“He Was Kind” – My Students Describe What I’m Like as a Teacher

June 14, 2018 stevenmsinger Accountability, Charter Schools, Compassion, Corporate Education "Reform", Data, Education, Learning, privatization, Schools, Standardized Testing, Students, Teachers Compassion, education, educators, Kindness, public schools, schools, Students, Teacher Appreciation Week, Teacher Evaluation, teachers

What’s the most important attribute of a good teacher?

Some might say intelligence.

You want a teacher who knows the subject matter and can convey it clearly to students.

Others might say classroom management.

You want a teacher who keeps things organized and gets kids to behave.

But for me the most important thing a teacher can be is kind.

I’m not saying intelligence, classroom management and a host of other qualities are unimportant, but if you approach your students with good will in your heart, the rest seems to fall into place.

This isn’t a long-held pedagogical belief I could have articulated for you at the beginning of the school year.

It came to me – as did so much else – from my students.

At the end of the year as my 7^th graders are finishing up their final projects and we’re tidying up the room, I always give them a little survey about their experience in the class.

“I’ve been grading you all year,” I say. “Now’s your turn to grade me.”

The surveys can be anonymous – kids needn’t put down their names, and whatever they write has no impact on their grades.

Yet the results are always enlightening.

I wrote in detail two years ago about the survey and the kinds of responses I often get.

But this year it was one of the simplest comments that really got me thinking.

“He was kind.”

That’s what one of my students told me that I had done especially well during the year.

“He was kind.” That’s all.

It was a response that was echoed by many of my students.

Another child wrote:

“He was kind (and awesome). One of the best teachers.”

And another:

“He can’t [improve]. He is the best he can be and is the teacher I wish I had every year.”

This is all very flattering, but what exactly did all this niceness mean?

How did being a kind teacher help me do my job? What did I do that helped students learn?

They had an answer for that, too:

“He came and sat with me and helped me through everything I needed help with.”

***

“If we needed help on anything he helped and explained everything well so work was easier.”

***

“What my teacher did to help me succeed was that he made me feel motivated to do the work in class and not giving us so much work at once.”

***

“[He] taught me how to write essays, indent on papers and showed me a lot of useful things.”

Another particularly enlightening comment was this one:

“I don’t know [how he could improve], but in this class you grew with us. So uh yeah.”

And I do try to change and grow with my students. When your mandate is to individualize instruction to fit each particular child, I don’t know how you can do otherwise.

This means opening yourself up and letting students know who you are and what you stand for.

I try not to inflict my political, religious or philosophical beliefs on my classes. However, I think some core values come through.

For instance, my students knew I was going to Connecticut to give a TED Talk on the current state of public schools.

They knew my thoughts on standardized testing and school privatization – perhaps not in detail but the general shape of them, certainly. They knew my firm conviction against racism, sexism and prejudice of any kind.

Perhaps that’s why one of them wrote this:

“You’re not only a good teacher. You’re a good friend, and man.”

***

“P.S. – Nice jokes and commentary.”

Of course there were dissenting opinions. One child thought I was too nice:

“He is way too nice for me and you give way too much essays for people to handle. But overall grade 94%. He doesn’t like Tom Brady so yeah. And he likes the Steelers.”

I guess no one’s perfect. But how interesting she thought either she deserved a stronger hand or would have been more motivated by fear and consequences. Yet I have to take her with a few grains of salt because this student identified herself on her response and had a friendly rivalry with me about football. She said I was too nice but then referenced our interpersonal rapport.

Another student highlighted how I wasn’t excessively permissive:

[He was good at] “Helping me with instructions and keeping me on task.”

Most comments were unbridled approbation:

What did your teacher do especially well this year to help you succeed? – “Uh, everything.”

***

In what areas can your teacher improve his/her instruction? – “I’m not sure. That’s how good a teacher he was.”

***

“I think you did awesome, Mr. Singer. Thanks for being my reading teacher!”

***

“I don’t think my teacher needs to improve. He’s already a great teacher.”

And so another school year comes to an end.

I’ll miss this class. It was the first year I taught exclusively 7^th grade. I’d taught one or two sections of that grade before, but never only that grade.

I’m more used to 8^th grade. You wouldn’t think there’d be a world of difference between the two. And who knows? Perhaps if I teach the same grade level next year things will be even more unexpected because the kids will be different.

But when that final bell chimed, I was surprised that so many kids came up to me with hugs and tears.

They really didn’t want to see me go, and, frankly, I don’t want to see them go, either.

If I could follow them next year, I would.

I gave them everything I had to give.

I gave them my heart. I shared with them my life.

And I got back so much more.

That’s what non-teachers don’t understand.

Education is created through often reciprocal relationships.

Learner and teacher are tied together in a positive feedback loop. Sometimes it’s hard to tell which is which and sometimes there is no difference at all.

Thank you so much, last year’s students.

Thank you for letting me be your teacher.

Thank you for bringing out the best in me as I tried to do the same for you.

Like this post? I’ve 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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The Best Charter School Cannot Hold a Candle to the Worst Public School

May 26, 2018 stevenmsinger Accountability, Betsy DeVos, Budget, capitalism, Charter Schools, Civil Rights, Corporate Education "Reform", Education, Local Control, Parents, Politics, Poverty, privatization, School Choice, School Funding, school segregation, Schools, Social Justice, Students, Teachers charter schools, Democracy, freedom, Privatize, public schools, tyranny

There are good charter schools.

I admit that.

There are bad public schools.

I admit that, too.

But if one had to choose between the worst public school and the best charter school, you’d still be better off with the public school.

Does that sound crazy? Does it sound ideological, partisan, or close-minded.

I don’t think so.

Imagine if we said the same thing about tyrannies and democracies.

There are good tyrannies.

There are bad democracies.

Still, I’d prefer the worst democracy to the best tyranny.

Why?

