Aspects of Education

Published: June 13 

Views: 940


 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.

4) Standardized Tests Increase School Segregation

Published: June 19 

Views: 690


 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.

3) Virtual Instruction: Top 5 Pros & Top 5 Cons

Published: October 11


 Views: 622


 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.

2) The Ongoing Study of How and When Teachers Should Praise Students

Published: February 2


 Views: 303


 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.

1) Did Rosa Parks Really Support Charter Schools?

Published: January 29


 Views: 233


 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:

 

2020:

Outrunning the Pandemic – Racing Through Gadfly’s Top 10 Stories of 2020

 

2019:

Sixteen Gadfly Articles That Made Betsy DeVos Itch in 2019


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2018:

A Gadfly’s Dozen: Top 13 Education Articles of 2018 (By Me)

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2017:

 

What’s the Buzz? A Crown of Gadflies! Top 10 Articles (by Me) in 2017

 

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Hidden Gadfly – Top 5 Stories (By Me) You May Have Missed in 2017

 

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2016

Worse Than Fake News – Ignored News. Top 5 Education Stories You May Have Missed in 2016

 

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Goodbye, 2016, and Good Riddance – Top 10 Blog Post by Me From a Crappy Year

 

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2015

 

Gadfly’s Choice – Top 5 Blogs (By Me) You May Have Missed from 2015

 

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Who’s Your Favorite Gadfly? Top 10 Blog Posts (By Me) That Enlightened, Entertained and Enraged in 2015

 

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2014

 

 

Off the Beaten Gadfly – the Best Education Blog Pieces You Never Read in 2014

 

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Top 10 Education Blog Posts (By Me) You Should Be Reading Right Now!

 

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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!


INCONVENIENT TRUTH: Remote Teaching is Better Than In-Person Instruction During a Pandemic

Hundreds of teachers have died from Covid-19.

More than 1 million children have been diagnosed with the disease.

Yet a bipartisan group of seven state Governors said in a joint statement Thursday that in-person schools are safe even when community transmission rates are high.

Safe – despite hundreds of preventable deaths of school employees.

Safe – despite mass outbreaks among students.

Safe – despite quarantines, staffing shortages, longterm illnesses and mounting uncertainty about the longterm effects of the disease on children and adults.

State Governors must have a different definition of safety than the rest of us.

The message was signed by New Jersey Governor Phil Murphy, New York Governor Andrew Cuomo, Pennsylvania Governor Tom Wolf, Delaware Governor John Carney, Connecticut Governor Ned Lamont, Rhode Island Governor Gina Raimondo, and Massachusetts Governor Charlie Baker.

Only Baker is a Republican. The rest are all Democrats.

We expect such blatant untruth from the Trump administration, and Vice-President Mike Pence was quick to add his voice to the septet.

But the facts remain.

More than 300 teachers and other school employees have died across the country from the virus, according to the Associated Press.

In fact, 72 school employees died of the virus in New York City, alone, according to the city Department of Education.

More than 1 million children have been diagnosed with Covid-19 according to a report by the American Academy of Pediatrics released Monday.

More than 250,000 people have died nationwide.

More than 11 million Americans have been diagnosed with the disease at an ever increasing rate. One million of those cases came about over just six days last week.

In many states like Pennsylvania, hospitalizations have passed their peak in April.

That is not safety.

And it is beyond reckless that these Governors would make such a counterfactual statement.

FACT: It is NOT safe to have in-person schooling in any community where infections are high.

FACT: It is BETTER to have remote education unless the virus has been contained.

But these are inconvenient truths that business leaders, politicians and policymakers are doing everything in their power to ignore.

The Governors’ statement begins:

“Medical research as well as the data from Northeastern states, from across the country, and from around the world make clear that in-person learning is safe when the appropriate protections are in place, even in communities with high transmission rates.”

This is just not true.

It is based not on research by epidemiologists, not on studies conducted by doctors, scientists or pharmacologists.

It comes from the work of an economist – Emily Oster.

The Brown University professor analyzed data from all 50 states over a two week period in September and came to the conclusion that when students or teachers get Covid, they rarely catch it at school.

And her analysis has become the Gospel truth for supply-side marketeers all over the country.

However, Oster has been wrong before.

Notoriously wrong.

Oster is infamous for publishing a paper advising women that drinking alcohol during pregnancy is safe. WRONG, says the National Organization on Fetal Alcohol Syndrome. WRONG, says a slew of recent studies from the University of Bristol, Oxford, the British Department of Health and the Centers for Disease Control (CDC).

She wrote her dissertation explaining that there were less women in China not because of the one child policy and traditional attitudes toward girl children, but instead because Hepatitis B skewed sex ratios.

And then after that paper made her famous, she published another one proving herself wrong.

Oster is not a serious academic. She is someone who constantly says something controversial to court the media and public opinion.

She is a contrarian, an attention seeker, a celebutante – the economist version of someone who shouts “fire” in a crowded movie theater and then sells fire extinguishers to those rushing for the exits.

It is because of people like her that Mark Twain is reported to have remarked, ”There are three kinds of lies: lies, damned lies, and statistics.”

She was shopping her thesis around about people not catching Covid at school back in May before there was any data one way or another.

Moreover, she homeschools her own children. She has nothing to lose getting us to believe her latest economic whopper.

Since providing this cover story, various county departments of health have claimed that contact tracing rarely indicates students or teachers catch the virus at school. However, these conclusions are based on voluntary anecdotes, not hard data. At the local level, there is often a lot of pressure to find the cause of an outbreak somewhere else when childcare is at stake or administrative coercion involved.

There has, however, been actual science done on the matter that sheds increasing doubt on Oster’s findings and those like her.

A study of more than a half-million people who were exposed to Coronavirus suggests that the virus’ continued spread is driven by only a small percentage of those who become infected.

Moreover, children and young adults were found to be potentially much more important to transmitting the virus than previous studies had identified, according to the study by researchers at Princeton, John Hopkins and the University of California at Berkeley.

This was the largest contact tracing study for any disease ever conducted.

It suggests the role of schools in the spread of the virus is also much greater than previously believed.

The evidence is so convincing that the CDC took down controversial guidance pushing for schools to remain open during periods of increased infections.

This is a lot more important than what some dipshit economist said.

However, the Governors’ statement continues:

“In-person learning is the best possible scenario for children, especially those with special needs and from low-income families. There is also growing evidence that the more time children spend outside of school increases the risk of mental health harm and affects their ability to truly learn.”

Talk about overstating the issue!

So kids can’t learn if their instruction is interrupted? It’s a good thing we never take any time off school, say during the summer months.

And way to use poor and special needs kids as props to drum up support. Funny how you never seem to care so much about them when issuing budget priorities or school funding formulas.

But it’s the callousness with which these governors paper over health concerns that really sounds like Oster, herself.

“There are people who would say if even one teacher acquires COVID at a school and dies, then it would not have been worth it to open schools,” Oster said. “I think that argument is complicated because people are going to suffer tremendously from schools being closed, but that is a tricky calculus.”

One would have hoped only an economist would weigh people’s lives vs the cost of health care and boosting standardized test scores. But apparently Democratic Governors feel the same way.

In-person schooling IS preferable to remote instruction if everything else is equal. But everything else is not equal right now.

What kind of mental health issues do children experience whose teachers die suddenly and preventably? How do kids suffer with the loss of a loved one knowing full well that they may have inadvertently been the cause of that person’s death?

What is the longterm cost to children or adults who have their lungs, digestive system or brains suffer irreparable damage as a result of Covid complications?

This disease was only discovered two years ago.

We cannot make bold statements of certainly about its effects without being deeply dishonest. There’s a lot we don’t know about it and how it affects people. And in light of that uncertainty it makes more sense to be extra cautious than reckless.

The fact is remote learning can be done effectively.

We can focus on ensuring that all students have the technology, infrastructure and training to access instruction on-line.

We can prioritize virtual curriculum created by classroom teachers and taught synchronously over video platforms like zoom instead of canned ed tech credit recovery programs like Edmentum.

Administrators and academic coaches can be of more use helping struggling students stay on track than endlessly spinning their wheels about how best to reopen schools.

Bottom line: No one should have to go to school in an unsafe classroom.