Because even a badly run democracy is based on the principle of self rule. The government gets its right to make and enforce laws from the consent of the will of the governed.

Even if our representatives are corrupt and stupid, even if our federal, state and local agencies are mismanaged and disorganized – there is the potential for positive change.

In fact, the catalyst to that change is embedded in democracy, itself. Egalitarian systems founded on the principle of one person, one vote tend toward fairness, equity and liberty much more than others.

Bad leaders will be replaced. Bad functionaries will be retrained or superseded. Bad agencies will be renovated, renewed, and made to serve the will of the people.

However, in a tyranny, none of this is true.

Even if you have a benevolent tyrant who does nothing all day but try to do whatever is best for his or her subjects, that is a worse state of affairs.

Eventually the tyrant will change. Absolute power will corrupt him or her absolutely. Or even if this bastion of human goodness is incorruptible, he or she will eventually be deposed, replaced or die.

And there is nothing – absolutely nothing – to ensure the next tyrant is likewise benevolent. In fact, the system is set up to increase the likelihood that the next ruler will be as selfish, greedy and malevolent as possible.

This is because it is the system of tyranny, itself, that is corrupt – even if those that fill its offices are not.

The same goes for good charter schools.

These are schools that are publicly funded but privately run.

As such, the overwhelming majority have no elected school board, their meetings are held in private, their documents are kept secret, they discriminate in enrollment and they take advantage of a plethora of legal loopholes and bad policy to embezzle funds, overcharge for nonexistent utilities and cut services for students while pocketing the “savings” as profit.

If you can find a charter school that does none of these things – congratulations! You have found a diamond in the rough! But it is a diamond that is more likely to turn to coal the second you turn away.

Let’s say you find the rare charter school run by an elected school board. THEY AREN’T REQUIRED TO DO THAT. Organizers could at any time revert to an appointed board. Community members could be making all the decisions when you send your child to school, but by dismissal time they could have all been replaced with flunkies appointed by the private business people who took out the charter from the state in the first place!

Let’s say your charter school has open meetings and public documents. They invite the public to their deliberations. They take public comment and share all their internal communications with taxpayers and the media. THEY AREN’T REQUIRED TO DO THAT. They could close the doors any day they wanted. And there’s nothing you could do about it.

Why? Because that’s what a charter school is. Despite all the propaganda to the contrary, it is not fundamentally a public school. It is a private school at public expense.

All these things that are optional at a charter school are required at public schools. Not just some public schools – ALL OF THEM!

Public schools are required to have elected school boards (unless taken over by the state). They are required to have open meetings and public documents. They are essentially democratic, whereas even the best charter schools are only democracies because of someone’s goodwill. When the wind changes, so will their system of government.

But that’ not all.

Let’s say you find a charter school that has open enrollment. It accepts every student who applies from its coverage area. Or at least it does so until it runs out of room. If demand exceeds supply, it conducts a lottery to determine which students to let in and which it has to unfortunately turn away.

First of all, if the school doesn’t have open meetings and public documentation, you have no way of knowing whether these lotteries are fair and unbiased. Operators are often charged with cherry picking the best and brightest and denying students with disabilities or behavioral problems – they’ve even been known to discriminate based on race and class.

Second of all, even if your charter school is one of the magical few that just does the right thing with no oversight, THEY AREN’T REQUIRED TO DO THAT. Once they figure out how much money they can save by only accepting the cheapest students to educate, inclusive enrollment policies will be a thing of the past. And you’ll probably never even know the difference.

Public schools aren’t allowed to do that. They have to accept every student from their coverage area regardless of academic deficits, emotional needs, race, religion, class or creed. And if there isn’t enough space, they still can’t turn students away. They have to expand!

And what about the most salient feature of charter schools?

Unlike public schools where all the funding has to be spent on student services, most charter schools are run for profit. They are allowed to cut services for students and swipe the savings for their investors.

Some charter schools don’t do this. BUT THEY CAN! Any day now they could cut little Timmy’s gym class down to twice a week so a shady group of business people in a smoke filled room could stuff a bunch of bills in their own wallets.

Offering French AND Spanish? Adios muchachos. And bonjour to a fistful of dollars going directly into their bank accounts.

All of that is perfectly legal even though it’s your money they’re collecting – money you put aside to help your child learn – there’s not a thing you can do about it.

Sure, you can take your child out of the charter school. But the money funding the school isn’t just your child’s. You’re paying for every student enrolled there. Even if you don’t have kids, you’re footing the bill. And unlike the public school system where you get a voice in how that money is spent, here you don’t get to say a thing.

You just get to pay.

Call me crazy, but I think there’s something wrong with that.

I think that’s worse than even the most decrepit public school.

If a public school has a terrible school board, they can be replaced. In fact, they most certainly will be given time. With each bad policy and unpopular decision, bad school directors motivate taxpayers to vote them out.

This is the exact opposite of charter schools. There is more reason for a charter to replace an elected board with an appointed one so as to increase their autonomy and ability to make money.

Most of the problems with public schools aren’t located in the schools, themselves.

They are the result of strategic disinvestment – archaic funding formulas that allocate less to districts without a large tax base than those in richer neighborhoods. They are the result of segregation schemes that keep the poor and minorities in neighborhoods where they can be ignored and then blamed for their own underprivileged status. They are the result of national and state policies allowed to play the parasite on their budgets – high stakes testing, Common Core and – yes – charter schools.

So, no, I don’t think it’s unreasonable to be so positive about public schools and so negative about charter schools.

The problem with privatized education isn’t just specific to individual schools. It is a feature of the very kind of school we’re talking about in the first place.

Charter schools are at heart a less democratic system than public schools.

Therefore, public schools are always preferable.

I wouldn’t give up my country just because we have an idiot in the oval office. Nor would I give up my public school just because of inadequacies in my local district.

Democracy isn’t for wimps. You have to fight for it.

Those people who are telling you to switch teams are trying to pull the wool over your eyes.

Don’t fall for it.

Public school proud.

Today.

Tomorrow.

Always.

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Pennsylvania’s Broken Testing Promise – We Don’t Assess Students Less If We Demand Constant Diagnostic Tests

May 14, 2018May 15, 2018 stevenmsinger Accountability, Betsy DeVos, Charter Schools, Civil Rights, Corporate Education "Reform", Data, Democrat, Education, Opt Out, Pennsylvania, Politics, privatization, Propaganda, School Choice, school vouchers, Schools, Standardized Testing, Students, Teachers, Tom Wolf, Toxic Testing, United Opt Out CDT, Classroom Diagnostic Tools, education, high stakes testing, Opt Out, Pennsylvania, public schools, standardized testing, Test Prep, test-based accountability, Tom Wolf

Downcast faces, dropping eyes, desperate boredom.

That’s not what I’m used to seeing from my students.

But today they were all slumped over their iPads in misery taking their Classroom Diagnostics Tools (CDT) test.

It’s at times such as these that I’m reminded of the promise made by Pennsylvania’s Governor, Tom Wolf.

He pledged that this year we’d reduce the amount of time public school students spend taking standardized assessments.

“Students, parents, teachers and others have told us that too much time in the classroom is used for test taking,” he said.

“We want to put the focus back on learning in the classroom, not teaching to a test. Standardized testing can provide a useful data point for a student’s performance, but our focus should be on teaching students for future success, not just the test in front of them.”

So at his urging we made slight cuts to our Pennsylvania System of School Assessment (PSSA) tests – the assessment for grade 3-8 students.

We removed two sections of the PSSA – one in math, one in reading – and reduced the number of science questions.

This can cut testing by as much as 48 minutes in math, 45 minutes in reading, and 22 minutes in science.

And that’s good news.

But it’s not exactly the kind of sea change the state claims, given the Department of Education’s recommendations for additional tests on top of the PSSA.

That’s right. The state wants schools to give the CDT assessment an additional 3 to 5 times a year in reading, math and science.

Unlike the PSSA, this is a voluntary assessment. Districts can decide against it, but the department’s flunkies are crisscrossing the Commonwealth advising we all give the CDT as much as possible.

So that’s between 50-90 minutes for each assessment. A district that follows the state’s guidelines would be adding as much as 270 minutes of testing every seven weeks. In a given year, that’s 1,350 minutes (or 22.5 hours) of additional testing!

Pop quiz, Governor Wolf. Cutting testing by 115 minutes while adding 1,350 minutes results in a net loss or a net gain?

The answer is an increase of 1,235 minutes (or more than 20 hours) of standardized testing.

In my classroom, that means students coming in excited to learn, but being told to put away their books, pocket their pencils and put their curiosity on standby.

The folks who work at the Department of Education instead of in the classroom with living, breathing children, will tell you that these CDT tests are a vital tool to help students learn.

They provide detailed information about which skills individual students need remediation on.

But who teaches that way?

Billy, you are having trouble with this kind of multiple-choice question, so here are 100 of them.

We don’t do that. We read. We write. We think. We communicate.

And if somewhere along the way, we struggle, we work to improve that while involved in a larger project that has intrinsic value – such as a high interest book or a report on a hero of the civil rights movement.

When learning to walk, no one concentrates on just bending your knees. Even if you have stiff joints, you work them out while trying to get from point A to point B.

Otherwise, you reduce the exercise to boring tedium.

That’s what the state is suggesting we do.

Make something essentially interesting into humdrum monotony.

Teachers don’t need these diagnostics. We are deeply invested in the act of learning every day.

I know if my students can read by observing them in that act. I know if they can write by observing them doing it. I know if they can communicate by listening to them arguing in Socratic seminar. I read their poems, essays and short stories. I watch their iMovies and Keynote projects.

I’m a teacher. I am present in the classroom.

That tells me more than any standardized diagnostic test ever will.

It’s ironic that on a Department of Education “CDT Frequently Asked Questions” sheet, the assessment is described as “minimizing testing time.”

That’s just bad math.

And my student’s know it.

The district just sent out a letter telling parents and students they could take advantage of a school voucher to go to a local parochial school at public expense.

When presented with the prospect of another day of CDT testing in my room, one of my brightest students raised his hand and asked if kids in the local Catholic school took the test.

I told him I didn’t know – though I doubt it. They COULD take the test. It is available to nonpublic schools, but do you really think they’re going to waste that much instruction time?

Heck! They don’t even take the same MANDATORY standardized testing! Why would they bother with the optional kind!?

It is the public schools that are hopelessly tangled in the industrial testing complex. That’s how the moneyed interests “prove” the public schools are deficient and need to be replaced by privatized ones.

It’s an act of sabotage – and with the CDT it’s an act of self-sabotage.

School directors and administrators need to be smarter. The only way to beat a rigged game is not to play.

And the only way to reduce testing is to TAKE FEWER TESTS!

Burning Down the House at TEDxCCSU – Speaking Truth to Power with a BOOM!

April 30, 2018November 18, 2019 stevenmsinger Accountability, Betsy DeVos, Bill Gates, bloggers, Censorship, Charter Schools, Civil Rights, Common Core, Corporate Education "Reform", Credibility, Education, Politics, Prejudice, privatization, Racism, School Choice, school closings, School Funding, school segregation, school vouchers, Schools, segregation, Social Justice, Standardized Testing, Students, Teachers, United Opt Out, White Allies education, Jesse Turner, public schools, schools, teachers, TED talk, TEDxCCSU, United Opt Out

There’s a reason our society rarely hands teachers the microphone.

We’ll tell you the truth.

Oh, we’re too good mannered to be brazen about it. We’d rather encourage you for trying than criticize you for getting something wrong.

But if you ask us for truth, that’s usually what you’ll get.

Just ask any first grader.

“Is my finger painting good, Miss Pebbles?”