Students shouldn’t feel like the only way to get a quality education is to risk their health and put their families in jeopardy.

Teachers shouldn’t be bullied into working in unsafe environments where they or their loved ones may get sick – especially since educators are more susceptible to the virus and often suffer worse consequences of getting ill.

But despite all these arguments, it is the daily reality of schooling during a pandemic that is winning the argument.

Schools simply can’t operate in-person when large segments of the staff are sick and/or quarantined.

No one is buying the argument that in-person schooling is safe when whole kindergarten classes are quarantined as happened at my district this week.

The problem of childcare and other economic hardships are very real. But we will not solve them by closing our eyes to reality and putting our kids and teachers into unsafe classrooms.

It’s high time our government passed a new round of Covid relief. We need to pay people to stay home so they don’t spread the virus. We need mortgage protection, universal healthcare and a host of services to help people weather the storm.

It is embarrassing that so many Governors don’t have the courage to do that and instead indulge in the deranged fantasies of an economic death cult.

It sad that so many Governors lack the courage to issue real Stay-at-Home orders, close schools, bars and restaurants, and issue stiff penalties for those who disobey them.

We do not need in-person learning while Covid runs wild.

Until the danger has passed, we need quality remote learning conducted, planned and supported by educators.

And we need Governors with the guts to listen to science, not B.S. economists.


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.

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Just CLICK HERE.

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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

Virtual Instruction: Top 5 Pros & Top 5 Cons

Teaching today is not the same as it was just a year ago.

The global Coronavirus pandemic has forced schools to change the way they do almost everything.

With infection rates moderate to high in most areas of the country, many schools have resorted to full virtual instruction while others have adopted a hybrid model incorporating a mix of cyber and in-person classes.

Only in the most sparsely populated, secluded or reckless areas have schools been allowed to reopen 100% without safety precautions.

For many districts trying to juggle both in-person and virtual classes, the online component has been left to ed tech companies like Edmentum often specializing in credit recovery.

These have been an absolute disaster.

Corporate America has no business educating our youth – and moreover they’re terribly bad at it.

However, in many districts, virtual instruction has come to mean something else entirely.

It has meant classroom teachers creating their own online instruction and assignments while teaching synchronously through applications like Zoom.

I want to be clear that I think this is the best possible model under current circumstances.

It is the best way to balance the needs of safety for students and staff with the needs of academics.

However, this isn’t to say it is trouble free or even preferable if the world were ever to snap back into the shape it was before the pandemic.

The people best situated to tell us this are classroom teachers.

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:

Pros

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.

And that’s not all bad.

As a teacher, I love being able to go to the restroom whenever I need – something that I cannot do in my school building. Back there, I have to literally train my bladder to be ready when I have breaks in my schedule.

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.

This doesn’t mean teachers aren’t incredibly stressed by the pressure to create new curriculum, using new technology and new district rules that are being rewritten by the hour. But at least the day-to-day instruction, itself, is more low key.

2) It is Harder for Students to Disrupt Class

We’ve all been there. An unruly student or two brings a dispute to class and picks on each other back and forth.

In the physical classroom, this can be a real problem requiring a lot of effort to resolve. You have to de-escalate the situation or else it could turn into an exchange of fists.

Online it’s a snap. You can simply mute the participants. The teacher has much more control over what communication enters the classroom space and physical violence is impossible.

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.

But I haven’t had to do that yet. I’ll bet disciplinary referrals have dropped to record lows. And without them, virtual learning may have all but dismantled the school-to-prison pipeline.

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.

When it comes to parents, just having the contact information at your fingertips is a plus. Also teachers have more time to communicate with them when you remove lunch duty, hall duty, in-school suspension and other necessities of the physical classroom. When teachers don’t have to function as security guards, we get more time to be teachers.

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.

We’ve created a culture of care and understanding. I think that’s a positive thing even if it doesn’t emphasize due dates and time frames as much.

Cons

1) Student Absences

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.

Second, though some students have neither attended many (or any) Zoom meetings or handed in many (or any) assignments, this was true in the physical classroom, too.

Some parents do not provide the structure necessary to ensure their children are doing their school work. This is true no matter how that work is presented – physically or virtually.

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 related to the previous point.

The problem of the camera is particularly pernicious for students with special needs. I can’t tell you how many IEPs and service plans want me to monitor students with ADHD and bring them back when they lose focus.

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.

I still don’t quite understand what happened. The Today Show was in the neighborhood doing a live broadcast that morning. Perhaps that had an effect.

For whatever reason my Mac laptop could not connect to the Internet. I had a barely functional PC that for reasons I cannot explain was able to connect.

So that’s what I did. I connected with the PC and taught my classes. The connection was still spotty and I got kicked out of my own Zoom meeting once.

When I got back on moments later, the students were terrified. But we got on with it and managed.

I don’t know why, but the issue seemed to fix itself about 2 hours later and I was able to get onto my laptop and experienced no further problems.

I suppose the point is that we have to realize technology issues will crop up. We need contingency plans. Lots and lots of contingency plans. For ourselves, as teachers, and for our students.

5) Danger of a New Normal

This is particularly scary.

Ed tech companies have been trying to take over public education for years.
Unscrupulous business people have been trying successfully to privatize and profitize education.

The pandemic has made that possible to degrees never before imagined.

Charter and private schools are packed with students these days. This is partially because their smaller size and greater resources allows them to more easily meet in-person safety standards. Where public schools have recklessly reopened, cyber schools have swooped in to provide a safer option, too.

When even many public schools become less focused on doing the right thing than on doing the popular thing, they open the door to privatization.

It’s the wild west out there and no one can really tell how this will all affect what the future of education will be.

If the pandemic ended tomorrow, I would like to return to the physical classroom. But I can’t say I’d willingly leave every innovation of virtual instruction on the cutting room floor.

I like giving tests through Google Forms.

I like giving paperless assignments on Google Classroom.

I like being free to contact parents and students easily and not being tied to duties more suited to school security officers.

I like being able to pee whenever I need.

But I don’t want to lose the best aspects of the physical classroom.

I don’t want to lose autonomy and have everything micromanaged and predetermined by ed tech companies.

I don’t want ridiculously large class sizes justified by a digital space.

I don’t want to have to teach live on-line and in-person at the same time, curating and managing the virtual space and the physical classroom.

I don’t want to be under constant digital surveillance.

These are all dangers of the new normal.

I don’t know what the future will be, but I know it will not be what it was before all this started.

That’s equal parts scary and exciting.

But right now teachers really can’t afford to worry about it too much.

We’re too busy trying to get through the current crisis.


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Pittsburgh Charter Schools Take Federal Bailout Money Meant for Small Businesses

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Are charter schools small businesses or public schools?

 

They can’t be both.

 

Several Pittsburgh area charter schools took a bailout meant for small businesses after already getting monetary relief meant for public schools.

 

Environmental Charter School at Frick Park, Hill House Passport Academy Charter School, Manchester Academic Charter School and Penn Hills Charter School of Entrepreneurship all applied for and received substantial low-interest loans from the federal government’s Paycheck Protection Program (PPP).

 

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.

 

However, charter schools – including those in the Pittsburgh region – already should have received financial relief through the federal CARES Act.

 

Pennsylvania got $523 million to distribute to both authentic public schools and charters. However, of the two, only charters were eligible for additional PPP funds.

 

So these ‘Burgh charters are double dipping. They’re receiving aid from two different federal sources while authentic public schools only can get aid from one.

 

The Environmental Charter School at Frick Park got a $2 million – $5 million cash infusion from PPP.

 

The Environmental Charter calls itself a nonprofit organization but there are many reasons to be dubious.

 

First, nonprofits usually are dedicated to furthering some social cause like helping the poor and minorities.

 

However, The Environmental Charter actually caters to upper socioeconomic and white students.

 

It serves wealthier children than surrounding schools. Just one-third of Environmental Charter students are eligible for free or reduced lunches compared to 71% at Pittsburgh Public schools.

 

Moreover, only 30% of the charter’s students are minorities. Pittsburgh Public serves a student body of which nearly half are African American.

 

Next, there’s the issue of who runs the institution.

 

All charter schools in the Commonwealth have to be designated as nonprofits. However, many like the Environmental Charter School hire for-profit companies to actually operate their day-to-day functions and make almost all of their major administrative decisions.

 

The Environmental Charter is run by Virginia-based Imagine Schools, one of the nation’s largest charter-management companies with more than 71 charters nationwide.

 

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.

 

The lease costs $526,000 annually and is binding until 2032 unless the school loses its charter.

 

Given such facts, it’s hard to imagine why we’ve allowed our tax dollars to prop up a business venture that could certainly afford to reduce its profit margins rather than rely on public support.

 
Hill House Passport Academy Charter School got a $150,000 – $350,000 bailout from PPP.

 

Unlike the Environmental Charter, Hill House does actually cater to low income and minority children. In fact, it was founded to help Pittsburgh students who are failing in another district and in danger of dropping out unless they receive some kind of academic intervention.

 

However, the results haven’t been stellar. Where the Environmental Charter was too white, Hill House serves almost exclusively black students. It is exponentially more segregated than neighboring authentic public schools (96% minority) and its students still have extremely poor academic performance.

 

The question remains whether these results are better than they would be at an authentic public school. Does the charter provide any value for these students or is it just a holding area?

 

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.

 

However, why the state should bailout such a dubious endeavor is beyond me.

 

Manchester Academic Charter School got a $350,000 – $1 million loan from PPP.

 

It is one of the oldest charter schools in the city, having started as a tutoring program in 1968 and becoming a full fledged charter school in 1998.

 

However, like Hill House, it is infamous for racial segregation and low academic performance. Approximately 99% of students are minorities.

 

In 2016-17,only 12% of the school’s students were proficient in math (state average is 46%) and 37% were proficient in language arts (state average is 63%).

 

Where Manchester fails at academics, it excels at administrative salaries. The school’s administrators take home beaucoup bucks while being responsible for fewer students than those at authentic public schools.

 

For example, Vasilios Scoumis, Manchester CEO for more than two decades, is given a $146,000 salary not counting a potential $15,000 yearly bonus though he is only responsible for 340 students.

 

Compare that with Pittsburgh Public Schools Superintendent Dr. Anthony Hamlet. He earns a $210,000 salary for managing a district of about 24,000 students.

 

But such high salaries for relatively little work aren’t only a hallmark at Manchester.
Environmental Charter School CEO John McCann earned $120,000 with a school enrollment of 630 students.

 

Nice work if you can get it!

 

Speaking of which, Penn Hills Charter School of Entrepreneurship got $350,000 – $1 million from PPP.

 

This is another so-called non-profit school run by the Imagine Schools company. It is highly segregated with 82% minority children.

 

Only 32% of students are proficient in math and 57% in reading – again below state averages.

 

The school suffered a scandal in 2015 when the state Charter Review Board overruled Penn Hills School Directors decision to deny allowing the charter to expand into a second building.

 

But given that the Charter Review Board is made up of six members – charter school advocates chosen by former Republican Governor Tom Corbett – any pretense to impartiality is laughable.

 

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.

 
Directors were also leery of the venture because the charter planned to use half of the new building for students and to lease the remainder as office space.

 

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.

 

So one wonders why we’re throwing more money at these charter schools.

 

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.”

 

Education historian Diane Ravitch agreed.

 

“Charters claim to be ‘public schools’ when that’s where the money is,” she said. “But when the money is available for small businesses, they claim to be small businesses.”

 

Charters go where the money is.

 

We get the privilege of paying the tab.

 

If it were up to U.S. Treasury Secretary Steve Mnuchin, we wouldn’t even know about it.

 

Mnuchin only released the information to the public after 11 news organizations sued the Small Business Administration .

 

Even now, not all of it is available.

 

Moreover, the deadline to apply for a PPP loan has been extended to Aug. 8.

 

So if you haven’t seen some of the most infamous neighborhood charter schools taking advantage of the program, it may only be a matter of time.

 

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.

 

You can check it out here: https://projects.propublica.org/coronavirus/bailouts/


 

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Trapped On a Runaway Train to a Public School Disaster

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Congratulations, America.

 

We did it.

 

We screwed up the response to COVID-19 so badly that things can only get worse in the fall.

 

I’m a public school teacher and the father of a public school student.

 

I spent the last 9 weeks of class trying to create a new on-line curriculum for my 7th and 8th grade students out of thin air. Meanwhile, I had to assure my 11-year-old daughter that everything was okay during a global pandemic that robbed her of friends and teachers – all while trying to help her with her own school work.

 

And now at the end of June during Summer break I look at the upward curve of Coronavirus infections in the United States, and I want to cry.

 

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We had this thing on a downward trajectory in May. It continued until about the middle of June and then took off like a rocket to the moon – straight up.

 

 

More than 126,000 deaths, and 2.5 million cases – with 40,000 new cases for each of the last four days, according to the Center for Disease Control (CDC).

 

To put that in context, the CDC also says our testing is so inadequate, there are likely 10 times more actual cases than that!

 
The coronavirus is spreading too quickly and too widely for us to bring it under control, said Dr. Anne Schuchat, principal CDC deputy director.

 

“We’re not in the situation of New Zealand or Singapore or Korea where a new case is rapidly identified and all the contacts are traced and people are isolated who are sick and people who are exposed are quarantined and they can keep things under control,” she said. “We have way too much virus across the country for that right now, so it’s very discouraging.”

 

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Source: European CDC

 
Nearly every other comparable country kept that downward trend. But not us.

 

The United Kingdom, France, Italy, Germany, Canada…

 

But the United States!?

 

Ha!

 

You think we can wear masks in public to guard against the spread of infection? No way! Our President politicized them.

 

Stay indoors to keep away from infected people? It’s summer and the beaches are open.

 

And – heck! – we’ve got to make sure restaurants and bars and other businesses are open, too, or else the economy will suffer – and we can’t figure out how to run the country without a never-ending game of Monopoly going.

 

Gotta find out who owns Boardwalk and Park Place. (Surprise! It’s the same 1% who always have and now they’ve got enough to buy a few more hotels!)

 

A sane country would come together and provide people with federal relief checks, personal protective equipment (PPE), protection from evictions, and universal healthcare. But we don’t live in that country.

 

Instead we’re all just going to have to suffer.

 

Not only you and me, but our kids, too.

 

Because they will have to somehow try to continue their educations through all this madness – again. And this time it won’t merely be for the last quarter of the year. It will be at the start of a new grade when everything is new and fresh and the groundwork is being laid for the entire academic year.

 

I don’t even know what to hope for anymore.

 

Would it be better to try to do a whole year of distance learning?

 

I speak from experience here – April and May were a cluster.

 

Kids didn’t have the necessary technology, infrastructure or understanding of how to navigate it. And there was no way to give it to them when those were the prerequisites to instruction.

 

Not to mention resources. All the books and papers and lessons were back in the classroom – difficult to digitize. Teachers had to figure out how to do everything from scratch with little to no training at the drop of a hat. (And guess what – not much has changed in the subsequent weeks.)

 

Let’s talk motivation. Kids can be hard to motivate under the best of circumstances, but try doing it through a screen! Try building a trusting instructional relationship with a child when you’re just a noisy bunch of pixels. Try meeting individual special needs.

 

A lot of things inevitably end up falling through the cracks and it’s up to parents to pick up the pieces. But how can they do that when they’re trying to work from home or working outside of the home or paralyzed with anxiety and fear?

 

And this is probably the BEST option, because what else do we have?

 

Are we really going to open the school buildings and teach in-person? While that would be much better from an academic standpoint, there’s still the problem of a global pandemic.

 

Kids will get sick. As time goes on we see increasingly younger people getting infected with worsening symptoms. We really don’t know what the long term effects of this disease will be.

 

And even if young people are mostly asymptomatic, chances are good they’ll spread this thing to the rest of us.

 

They’ll bring it home to their families. They’ll give it to their teachers.

 

Even if we only have half the kids one day and the other half on another day, that won’t help much. We’re still being exposed to at least a hundred kids every week. (Not to mention the question of how to effectively teach some kids in-person while the rest are on-line!)

 
Even with masks on – and can you imagine teaching in a mask!? Can you imagine kids wearing masks all day!? – those respiratory droplets will spread through our buildings like mad!

 

Many of us are in the most susceptible groups because of age or health.

 
Don’t get me wrong – I want to get back to my classroom and teach my students in-person more than almost anything – except dying.