“Oh my, it is!”

“Really?”

“Why yes. I love what you did with that smear of yellow and blue in the corner. Where they overlap, it turns green.”

“Do you think it’s good enough to compete against the seniors in the high school?”

“Maybe you’d better practice a bit more, Dear. At least wait until you can spell your name correctly before devoting your life to art.”

That’s why I was so delighted to get an invitation to do a TED talk.

Here was my chance to tell it like it is.

Sure, some people look to TED for encouragement and life affirming inspiration.

But the way I see it, the only real affirmation is honesty.

Otherwise, it’s just a bromide, a deception, an intellectual hard candy to plop into your skull and let your cranium suck on until all the sugar is gone.

We’ve all seen these TED talks on YouTube or the Internet – some well-dressed dude or dudette standing in front of a crowd with a headset microphone and a grin offering anecdotes and words of wisdom to a theater full of eager listeners.

But after hundreds of thousands of talks in scores of countries, the format has almost become a parody of itself. At many of these events, you’re just as likely to find some Silicon Valley tech millionaire waxing philosophic about his casual Friday’s management style as you are to hear something truly novel.

No, the way I see it, the TED extravaganzas are just asking for a bundle of truth wrapped in a plain brown box – quiet, unassuming and ticking!

For me, doing one was a long time coming.

The first I heard about it was at United Opt Out’s Education and Civil Rights Summit in Houston, Texas, two years ago.

I was rooming with Jesse “The Walking Man” Turner – an education professor at Central Connecticut University and famed social justice activist. He’s been involved with everyone from Moral Monday’s to S.O.S. Save Our Schools. But he’s most well-known for walking from Hartford to Washington, DC, to protest school privatization and standardization – a feat he did not once, but twice!

Anyway, one night as I was fading into sleep, he whispered to me from across the room, “Steve, you ever thought about doing a TED talk?”

“Huh? Whas tha, Jesse?”

“A TED talk. You ever thought about doing one?”

“Oh I don’t know. That would be pretty cool, I guess.”

“I organize an independent TED event at my school every year. We should get you on the schedule.”

And that was it.

I think. If there was any more to that conversation my conscious mind wasn’t involved in it.

But then the following year I got a call from Jesse asking if I was ready to come to Connecticut.

I wasn’t. I’d just had two mild heart attacks and wasn’t in a condition to go anywhere. I could barely gather the strength to go to school and teach my classes.

What followed was a year of recovery.

I dedicated myself to my students and my blog and made it through the year. In the summer, I put together my favorite on-line articles into a book for Garn Press – “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform.”

After it was published in November, I worked to promote it, going from event-to-event, book store-to-book store lecturing, signing, and listening. I was even invited to Chatham College to address their graduating class of teaching students.

Then another surprise. I was one of three educators in western Pennsylvania nominated for a Champions of Learning Award in Teaching from the Consortium for Public Education. In the final analysis, I didn’t end up winning the award, but it was a huge honor.

And then to top it all off, Jesse called me back and asked me if I was ready to come to Hartford and give the TED talk another try.

I jumped on it.

How could I say no?

This year has been like a second chance, a new lease on life. I’ve been eating healthier, exercising, losing weight and taking nothing for granted.

But that comes with certain responsibilities.

I couldn’t go there and just mouth platitudes and self-help advice. I couldn’t just tell some touchy-feely stories from my classroom and conclude about how great it is to be a teacher.

Even though it is great – the best job in the world.

But our profession is under attack.
Public schools are being targeted for destruction. The powers that be are using segregation, targeted disinvestment and standardized testing to destabilize public schools and replace them with privatized ones.

The school house is on fire! This is no time for heart-warming stories. It’s time for anger, agitation and activism!

So that’s what I decided to speak about.

Frankly, that wasn’t what I originally planned.

At first, I was going to talk about how society expects too much of teachers – how we expect educators to do it all.

But then the opportunity came to “practice” my speech in front of my entire school building.

I thought to myself, is THIS really what I want to talk about?

If I only get one shot at this – and I probably will get only one shot – do I really want to spend it on society’s unfair expectations?

That’s when I scrapped what I had and started over, this time focusing on “The Plot to Destroy Public Education.”

I must have rewritten my presentation at least five times.

Jesse said I’d have no more than 15 minutes so I practiced just about every night to make sure I was within that time.

The word may have gotten out around my school because the invitation to speak to the entire building quickly evaporated. Maybe there really was a scheduling mix up. Maybe not.

But it didn’t matter. My presentation was ready like a bomb – no hand holding, no concessions, just the truth.

The weeks flew by.

Before I knew it, it was time to fly to Connecticut. I couldn’t believe it was really happening.

When I got there, Jesse picked me up from the airport. He was a consummate host. He couldn’t have treated me better if I was royalty. He paid for my hotel, paid for most meals, drove me everywhere, kept me in good company and entertainment and even gave me a “Walking Man” mug as a token of his appreciation.

I was the only person flying in from outside of the Hartford area. Most of the other seven speakers were from there or had roots in the community.

All but two others were PhDs. The list of names, vocations and stories were impressive. Dr. Dorthy Shaw, a famed education and women’s studies professor, talked about surviving cancer. Dr. Noel Casiano, a sociologist, criminal justice expert and marriage counselor, told a heartbreaking personal story about the three people who mentored him from troubled teen to successful adult. Dr. Kurt Love, a CCSU professor focusing on social justice and education, talked about the greed underlying our economic and social problems. Dr. Barry Sponder, another CCSU professor focusing on technology in education, talked about flipped classrooms. Dr. Johnny Eric Williams, a sociology professor, talked about the myth of whiteness and how it corrupts how we speak about race.

Elsa Jones and her son Brian Nance were the only other non-PhDs. Jones is an early education consultant and the daughter of the Rev. Dr. William Augustus Jones, Jr., a famed civil rights leader who worked with Dr. Martin Luther King, Jr.