 

I’d rather live a little bit longer, thank you.

 

And even if you could guarantee I’d eventually pull through,I really don’t want a ventilator shoved down my throat in order to breathe.

 

It’s better than not breathing at all, but I’m not taking unnecessary risks, thank you.

 

So even with all its dysfunctions and discontents, I guess I’d rather teach on-line.

 

On the plus side, the state where I live, Pennsylvania, has done better with infections than many others.

 

Cases are generally down though we had more than 600 new ones a few days ago.

 

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Pennsylvania Cases – Source: PA Dept. of Health

 

But the Commonwealth is not a closed system. It just takes one fool to travel across state lines from a closed arena of thousands where he heard an insecure public figure spout racist diatribes. One fool like that can spread his infection to thousands more.

 

And he can spread Coronavirus, too!

 

So we seem to be facing a no win situation here.

 

We seem to be hurtling forward in time from July to August while a hard reality is waiting to smack us in the face like a brick wall.

 

We’ll have to make a final decision about what to do with schools soon.

 

And as much as I hate the idea, there seems only one sensible solution.

 

We can’t reopen the classroom until it is safe to do so.

 

It is not yet safe. It does not appear that it will be in August.

 

COVID-19 cases are not trending downward. We do not have adequate testing to ensure that it is doing so. And we have no vaccine.

 

We have to protect our children, families and teachers.

 

A crappy year of education is better than mass death.

 

We will pay for it, but that’s the best we can hope for – that we’ll all survive long enough to make it right somewhere down the line.


 

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.

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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Good News: Harrisburg is Not Cutting Education Funding! Bad News: Handouts for the Rich & Charter Schools

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If you live in Pennsylvania, you can breathe a sigh of relief now that the legislature has passed a stopgap budget that does not cut education funding.

 

But you can let out that breath in a cry of disgust when you see where much of that money is going and how many underprivileged kids will be left wanting.

 

GOOD NEWS

 

With the economy in tatters due to the Coronavirus pandemic, the state legislature never-the-less passed a budget this week providing flat funding for most state programs for five months.

 

The major exception is public schooling. That has been fully funded for the entire year.

 

So for 12 months, there will be no state cuts to basic and special education or block grant programs for K-12 schools. Nor will there be state cuts to pre-kindergarten programs or colleges and universities receiving state funding such as community colleges.

 

That’s really good news in such uncertain times.

 

School directors can get their own financial houses in order for 2020-2021 without wondering whether the state is going to pull the rug out from under them.

 

In any other year, flat funding would be a disappointment though.

 

Public schools have basically three revenue streams – the federal government, the state and local neighborhood taxpayers.

 

The federal government pays about 10% of the cost across the board. The problem in Pennsylvania is that the state isn’t meeting its obligations thereby forcing local neighborhoods to shoulder most of the costs.

 

Pennsylvania state government pays a ridiculously low percentage of the bill – 38%.  That’s the 46th lowest in the country. The national average is 51%.

 

In rich neighborhoods, the local tax base can pick up the slack. In middle class neighborhoods, they can try. But poor communities end up relying more on the state to help or else their kids (who already have greater needs growing up in poverty) have to do without.

 

Last year, Democratic Gov. Tom Wolf was able to increase funding for K-12 schools by $160 million, $50 million more for special education and $25 million for Pre-K programs.

 

Even this victory was a baby step to healing the billions of dollars looted from our schools during Republican Tom Corbett’s administration which has never been fully replaced or outpaced with increased inflationary costs.

 

Flat funding is great in a time of a global pandemic.

 

But in the broader view, it still shirks our duties to subsequent generations.

 

BAD NEWS

 

The 2020-21 state budget also includes $200 million in one-time funds to help districts pay for additional costs incurred during the Coronavirus crisis.

 

This includes the price of new technology to allow for distance learning, as well as deep cleanings in school buildings, new materials, remodeling, etc.

 

This money includes $150 million received from the federal government’s CARES Act and $50 million from state taxpayers.

 

That’s good news. Districts need extra money to help with unforeseen costs during this health crisis.

 

Unfortunately, this money is not being allocated by need.

 

Those with greater problems are not given more money to deal with them. Instead, the money is being divided nearly evenly.

 

If you think that’s fair, imagine dividing $10 so a rich person, a middle class person and a poor person could get lunch. They’d each get $3 and change. The poor person can eat off the dollar menu at a fast food restaurant. The middle class person can use it to pay for tip at a sit-down restaurant. And the rich person can light his cigar with it on the way to a fine dining establishment.

 

In the case of theCOVID-19 stimulus money, each school district will get a minimum of $120,000 while each intermediate unit, career and technical center, charter school, regional charter school and cyber charter school gets $90,000. If there is any money left over, those funds will be distributed to school districts based on 2018-19 average daily membership.

 

However, why should cyber charter schools receive this money at all? They don’t have any extra costs for transitioning to distance learning. That is their stock and trade already. Moreover, they don’t have buildings that need deep cleaning or remodeling. This money is a no strings gift to such enterprises while other educational institutions go wanting.

 

Moreover, brick and mortar charter schools almost always serve smaller student populations than authentic public schools. Why should they receive a flat $90,000? Wouldn’t it be better to given them a portion of this money based on the number of students they serve and the degree of poverty these kids live in?

 

In fact, wouldn’t it make more sense to do the same among authentic public school districts, too? Why should a rich district where almost everyone already has wi-fi and personal technology devices get the same as a poor one where these services are much less widespread? Why should the state give the wealthy as much help as those who can’t meet their basic obligations to children without it?

 

It’s not like the Commonwealth doesn’t already have a measure to allocate funding more fairly. The legislature passed a bipartisan Basic Education Funding formula that we could have used to ensured districts would have received funding proportionate to the needs of their students.

 

The fact that the legislature neglected to use it here shows too many in the Republican majority are not committed to equity. In fact, they revel in being able to bring unnecessary money to their wealthier districts.

THE COMING STORM

 
These measures from the state legislature are a start at addressing the financial impact of the 
Coronavirus crisis.

 

But the worst is yet to come.

 

Across the nation with the inevitable loss of taxes after shutting down the economy to save lives during the global Coronavirus outbreak, local districts are bracing for a 15-25% loss in revenues next fiscal year.

 

In Pennsylvania, districts anticipate $850 million to $1 billion in revenue shortfalls.

 

That could result in massive teacher layoffs and cuts to student services just as the cost to provide schooling increases with additional difficulties of life during a worldwide pandemic.

 

The state legislature can’t fix the problem alone.

 

The $13.5 billion in CARES Act stimulus provided to states is a fraction of the $79 billion that the federal government provided during the Great Recession. U.S. Congress needs to step up federal aide to protect our children and ensure their educations aren’t forfeit for economic woes they played no part in causing.

 

At the same time, Harrisburg can do more to stop giving handouts to educational entities that don’t need or deserve it thereby freeing up that money to patching holes in funding streams to local districts.

 

At the top of the list is charter school funding reforms already proposed by Gov. Wolf.

 

It is way passed time to end gross overpayments to cyber charter schools and eliminate all charter schools ability to profit off of students with disabilities. Gov. Wolf estimates this would save districts more than $200 million while stopping wasteful spending by charters on advertising and other things that should not be bankrolled by taxpayers.

 

Another way to generate extra money is to stop letting businesses and the wealthy cut their own taxes to support private and parochial schools.

 

The Educational Improvement Tax Credit (EITC) program allows people and businesses to donate their expected tax bill to the state for the purpose of helping parents pay off enrollment at a private or religious school for their children. Then these same people or businesses get between 75-90% of that donation back.

 

So if your tax bill is $100 and you donate $100, you can get back $90 – reducing your total tax bill to a mere 10 bucks.

Heck! Since this money is classified as a “donation” you can even claim it on your taxes and get an additional refund – even to the point where you end up making money on the deal! Pennsylvania even allows a “triple dip” – so you get the EITC tax credit, a reduction in your taxable income, and a reduction in your federal taxable income. We actually pay you to shortchange us on your taxes!

Now I’m oversimplifying a bit since you can only use the EITC for up to $750,000 a year, but it’s still a sweet deal for those who take advantage of it.