They were the ones I bonded with the most. All four of us went out for pizza after the talks.

But when I first entered the Welte Auditorium in the Central Connecticut State University campus, it was truly frightening.

The building could hold hundreds, perhaps thousands of people. Yet organizers had limited the audience to only a hundred. All the seats were up on the stage.

There was a little circular rug where we were to stand and the camera people were setting everything up.

Behind us, a ceiling high blue-purple backdrop would showcase the TED logo and any slides we had prepared.

Which brings up an interesting distinction.

This was not a corporate TED event organized by the TED conference and sanctioned by their foundation. It was a TED “X” event, which means it was independently organized.

TED licenses its name for these grassroots X-events. There are a list of rules that organizers must follow. For example, all tickets to the event must be free. Contrast that with the corporate TED events where tickets go for thousands of dollars.

I was glad I was where I was. This was going to be the real deal – a thoughtful discussion of authentic issues. And somehow I was up there with these incredible thinkers and activists.

The moment came. Drs. Shaw and Casiano had already spoken. I got up from my seat in the front row to get my lapel microphone attached.

Jesse gave me a warm introduction letting everyone in on the secret of my tie – the design was a picture of my daughter repeated to infinity.

So I walked to my mark and started speaking.

It seems there was some sort of technical difficulty with the microphone. My voice didn’t appear to be coming from the speakers – or if it was, it wasn’t projecting very well. So I spoke louder.

Then Jesse came from the wings and gave me a hand mic and a music stand for my notes.

It took a moment to get used to handling the microphone, the clicker for my slides and my iPad (where I had my notes), but I got the hang of it.

And I was off and running.

I said it. I said it all.

The audience certainly didn’t seem bored. All eyes were on me. A few heads were nodding in agreement. Some faces seemed stunned.

When I ended, there was universal applause. A few folks patted me on the back when I got back to my seat and shook my hand.

And that was it.

I thoroughly enjoyed the remaining presentations but it was hard to concentrate in the post-TED elation.

Jones and Nance were probably the closest to what I was talking about and we got along like we’d known each other for years.

When I got back to the hotel, I felt elation and exhaustion in equal measure.

I had done it.

After months, years of planning, it was over.

Jesse tells me the video will be on-line in a matter of weeks. (I’ll revise this post with the video when it goes live.) Though he did mention that one point in my presentation made him a bit nervous – I had called out Bill Gates for his role in the destruction of public schools. However, Gates is a big donor to TEDs. Jesse half-jokingly said that the TED folks might take issue with that and refuse to upload my speech.

But whatever. I told the truth. If that gets me censored, so be it.

This will be something I’ll never forget.

I’m sorry this article has gone on so long, but there was much to tell. It’s not every day that someone like me gets such a stage and such a potential audience.

Hopefully, my video and my speech will be seen by many people who have never heard of this fight before. Hopefully it will open minds and stoke people to act.

And hopefully the mic issues at the opening won’t be distracting.

Thank you for following my blog and being there with me on this incredible journey.

I left nothing important unsaid. I gave it my all.

Now to see where it goes.

The video is available on YouTUBE and directly on the TED Website.

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Kiss My Assessment – A High Stakes Testing Poem

April 18, 2018April 18, 2018 stevenmsinger Accountability, Arne Duncan, Betsy DeVos, Bill Gates, Charter Schools, Civil Rights, Common Core, Corporate Education "Reform", Education, Labor, Local Control, Opt Out, Politics, Poverty, Prejudice, privatization, Racism, School Choice, school closings, School Funding, school vouchers, Schools, small class size, Social Justice, Standardized Testing, Students, Teach for America, Teachers, Toxic Testing, union busting, Unions, United Opt Out, Violence Against Children annual testing, education, high stakes testing, Opt Out, poem, poetry, PSSA, public schools, standardized testing, teaching, test-based accountability

Double, Double, test and trouble;

Standards stern so fill in that bubble.

Little Laquan, Empty belly

Reading passages by Maichiavelli

Does he know what the author thinks

Last night did he get forty winks

Drive-by shooting in his neighborhood

Answer questions that he should

Interrogated by the cops

Took away and locked his pops

Now he sits slumped in school

Testing, testing, it’s a rule

Will he – this time – make the grade

A debt to society he has paid

For being poor and his black skin

Success and riches, let me in!

But not unless you answer right

Like wealthy kids whose hue is white

Not two plus two or three and four

Context implied when you ask for

European culture and white society

If you know it, you’re in propriety

If not, take a longer road

Hurdles to jump and words to decode

But do not label the test unfair

Rich folks will blast you with hot air

Testing makes them bundles of billions

Leaching off of us civilians

Test prep, grading and remediation

Never mind that it keeps you in your station

Need new books, here’s Common Core

So big corporations can make some more

Money off your starving schools

The funding is drying up in pools

As politicians vote to gut

So they can give bankers another tax cut

Hotels and yachts and Maltese vacations

Touring havens in other nations

To hide their money and avoid paying

Anything to keep preying

On little kids and their moms

So long as they aren’t forced to pay alms

No nurses, no librarians, no psychologists

Nothing to feed a tummy or an esophagus

No fancy buildings, no small class sizes

Nothing to match the suburban enterprises

Fewer resources, fewer tutors,

Crumbling classrooms, archaic computers

Just give them tests as charity

And pretend it means populace parity

When he fails, we’ll blame Laquan

Fire his teacher and make her move on

Close his school and open a charter

And then his services we can barter

To turn his funding into profit

Democracy melts like warm chocolate

Private boards get public voice

Deciding who to enroll and calling it choice

Spending tax money behind closed doors

Filling classrooms with Americorps

Instructors who never earned a degree

But cheap trumps any pedigree

For teachers to teach the darkest of humans

As long as they don’t form any pesky unions

Reformers they’re called, really just hypocrites

Wolves with sheep skin in their identity kits

They might refuse to come out of the closet

But don’t burn this humble prophet

Who tells you the truth about high stakes tests

About the school system and the unholy mess

We’ve made for kids so hedge funders

Can bark and rave and push for blunders

To make money off of kids misery

And a better world – not for you, not for me.

Am I obsessed and distressed by oppressive divestment?

Oh who cares? Kiss my assessment!

Double, Double, test and trouble;

Standards stern so fill in that bubble.

NOTE: I wrote this poem during and after proctoring this year’s PSSA test for my 7th grade students. Can’t imagine where the inspiration came from! I’ll just say that the opposite of standardized testing has always seemed to be poetry. I hope you enjoyed my verses. It was either that or spit curses!

With Education Such a Low Priority in America, It’s No Wonder The Holocaust is Fading From Memory

April 16, 2018 stevenmsinger #BlackLivesMatter, Accountability, Civil Rights, Common Core, Corporate Education "Reform", Donald Trump, Education, Eugenics, National Academic Standards, Politics, Prejudice, privatization, Racism, School Funding, Schools, segregation, Social Justice, Standardized Testing, Students, Teachers anti-semitism, common core, education, history, Holocaust, jewish, prejudice, public schools, racism, schools, teacher, teaching, tolerance

The Holocaust has never been more relevant than it is today.

Racism and prejudice are on the rise. Hate crimes are becoming more common. Anti-immigrant sentiment is becoming more widespread.

And anti-Semitic incidents have increased by 57 percent in the past year, according to the Anti-Defamation League.

Yet just last week, a comprehensive study of Holocaust awareness was released concluding that Americans are forgetting this vital chapter of our history.

After more than 1,350 interviews, Schoen Consulting found that 11 percent of U.S. adults and more than one-fifth of millennials either haven’t heard of the European Holocaust or aren’t sure what it is.

From 1933-1945, approximately 12 million people – 6 million of whom were Jews – were systematically put to death by Nazi forces.

However, even many of those who admitted to having some knowledge of these events were unsure about the specifics. For instance, one third of respondents – and 41% of millennials – said that only 2 million people were killed.

This is unacceptable.

But not unexpected.

Not in a country that has made education such a low priority for decades.

Only a handful of states mandate Holocaust curriculum in schools – Florida, Illinois, New Jersey, California, Michigan, Indiana, New York and Rhode Island – and each one does so to varying degrees of detail.

Other states like Pennsylvania have laws strongly encouraging the teaching of the Holocaust but not requiring it outright.

Wasn’t this why 42 states adopted Common Core – to make sure all students were learning the same things?

Well, first of all those standards were only adopted in English and Math. Social studies standards were far too controversial to make it over the partisan divide.

Moreover, Common Core has actually been an impediment to Holocaust studies, not a help.

A principal in Delaware refused to let a concentration camp survivor speak to students because he didn’t think it was rigorous enough under Common Core.

Another district tried to encourage critical thinking by asking students if the Holocaust was true or if it had been exaggerated – as if proven facts were up for debate.

Additionally, the reading standards push for texts to be taught as if they were standardized test items without proper context for a robust understanding. Combine that with an emphasis on texts that are exceedingly complex and it’s no wonder that young people’s understanding of this important part of history is fuzzy.

And I write this as an educator who taught the Holocaust in middle school for more than a decade.

The first thing I did was throw those corporate-written standards in the trash.

My 8^th graders and I watched various award-winning documentaries such as “Auschwitz: If You Cried, You Died.” We read the play version of “The Diary of Anne Frank,” but supplemented it with various interviews and autobiographical articles from concentration camp survivors and even a presentation from community members who had first-hand experience of these events until their age and health made that impossible.

The whole unit culminated in a trip to the Holocaust Museum in Washington, DC.

Unfortunately, this does not appear to be the norm.

Though America students make up one third of the 1.7 million visitors to the National Holocaust Museum, 80 percent of Americans say they have never visited any Holocaust museum.

I get it. Teaching about this is hard.

It’s ugly and scary and repulsive – but it’s meant to be.

The DC National Holocaust Memorial recommends the following guidelines for teaching about the European Holocaust:

“Be sensitive to appropriate written and audiovisual content. One of the primary concerns of educators teaching the history of the Holocaust is how to present horrific images in a sensitive and appropriate manner. Graphic material should be used judiciously and only to the extent necessary to achieve the objective of the lesson. You should remind yourself that each student and each class is different and that what seems appropriate for one may not be appropriate for all . . . Some students may be so appalled by the images of brutality and mass murder that they are discouraged from studying the subject further. Others may become fascinated in a more voyeuristic fashion, subordinating further critical analysis of the history to the superficial titillation of looking at images of starvation, disfigurement, and death . . . There is also a tendency among students to glorify power, even when it is used to kill innocent people. Many teachers indicated that their students are intrigued and, in some cases, intellectually seduced by the symbols of power that pervaded Nazi propaganda (e.g., the swastika and/or Nazi flags, regalia, slogans, rituals, and music). Rather than highlight the trappings of Nazi power, you should ask your students to evaluate how such elements are used by governments (including our own) to build, protect, and mobilize a society. Students should also be encouraged to contemplate how such elements can be abused and manipulated by governments to implement and legitimize acts of terror and even genocide.”

That’s what I tried to do.

This is the first year that I’m not explicitly teaching the Holocaust – and the only reason is because I’m not teaching 8^th grade, I’m teaching 7^th.

It’s not in my curriculum.

However, I know my students will get it when they advance to the next grade.

I wish that were true everywhere.

Unfortunately, a deep knowledge of history does not come from a society obsessed with standardization and privatization.

In fact, our policy of high stakes testing is an artifact of the eugenicist movement that inspired the Nazis. Our privatization movement is a holdover from the white flight reactionaries trying to circumvent the integration of Brown vs. Board.

We don’t do a comprehensive job teaching the Holocaust because we haven’t, as a society, learned its lessons.