 

Meanwhile, this is less money for the rest of us to pay for much needed services. We lost $124 million in 2018-19, alone, to this program. Yet the legislature still voted to increase the program by $25 million last year.

 

We cannot afford to give away hundreds of millions of dollars annually to private and parochial schools while our authentic public schools which serve more than 90% of our children are underfunded.

 

And this doesn’t even address the blatant unconstitutionality of the program which, itself, is an obvious workaround to the separation of church and state!

 

It’s high time we closed this and many other loopholes that allow unscrupulous people and businesses to get away without paying their fair share.

 

Societies only work when everyone pulls their weight.

 

The commonwealth will only weather this storm if we stop the fiscal shenanigans and pull together for the benefit of all.

 

We are all being tested here.

 

Will Pennsylvania pass or fail?


 

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Why High Stakes Testing Was Cancelled This Year (and Probably Will Be Next Year, Too)

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There are at least two silver linings to the current Coronavirus catastrophe for education.

 

One – with nearly all public schools closed, March was the first month since 2002 without a school shooting.

 

Two – districts nationwide cancelled high stakes standardized tests in April and May.

 

Taken together, these are two victories that no one could have predicted before November.

 

Gun safety restrictions remain laughably lax in the US compared to the rest of the world. And our system’s reliance on high stakes testing to hold schools and teachers accountable for economic inequalities and racially biased standards has been thoroughly criticized for nearly a century.

 

In short, the virus succeeded where policy did not.

 
The pandemic’s other effects have been more damaging as students, parents and teachers have struggled to move education online at home.

 

Teachers are seeing high absences especially among poor, underprivileged and special needs children. Not to mention worries about the quality and depth of education provided virtually and the stress it places on families.

 

To make matters worse, the situation seems likely to continue in some form when next school year begins in the fall.

 

With the COVID-19 virus likely to endure spreading unchecked due to a lack of adequate health screenings, the time it takes to make a vaccine, and an unwillingness by the government to save everyday people from the economic consequences of a nearly stopped economy, not to mention an increasing unwillingness among people to continue thorough social distancing procedures, schools may be left to solve the crisis themselves.

 

There’s been talk that when schools start up in August and September they may simply continue with cyber curriculum. Or they may open the physical buildings with safety protocols including half day classes of smaller size to keep students a safe distance apart.

 

In any case, the question of standardized testing arises again with a vengeance.

 

While there is some wiggle room, federal law (The Every Student Succeeds Act) requires all public school students be given standardized tests in grades 3-8 and once in high school.

 

The U.S. Department of Education waived that mandate this year because of the virus.

 

That was great news – a sound decision from a government agency known more for market solutions than rationality.

 

The question remains: why did the department do it?

 

Whether staffed by Democrats or Republicans, this doesn’t sound like them.

 

Why was this exception made and will it be extended again given that the circumstances may be little different in 2020-21 than they were in 2019-20?

 

The answer seems to be rooted in the tests, themselves, and the economic circumstances which create and sustains them.

 

WHY TESTS WERE CANCELLED

 
In late March, Education Secretary Betsy DeVos said that her department would streamline the paperwork for states to request a waiver allowing them not to give high stakes testing this year and that the government wouldn’t use this year’s testing data in future school accountability ratings.

 

DeVos said in a statement:

 

“Students need to be focused on staying healthy and continuing to learn. Teachers need to be able to focus on remote learning and other adaptations. Neither students nor teachers need to be focused on high-stakes tests during this difficult time.”

 

How did we get here?

 

Well, imagine a world where this didn’t happen.

 

Before DeVos made her statement, some states like Colorado and Texas had already eliminated testing requirements without waiting for a response from DeVos.

 

If the federal government hadn’t answered these requests in the affirmative, it would have had to engage in an open power struggle with the states over control of public schooling.

 

This would be especially damaging for a Republican administration because of the party’s stance on state’s rights.

 

However, even if we put aside this power dynamic, the decision was inevitable.

 

CORPORATIONS FIRST

 

 

All of these assessments are the property of private corporations. These include Harcourt Educational Measurement, CTB McGraw-Hill, Riverside Publishing (a Houghton Mifflin company), and NCS Pearson.

 

States purchase the right to use these tests but assessment material is the ideological property of the parent corporation. And so they want it guarded from theft.

 

That’s why nearly all high stakes testing requires proctors – people whose job it is to set up, monitor and secure the testing environment. They make sure test takers don’t cheat, but they also are responsible for ensuring no information about specific test questions leaves the assessment environment.

 

This is true for standardized assessments at the K-12 level as well as college and certification tests.

 

I know because I’ve spent every year of my teaching career employed as a proctor throughout most of April as my students take the Pennsylvania System of School Assessments (PSSA) tests. But also when I got my degree I had to go to a designated testing center where I could be monitored as I took a series of assessments necessary to get my certification.

 

I had to sign in, empty my pockets including giving over my cell phone, and submit to being observed by the proctors and video surveillance. I even had to sign out and back in when I needed to use the restroom.

 

With physical classrooms closed, there was simply no way effectively to do this.

 

The College Board tried anyway with an abbreviated Advanced Placement test taken online from home this month to disastrous results – glitches, server issues and a failure by the organization to take responsibility.

 

However, the problem isn’t essentially technological. These assessments could be given online. Many districts do exactly that, but with teachers in the room acting as proctors.

 

The technological infrastructure may not yet be in place for widespread virtual testing, but that’s not an insurmountable hurdle.

 

Test security is a much stickier issue – without real, live people policing the environment, testing information would be at risk.

 

Rival companies could get access to trade secrets. The value of scores could come under scrutiny due to concerns of student cheating. And the tests, themselves, would for the first time be visible to parents and the general public.

 

TESTING SECRECY

 

 

As a classroom teacher, I get to see these infernal tests. I get to see the questions.

 

They are not good. They are not well-written, well considered, developmentally appropriate or even good at evaluating student understanding of the knowledge they claim to be assessing.

 

But up to this point, anyone who gets to see the tests is sworn to secrecy including the students.

 

The kids taking these exams – regardless of age – are no longer treated as children. They are clients entering into a contract.

 

At the start of these tests, they are warned of the legal consequences of violating the terms of this agreement.

 

THE PSSAS

 
In particular,the PSSAs require students to read the following warning on the first day of the assessment:

 

DO NOT PHOTOGRAPH, COPY OR REPRODUCE MATERIALS FROM THIS ASSESSMENT IN ANY MANNER. All material contained in this assessment is secure and copyrighted material owned by the Pennsylvania Department of Education. Copying of material in any manner, including the taking of a photograph, is a violation of the federal Copyright Act. Penalties for violations of the Copyright Act may include the cost of replacing the compromised test item(s) or a fine of no less than $750 up to $30,000 for a single violation. 17 U.S.C. $ 101 et seq

 

So the first act of testing is a threat of legal consequences and possible fines.

 

In the commonwealth, we also force kids to abide by a specific code of conduct for test takers. They must enter a quasi-legal relationship before they are even permitted to begin.

 

Much of this code is common sense. Get a good night’s sleep. Fill in bubbles completely using a number two pencil.

 

But some of it is deeply disturbing.

 

For example, students are told to “report any suspected cheating to your teacher or principal.”

 

They have to agree to be an informer or snitch to a government agency. My students aren’t old enough to vote or even drive a car, but they are directed to collaborate with the government against their classmates.

 

In addition, they are told NOT to:

 

-talk with others about questions on the test during or after the test.

 

-take notes about the test to share with others.

 

Students are compelled into a legalistic vow that they won’t break this code. On the test, itself, we make them fill in a bubble next to the following statement:

 

By marking this bubble I verify that I understand the “Code of Conduct for Test Takers” that my Test Administrator went over with me.

 

As a test administrator, I am not allowed to move on until all students have filled in that bubble.

 

Technically, we are not making them promise TO ABIDE by the code of test takers. Perhaps we lack that legal authority. We are, however, making them swear they understand it. Thus we remove ignorance as an excuse for noncompliance.

 

As a proctor, I have to sign a similar statement that I understand the “Ethical Standards of Test Administration.” Again, much of this is common sense, but it includes such statements as:

 

DO NOT:

 
-Discuss, disseminate or otherwise reveal contents of the test to anyone.

 

-Assist in, direct, aid, counsel, encourage, or fail to report any of the actions prohibited in this section.

 

So even teachers technically are not allowed to discuss the test and should report students or colleagues seen doing so.

 

And according to the “Pennsylvania System of School Assessment Directions for Administration Manuel”:

 

Those individuals who divulge test questions, falsify student scores, or compromise the integrity of the state assessment system in any manner will be subject to professional disciplinary action under the Professional Educator Discipline Act, 24 P.S. $ 2070. 1a et seq, including a private reprimand, a public reprimand, a suspension of their teaching certificate(s), a revocation of their teaching certificate(s), and/or a suspension or prohibition from being employed by a charter school. [emphasis added]

 

CORPORATE VULNERABILITY

 

 

If students were allowed to take these tests unsupervised at home, all of this legal protection would disappear.

 

The corporations would be much more exposed and defenseless.

 

THAT’S why the tests were cancelled this year.

 

It wasn’t because anyone rethought the value of high stakes tests – though they should have. It wasn’t because anyone had considered standardized testing’s history in the eugenics movement – which they should have. It wasn’t because anyone was worried that giving these tests would take away precious academic time – though they should have.

 

It was to protect the business interests that would be at risk otherwise.

 

THE DYSTOPIAN TESTING FUTURE

 

 

The need for proctors is a problem that the testing companies know about and are working to eliminate.

 

In fact, they’ve been trying to line things up in their favor for years.

 

Their answer is something called Competency Based Education (CBE) or Proficiency Based Education (PBE). But don’t let these names fool you. It has nothing to do with making children competent or proficient in anything except taking computer-based tests.

 

Paradoxically, it’s sold as a reduction in testing, but really it’s about changing the paradigm.

 
It’s a scheme that ed tech corporations privately call stealth assessments. Students take high stakes tests without even knowing they are doing it. They’re asked the same kinds of multiple-choice nonsense you’d find on state mandated standardized assessments but programmers make it look like a game.

 

This safeguards the tests because kids aren’t aware of being tested. Constant micro-assessments blend in with test prep curriculum until there is little to no difference between the two. Academics gets dumbed down to the level of multiple choice and critical thinking is redefined as asking “What does the questioner want me to think?”

 

Yet the results could still be used to label schools “failing” regardless of how under-resourced they are or how students are suffering the effects of poverty. Mountains of data will still be collected on your children and sold to commercial interests to better market their products.

 

But that’s just how it is used in schools today.

 

The potential is to make this a replacement for physical schools.

 

It’s a disaster capitalism reform tailor made for the Coronavirus age, but not yet ready for large scale implementation.

 

Imagine a world where there are no schools – just free range children plopped in front of a computer or an iPad and told to go learn something.

 

No schools, no teachers, just gangs of students walking the streets, stopping along the way to thumb messages to each other on social media, play a video game or take an on-line test.

 

That’s the world many ed tech entrepreneurs are trying to build.

 

One thing they need is a pet policy of DeVos and the Trump administration – Education Savings Accounts (ESAs).

 

Normally, the federal, state and local government collect taxes to fund an individual child’s education, which is then spent at a public or charter school.

 

 

However, ESAs would allow that money to go elsewhere. It could go to funding the tuition at a private or parochial school like a traditional school voucher.

 

 

Or it could be used for discrete education services provided by the ed tech industry.

 

It’s almost like homeschooling – without a parent or guardian in charge.

 

The idea is often called a learning ecosystem.

 

 
But it’s just a single person cyber school with little to no guiding principles, management or oversight.

 

Education is reduced to a series of badges students can earn by completing certain tasks.

 
Reading a book or an article gives you a badge. Answering a series of multiple-choice questions on a reading earns you more badges. And if you’ve completed a certain task satisfactorily, you can even earn a badge by teaching that same material to others.

 

It’s the low wage gig economy applied to education. Children would bounce from a few hours of Khan Academy videos here to a software package there and Voila! “Modern” education!

 

And as an added benefit, the badge structure creates a market where investors can bet and profit off of who gains badges and to what degree on the model of crypto-currencies like Bitcoin!

 

 

Make no mistake, it’s not about improving the quality of education. It’s about providing the cheapest possible alternative and selling it to the rubes as innovation.

 

 

It’s school without the school or teachers.

 

 

CONCLUSIONS

 

 

This is where the testing industry is going.

 

This is where we would be today if the legal framework were in place and the technology were widespread, adequate and capable of safeguarding corporate intellectual property without the need for test proctors.

 

In the short term, this is good news.

 

As long as the pandemic keeps school buildings closed or keeps them running at less than capacity, the chances of mandating high stakes testing during the crisis goes down.

 

On the flip side that’s detrimental to student learning in the here and now, but it does offer hope for the future. It at least opens the door to cancelling high stakes testing in 2020-21 like we did this year. And the longer we keep those tests at bay, the greater likelihood they will go away for good.

 

However, the people at the testing corporations are far from stupid. They know that each year we forgo the tests proves how unnecessary they are.

 

A coalition of six neoliberal organizations warned against cancelling the tests nationwide in March.

 

“As the coronavirus pandemic evolves on a daily basis, it would be premature to issue blanket national waivers from core components of the law. Thus, case-by-case consideration of each state’s needs is, at this time, most appropriate,” said a letter signed by testing industry lobbyists including John King, the former secretary of education and head of the Education Trust.

 
They have the future mapped out – a future with immense earnings for their companies and shareholders.

 

We must be fully aware of what is happening and why if we are to have any chance of opposing the next disaster and coming out of the current crisis with better school policy than we went in.

 

If we are to safeguard an authentic education for our children, we must learn these lessons, ourselves, now.


 

 

 

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.

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I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Adventures in Online Teaching: Reinventing the Wheel for a Handful of Students

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Today in our ZOOM meeting, one of my students tried to get one over on me.

 

I sat at the bureau in my guest bedroom, surveying a gallery of 7th grade faces lined up in little boxes on my laptop like the opening scene of the Brady Bunch.

 

Lilly was lying on her bed face up, almost definitely scrolling on her cell phone.

 

Pha’rrel was eating a cookie as he tried to fit his overgrown curls under a gray hoodie.

 

And Jimmy was smiling at me with the cheesiest close up you ever saw in your life.

 

The smile was so wide. The eyes were so glassy. The face was so still.

 

“Jimmy, did you put up a picture of yourself on your camera!?” I asked.

 

Somewhere miles away he laughed, apologized and took it down.

 

If we were back in the classroom, I probably would have come down on him.

 

He used to sit in the back of the room, face buried in his iPad, ear buds plugged into his brain and his work done in the most careless but high-speed fashion possible.

 

About once a week I had to take away some device just so his Internet-rattled mind could pay attention.

 

What am I to do now? Those apps and devices are the only thing connecting him to even the most rudimentary schooling.

 

He still wants to appear to be paying attention, appear to be done with whatever useless crap I am having him do so he can play Fortnite, watch YouTube videos or text – all behind a digital mask of innocent concentration.

 

So I moved on.

 

We read a passage together and I noticed Melanie had her eyes closed.

 

Not just that. She was in her comfy sweats, cuddled under the covers with a kitten curled under her elbow purring away.

 

“Melanie?” I say.

 

No response.

 

“Melanie, did you hear what we just read?”

 

Nothing.

 

She’d do that in class sometimes, too. She’d be zonked out, her head plastered to the desk in a puddle of quickly congealing drool. Sometimes it was pretty hard to wake her.

 

I remember conferencing with her and her mom trying to find out if there was anything wrong – but, no, she was simply misusing the privilege of picking her own bedtime.

 

How was I to keep her awake online? I couldn’t shake the desk, rattle her papers or even let my voice naturally get louder as it gained proximity.

 

I had to let her sleep.

 

Oh and what’s this? Was that Teddy finally joining the ZOOM Meeting 20 minutes in?

 

I clicked to let him join and immediately it was clear that he was missing something important.

 

“Teddy? Is that you?” I said.

 

“Yeah, hey, Mr. Singer.”

 

“Ted, you forget something?”

 

“Wha?”

 

“Ted, your shirt?”

 

He looks down at his naked torso.

 

“Oh, I haven’t gotten dressed yet.”

 

“Uh, we can see that, Buddy. Why don’t you turn your iPad around and put on a shirt and pants? Okay?”