We don’t teach the consequences of the European Holocaust because we haven’t come to terms with the consequences of our own American varieties. We haven’t acknowledged the effects of Europeans conquest and genocide of Native Americans, the slave trade, Jim Crow, Japanese internment or the prison industrial complex.

To teach the Holocaust we must take a step toward understanding where we, as a nation, have engaged in similar practices.

These are lessons vital to our survival and progress.

And that is exactly why it hasn’t been made a priority. It is exactly why we don’t have equitable education for all children in America.

Doing so would upset the status quo.

Doing so would be troublesome to the powers that be who use a racial and economic caste system to keep us all in line.

Understanding the Holocaust prevents us from reliving it.

And the people in power want to keep that door unequivocally open.

I Stand With Striking Teachers Because I Stand for Underprivileged Children

April 8, 2018 stevenmsinger Accountability, Budget, Charter Schools, Civil Rights, Corporate Education "Reform", edtech, Education, Labor, Pensions, Politics, Poverty, Prejudice, privatization, protest, Racism, School Funding, Schools, small class size, Social Justice, Standardized Testing, Students, Teachers, Unions Arizona, education, education reform, Kentucky, labor, Oklahoma, public schools, Puerto Rico, schools, Strike, teacher shortage, teacher strike, teachers, unions, West Virginia

America’s teachers are taking to the streets by the thousands.

In West Virginia, Oklahoma, Kentucky and soon to be Arizona and Puerto Rico, educators are leaving the classroom and storming their state capitals.

Why?

Not because they’re greedy. Not because they don’t want to do their job. But because this country doesn’t care enough to provide them the resources they need to do it.

America doesn’t care about black and brown children.

America doesn’t care about poor white children.

America only cares about middle class and wealthy kids, preferably if their skin has a melanin deficit.

Don’t believe me?

Just look at how much these states have cut education funding. Look at how the federal government has slashed financial assistance. Look at how districts are forced to increasingly rely on local tax revenues to pay for the kind of education their children receive.

This means poor kids get poor resources. This means minority kids have to do without.

For the dark and the destitute, this means larger class sizes, out of date text books, and narrowed curriculum. It means fewer tutors, reading specialists and librarians. It means being left to your own devices to deal with the effects of generational poverty which put them behind their wealthier, lighter peers before they even enter kindergarten. It means greater emotional disturbance, greater malnutrition, higher absences, more learning disabilities, and less help to deal with any of it.

On the other hand, for the economically privileged white kids, it means just the opposite – fewer social problems, and the best of everything to deal with whatever issues they have.

It’s an unfair system, and teachers aren’t having it. We’ve been sounding the alarm for years, but it has fallen on deaf ears.

We don’t want to strike, but lawmakers are giving us no choice.

We’re saying, Enough! We’ve had it with the excuses.

Society hires us to do a job – let us do it.

Don’t refuse us the money to get it done and then blame us for the results.

That’s why there was a 9-day teachers strike in West Virginia which won educators a 5% raise in February.

That’s why 30 districts closed in Kentucky this week after a statewide sick out inspired by the legislature’s plan to cut pension benefits.

That’s why thousands of teachers in Oklahoma walked out this week demanding higher wages and better school funding.

And it’s why educators in Arizona, Puerto Rico and other states and territories may be next.

When you deny teachers the basics necessary to do their jobs, you’re refusing your responsibilities toward children.

When you deny educators a fair wage, you’re discouraging young people from entering the profession and encouraging those already there to seek work elsewhere.

And that is what we’re talking about here – a fair wage. We’re not talking about teachers getting rich off the taxpayers dole. You’re asking us to get an advanced education and do a hard job – that requires a middle class income so we can pay off our student loans and support our families.

The same goes for pensions. When teachers took their jobs, a fair pension was part of the contract. You promised that after 30-some years, educators could retire and you’d take care of them. You can’t renege on that. And if you plan to offer less for those coming in to the field, you’re going to get fewer high quality teachers willing to take the job.

When you attack unions and union benefits, you’re really attacking students. A teacher who can be fired at the whim of an administrator or school director is not as affective at her job. She has less autonomy and freedom to do what is right for her given students. And she has less reason to take a chance on the profession in the first place.

This doesn’t mean that after three years teachers should have a job for life. They don’t. It just means that if you’re going to fire a teacher for negligence, you should have to prove she’s negligent first.

This is why there’s a so-called teacher shortage in most states. As a society, we’ve become less-and-less willing to pay for teachers to do their jobs. We’ve become less-and-less willing to offer them the independence and respect necessary to get things done.

Why?

Because we’ve swallowed a pack of lies from the business community.

Many of them look at our public schools and see an opportunity for financial gain.

School funding may not be enough to give every one of the 50.7 million students in public school a first class education, but it’s more than enough to make a cabal of entrepreneurs and corporate officers rich.

That’s why they’re pushing charter schools and voucher schools and standardized tests and edtech software scams.

They want to get rid of democratic rule, get rid of teacher-based assessments and – ultimately – get rid of teachers. They want to replace us with minimum wage temps and leave the work of educating to computers that can provide test prep and standardized assessments.

But only for the poor and minorities. The affluent and middle class white kids will still get the best money can buy. It’s only those other kids they’re willing to feed to the wolves of edu-profit.

THAT is what educators are fighting.

THAT is why teachers across the nation are striking.

We’re demanding this nation does right by its public school students.

And that begins by supporting their teachers.

Would Democrats Really Do Better Than Betsy DeVos on Education?

March 29, 2018March 29, 2018 stevenmsinger Accountability, Betsy DeVos, Charter Schools, Corporate Education "Reform", Credibility, Democrat, Donald Trump, Education, Hillary Clinton, John Podesta, No Child Left Behind, Obama, Politics, privatization, Propaganda, Race to the Top, Republican, School Choice, School Funding, school vouchers, Schools, Standardized Testing, Students, Teach for America, Teachers, Value Added Measures, VAM Betsy DeVos, Center for American Progress, Democrats, education, John Podesta, Politics, propaganda, public schools, Republicans, teacher, think tank

Everybody hates Betsy DeVos.