 

These are just some of the hurdles you face as an online teacher.

 

Ever since the Coronavirus pandemic shuttered schools across the country, teachers like me have been asked to finish up the year with students via the Internet.

 

It’s not been exactly a smooth transition.

 

Getting kids attention is not an easy task under the best of circumstances. Online it’s nearly a Herculean labor.

 

Strangely the episodes related above aren’t even close to the worst of it.

 

More than students’ attempts to message each other through the lesson or the constant screaming in the background at some kids homes or the vacant stares of the child with ADHD whose IEP calls for teacher proximity and eye contact, but how do you do that from across town? – more than all of that is the silence.

 

The empty, deafening silence of the majority of kids who don’t even show up.

 

I’ve been doing this for three weeks now and I average about 40% participation.

 

Some days a class might be almost full. Another day there might be two kids.

 

I know it’s not necessarily the children or the parents’ fault.

 

We’re in the middle of a global catastrophe. Family members are sick, kids are scared, and many don’t have experience with Internet, the devices or certainly the learning platforms we’re using.

 

Districts can give out iPads and mobile hot spots, but not familiarity with technology, not a quiet place to work, not a safe and secure learning environment.

 

When a parent tells me her child is having trouble with something, I excuse him. I get it.

 

When a student tells me she doesn’t understand how to do something, I don’t penalize her. I try to fix the problem and ask her to give it another shot.

 

But when you’ve been tasked with creating almost entirely new curriculum on the fly for several different classes– and you do – it’s anticlimactic that so few kids show up to see it.

 

I almost don’t mind it when someone’s cat swaggers in front of the screen and flaunts its butthole for all to see.

 

That’s just life in the age of distance learning.

 

But when I design all these assignments and teach all these classes, I wish more students showed up.

 

My district doesn’t require me to do all this.

 

I could have just thrown a few worksheets up on Google Classroom and called it a day.

 

That’s kind of what administrators want, I think. Just review previously taught skills. Make it look like we’re doing something. And we’ll close the academic gaps next year.

 

But when the world shut down, my 8th graders were getting ready to read “The Diary of Anne Frank” and “To Kill a Mockingbird.” You don’t really expect me to skip over that, do you?

 

My 7th graders were getting ready to read a gripping mystery story, “Silent to the Bone” by E.L. Konigsburg. You don’t really think I’m going to substitute that with grammar and vocabulary worksheets? Huh?

 

So I narrowed it all down to essentials.

 

I could have assigned my students to read the texts on their own and then made them write reader response journals. But I don’t think any but my most self-motivated students would have done it and even they would have lost a lot without being able to discuss it.

 

So I put a few assignments on Google Classroom, but most are through live ZOOM Meetings where the students and I talk through the texts together.

 

The 8th graders read the play version of “Anne Frank” together with me, and it’s actually going pretty well.

 

I’m able to display the text on the screen and move the cursor under what they’re reading.

 

I’ve even seen some reluctant readers improve right before my eyes.

 

I’ve always suggested that students put their index fingers under the words as they read, but few do it. Using ZOOM like this forces them to follow my advice.

 

Of course, the class is a tiny fraction of what it would be in person.

 

If we were still in the school building, I’m positive they’d be learning more. We’d be able to discuss more. I’d have a better read of the room. They would be less capable of hiding behind the technology.

 

But there is real life-long learning taking place.

 

It’s my most successful group.

 

My 7th graders are a different story.

 

They are the kind of class you have to explode a stick of dynamite under to get them to notice what’s right before their eyes.

 

And more of them actually show up. Yet much of what we’re reading seems lost on them.

 

They are much more dedicated to being present in body if not in spirit – and barring an exorcism, I’m unsure how to reach many of them through fiber optic cables.

 

Then we have my Creative Writing class – basically a journaling course taught to a different group of students every few weeks.

 

It’s particularly challenging because I’ve met very few of them in person before the school closed.

 

However the course also lends itself best to this distance learning format.

 

Back in the school building, I used to give students a prompt every day, explain it and then have them write. I’d go from desk-to-desk as they worked and give feedback. Once they were all done, we’d share the writings aloud.

 

Now online, I just give the prompts via Google Classroom, provide instruction or attach video links and leave them to it. Then I comment on what they produce.

 

The problem is it’s my least attended class. I have a handful of students who do all the work, but most have done nothing. And this is a traditional work-at-your-own-pace cyber class.

 

I’ve had much more difficulty planning the other courses. Everything had to be reinvented. You want to read along with students, you need (1) a platform where you can all talk (2) an online text, (3) a way students can catch up, (4) a way to hand in written work, (5) a way to give tests without allowing students to cheat or do the work together.

 

It’s been challenging especially because sometimes one online solution will simply disappear.

 

For example, the e-text I was using for 7th grade was taken down overnight. One day it was available. The next it was gone. So I had to scramble to find a way to make it work.

 

That kind of thing happens all the time.

 

And speaking of time, when I’m not in a ZOOM Meeting with students or programming next week’s lessons, I have to wait for assignments to come in. Back in the classroom, they used to be handed in mostly all at the same time. I could grade them and move on.

 

In cyber-land, they trickle in piecemeal. I’m NEVER done teaching. It could be 1 am and my phone dings that an assignment, comment or question was turned in. I could wait until later, but usually I trudge over to the computer and see what needs my attention.

 

Which brings me to the final challenge – managing my home and teacher-life.

 

I’m not just an educator. I’m a parent.

 

I don’t teach my daughter. I don’t assign her lessons or work. But I have to oversee what her teacher wants her to do and make sure it gets done – and done correctly.

 

I’ll tell her to go in the dinning room and do three BrainPop assignments, or sign on to Edmentum and finish this diagnostic test, etc.

 

She’s generally pretty good about things, but if I don’t watch her, she’ll play Mario Party on her Nintendo all day long.

 

With the wife working from home, too, I usually give her the living room, my daughter is someplace else or her room, and I’m in the office.

 

On the one hand, it’s nice to be busy, and the good moments where I connect with students are just as magical as in person.

 

But most of the time, I feel lost at sea, depressed about the news and unable to concentrate or sleep the night through.

 

I’ve resigned myself to this life for the next six weeks when school will end for the academic year.

 

Perhaps the summer will be better. Maybe we’ll be able to go out and life will get somewhat back to normal.

 

However, I am not blind to the possibility that I’ll have to pick up again online in August and September.

 

School could start up with distance learning in 2020-21. Or we could have to quickly rush back to the Internet after a second wave of COVID-19 crashes upon us.

 

I keep thinking of the opening of Charles Dickens’ “A Tale of Two Cities”:

 

“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of light, it was the season of darkness, it was the spring of hope, it was the winter of despair.”

 
The fact that life and schooling will be different after this crisis ends is both encouraging and terrifying.

 

There’s so much we could fix and finally get right.

 

But from what I see us doing as the crisis unfolds, my hope dwindles with each passing day.

 

Stay safe and stay optimistic.

 

But let’s not stay cyber.


 

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.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

thumbnail_IMG_8249

You Can’t Have My Students’ Lives to Restart Your Economy

 

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It’s okay if a few children die to start up the economy.

 

That is literally the opinion being offered by media influencers and policymakers as Coronavirus social distancing efforts continue passed the 30-day mark.

 

In the midst of a global pandemic, we’ve closed down all nonessential businesses while people self quarantine at home waiting for the curve of infection to plateau and then drop off. Medical experts tell us this is the only way to ensure there are enough ventilators and hospital beds for those who get sick.

 

As it is, more than 700,000 Americans have tested positive for COVID-19 and 38,000 have died – more than the wars in Iraq and Afghanistan, the September 11 terrorist attacks, Hurricane Katrina and the Oklahoma City bombing – combined. In fact, the United States has the highest number of Coronavirus deaths in the world.

 

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Yet there is a concerted effort by the Trump Administration and plutocrats everywhere to get business back up and running. And to do that, they need the schools to reopen so parents can return to work.

 

They literally want to reopen schools as soon as possible – even if it isn’t 100% safe.

 

And if that means students, teachers and parents die, at least their sacrifices will have been worth it.

 

“Schools are a very appetizing opportunity,” said Dr. Mehmet Oz as a guest on Fox News’ Sean Hannity show.

 
“I just saw a nice piece in [British medical journal] The Lancet arguing the opening of schools may only cost us 2 to 3%, in terms of total mortality. Any, you know, any life is a life lost, but … that might be a tradeoff some folks would consider.”

 
Dr. Oz walked back the comment after popular backlash, but I believed him the first time. Many people would find that acceptable.

 

Dr. Phil McGraw (who unlike Dr. Oz is not a licensed doctor) said the following on Fox News’ The Ingraham Angle:

 

“The fact of the matter is, the longer this lockdown goes on, the more vulnerable people get. And it’s like there’s a tipping point. There’s a point at which people start having enough problems in lockdown that it will actually create more destruction and actually more deaths across time than the actual virus will itself.”

 

He then compared coronavirus deaths to deaths from smoking, swimming pools and car crashes – which critics pointed out result from mostly voluntary behavior.

 

Once again, Dr. Phil walked back his comments after public outrage. And once again, I saw where he was coming from – because it’s clear where these celebrity talking heads are getting their information.

 

You find the same opinion tucked into many otherwise informative articles about the virus and education.

 

Education Next published a piece by Walton Family Foundation advisor and American Enterprise Institute fellow John Bailey with this precious little nugget tucked in its middle:

 

“Currently, the public health benefits of school closures and home quarantining outweigh the costs. But at what point does that equation flip? When do the economic, societal, and educational costs outweigh the public health benefits of these aggressive social distancing actions?”

 

The rich need the poor to get back to work. And they’re willing to put our lives on the line to do it.

 

What’s worse, they’re willing to put our children’s lives on the line.

 

I don’t know about you, but I’m not willing to risk my daughter’s life so that the stock market can open back up.

 

As a public school teacher, I’m not willing to bet my students lives so that the airlines and cruise industry can get back in the green.

 

Nor am I willing to gamble with my own life even if it means the NBA, NFL and MLB can start playing games and Hollywood can start premiering first run movies again.

 

There’s still so much we don’t know about COVID-19.

 

Initial reports concluded that older people were more susceptible to it, but as infections have played out worldwide, we’ve seen that 40% of patients are between 20-50 years of age. Children seem mostly asymptomatic. However, many immunologists suspect they are acting as carriers spreading the virus to the older people with whom they come into contact.

 
Children have a more difficult time with the constant hand washing and separating themselves at least 6 feet apart recommended by health experts. This is one of the justifications for closing schools in the first place. If we reopen schools too quickly, it could jumpstart another wave of infections.

 

In fact, that’s exactly what the Imperial College of London found in its own modeling study on likely U.S. and U.K. outcomes.

 

School closures can be effective to help suppress the transmission rates and flatten the curve, the report concluded, IF CONTINUED OVER FIVE MONTHS.

 

That’s a long time. But it gets worse.

 

In the absences of mass vaccinations – which may be as much as two years away – the study found the virus is likely to rebound for a second and third wave.

 

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So when would it be safe to reopen schools?

 

Honestly, no one really knows.

 
Former US Food and Drug Administration Commissioner Scott Gottlieb released a more optimistic answer in the “National Coronavirus Response: Roadmap to Reopening.”

 

The report maintains the need to continue social distancing including school closures until cases peak and we see sustained declines in new cases for 14 days.

 

That seems to be a fair minimum standard.

 

However, we are not there yet. The death toll continues to rise in the US and may continue to do so for some time yet.

 

Despite the science, every state has a different date in mind for when schools will reopen.

 

Since the beginning of April,a total of 21 state departments of education (including Pennsylvania’s) have decided to keep schools closed for the remainder of the academic year until at least August or September. Six states plus Washington, D.C., still have plans to reopen their schools before the end of the month.

 

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Beyond the question of WHEN to reopen schools is the even more complicated one of HOW or IF.

 

President and chief executive of the National Association of State Boards of Education Robert Hull said administrators across the country are asking not how – but if – schools will reopen in the fall.

 

“Everybody says we hope we return to normal,” Hull said. “It’s not going to return to normal anytime soon because the new normal is going to be different.”

 

Multiple possibilities are being considered.

 

A major factor will be how well districts can test incoming students for infection.

 

The best solution would be quick and cheap Coronavirus screenings. If we could mass produce such tests and distribute them to schools or have the results be a precondition to coming to school, things might be able to run pretty much as normal.

 

If US schools all had digital thermometers (as they do in Singapore), students temperatures could be taken before letting them in to the building. Anyone running a fever could be sent home.

 

Some policymakers are even considering spot checking students throughout the day with thermometers and using video cameras to trace the path of any students running a temperature to tell who they may have come into contact with before being identified. However, this seems pretty disruptive to me and – especially in the younger grades – might terrify students and make them conversely feel less safe in school because of the very efforts done to ensure their safety.

 

In all likelihood, policymakers see to think schools will probably have to run while engaging in some sort of social distancing. And that’s not easy. Nearly everything from the way the academic day is organized to the maturity level of most students goes against this need.

 

One thought provoking proposal is reducing class size to no more than 10 students.

 

This would also have educational benefits allowing teachers the ability to give more one-on-one instruction. However, most classes are double or triple this size now. Few school buildings are large enough to double or triple the number of classrooms needed at the same time.

 

One solution to this is that children could attend on alternate days or on a half day basis – one group in the morning, another in the afternoon. The drawback is that this would reduce the hours students are in class. Lessons would either have to be cut down to essentials or some part of assignments may have to go online.

 

This might also narrow the curriculum so that the arts, music, and other subjects would be eliminated. Gym classes would probably have to be cancelled and lunches might have to be in the classroom, itself, instead of allowing large groups of students to congregate in the cafeteria.

 

Just ensuring that students aren’t all in the hallway at the same time would be a challenge. Class dismissals might be staggered or perhaps the teachers would move from room-to-room while the students stay put.

 

Moreover, the simple act of busing students to-and-from school is likewise complicated. If students sit further apart on the bus, that means each district needs either more buses at the same time or double the time to transport students at arrival and dismissal.

 

None of this would be cheap. It could necessitate more money on transportation, support staff and teachers. In a country where education budgets haven’t yet recovered from the Great Recession of George W. Bush, reopening schools safely would require an influx of cash.

 

But without it, the economy cannot get back under way.

 

When schools closed in March, many districts switched to some kind of distance learning. Teachers put assignments on-line and even teach through Internet meeting sites like ZOOM. Continuing this in some form – for part or all of the day – is also being considered. However, it causes as many problems as it solves.

 

Parents need to be able to get back to work. Many can’t stay at home taking care of their children indefinitely. And they can’t leave their kids to their own devices while trying to learn via computer, device or app.

 

Moreover, these cyber schooling efforts come with educational drawbacks. Just about every educational expert acknowledges that learning in-person is preferable. Students with special needs are particularly at risk because many of their individual education plans (IEPs) cannot be met remotely. And even though efforts have been made to help impoverished students gain access to the necessary technology and Internet access, the problem has by no means been universally solved. Not to mention privacy concerns with student data being pirated by unscrupulous ed tech companies.

 

Another issue is high stakes standardized testing.

 

With the Coronavirus crisis, the tests were cancelled this year – and no one has really missed them.

 

If lessons have to be cut to essentials, standardized testing and the need for endless test prep should be the first things to go. In fact, students, educators, parents and college professors will tell you how useless these assessments are. They reflect basic economic inequalities and enforce them by tying education funding to the test scores.

 

Poor kids score badly and rich kids score well, so the funding becomes a reward for the privileged and a punishment for the underprivileged.

 

That’s why it’s laughable when Hull laments “issues of equity” including how to measure what students are learning and how to help those who have fallen behind.

 

Equity is a matter of funding and opportunities – not test scores. Regardless of the problems with reopening schools, we could solve a long standing issue by erasing high stakes testing from the academic map.

 

But that’s been the elephant in the classroom for a long time.

 

Economic interests have trumped academic ones for decades.

 

Will we continue to value money over children? Will we pave the post-Coronavirus future over the bodies of sick children and adults?

 

Like any crisis, COVID-19 is another opportunity to get things right.

 

Here’s hoping we have our priorities straight this time.

 

Here’s hoping schools stay closed until we’re certain reopening them won’t endanger students, teachers and the community.

 


 

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