As Donald Trump’s Secretary of Education, she’s ignorant, unqualified and insincere.

But would the Democrats really do much better if they had control of the Executive Branch?

The Center for American Progress (CAP), a left leaning think tank, wants you to believe that they would.

The organization founded by John Podesta and deeply tied to both the Clinton and Obama administrations has come out with a list of seven policy goals if Democrats take back the House and/or Senate in the midterm elections this November.

On the face of it, many of these goals are smart and worthy ends to pursue.

But this is the Center for American Progress, after all! These are the same people who pushed charter schools down our throats, the same people who never met a standardized test they didn’t love, the same people who think Teach for America temps are just as good – if not better – than fully licensed, fully trained teachers with 4 or 5 year education degrees.

Frankly, I don’t trust a thing they say.

The last two Democratic administrations pushed almost the same education policies as the last three Republican ones. They often use different rhetoric and pretend to dislike policies that BOTH parties have championed for decades.

So when an organization with a history like CAP offers school policy proposals – even if they’re innocuous on the surface – a closer look often reveals something disturbing hiding just under the skin.

In any case, it’s worth taking a look at this new report to examine what’s helpful in these think tank proposals and in what ways they might hide dangers for students, teachers, parents and society.

THE BAD

CAP proposes we:

Provide a tutor for all students who are below grade level:

This includes both academic and emotional support. And it sounds great! Imagine what struggling students could do with more one-on-one help!

However, according to the report, CAP’s major problem with previous tutoring initiatives like those provided under the No Child Left Behind Act was that they weren’t “high-quality.” Moreover, “tutoring could grow at the local level, helped along by things like an AmeriCorps expansion.”

Oh great! “high-quality” is often used by think tanks as a euphemism for standardized testing. And AmeriCorp has helped push more Teach for America temps into positions that should be held by teaching professionals.

I would love for struggling students to have extra help, but this sounds too much like sending Teach for America to give poor and minority students test prep and skill drills for hours and hours after school.

2) Go to a 9-to-5 school day:

Child psychologists have been suggesting we start school later in the day for at least a decade to better suit growing bodies and brains. Students would be able to get more sleep and come to school more rested and ready to learn. It would also help parents if students didn’t get out of school up to two hours before most adults are home.

In addition, CAP is cognizant that this would have to be a local decision – it couldn’t be handed down at the federal level. They suggest encouraging the move with more Title I funding and other sweeteners.

However, this ignores the fact that U.S. kids already spend more time in class than their international peers. Few countries make their children suffer through an 8-hour day. In Finland, for example, where kids start later and are released earlier than U.S. children, students get a 15-minute break for every 45 minutes of class work.

This suggestion, coming as it does from test-obsessed partisans, could be just another way to try to increase the amount of work piled on students in order to raise test scores. I advise caution.

3) Pay teachers more

I’m certainly not against this one. CAP notes that teachers only take home about 60 percent of the salaries that employees with similar levels of education earn. They suggest a base salary of $50,000 – up from the current average of $38,000 for incoming educators.

“More-experienced educators with a track record of success should make at least $100,000,” the report suggests (emphasis mine). And THAT’S where I start to feel queasy. What exactly do they mean “track record of success”? Well, this is CAP, so that probably means teachers whose students score well on standardized tests.

So I’m guessing it’s a back door merit pay policy. In other words, they want to offer more money to teachers who clobber their students with the test prep club so they’ll magically score Advanced on high stakes tests. This is yet another attempt to bribe educators to narrow the curriculum, avoid collaboration and sideline students who don’t traditionally score well on these kinds of assessments – the poor and minorities.

I want a raise, believe me. I DESERVE a raise! But not if you’re going to make me sign a Faustian bargain first.

THE GOOD

CAP proposes we:

4) Offer free breakfast and lunch to all students, no matter what their parents income:

We have this at both my daughter’s school and the district where I teach in western Pennsylvania. It is a tremendous success. Making it a nationwide initiative is an excellent idea.

It’s hard to argue with this, even if the main justification is that better nutrition will lead to better academic outcomes (read: test scores). Plus this removes the stigma of a free meal because all students receive it, and once initiated it would be harder to take away.

5) Provide more opportunity for students going to college to get technical workplace experience:

Students should be able to get real world experience to help them decide if certain careers are for them. I’m struggling to see a downside.

6) Hire more social workers, counselors and school psychologists:

Heck to the yeah. I see no downside there.

7) Initiate a national infrastructure program to fix crumbling school facilities:

It’s about time! Schools in impoverished neighborhoods are falling apart. We need to bring them up to the same level as those in the upper middle class and wealthy communities. Obviously, we’ll need to audit these programs and make sure money isn’t being wasted or embezzled, but this is a worthy goal well past due.

AND THE OTHER SHOE DROPS

And that’s it.

Not a bad list, over all.

I do have some reservations as noted above. However, many of these proposals would be really positive…

…until the other shoe drops.

Queue Lisette Partelow, CAP’s director of K-12 Strategic Initiatives and the lead author of the report. Pay careful attention to her remarks about the report in Education Week.

The think tank doesn’t expect these policies to be introduced or enacted anytime soon, she says. And even if they were, Partelow understands they would probably go under significant legislative changes before becoming law.

“We’re really excited about this as a counter balance, as an answer to the ideas we’re seeing put forward by [U.S. Secretary of Education] Betsy DeVos and the Trump administration,” Partelow says.

So THAT’S their game!

CAP is playing the long con here. They are putting forward a bunch of puppy dog and teddy bear proposals to contrast with Trump and DeVos.

These aren’t policies as much as they are advertisements for the Democratic party. It’s the equivalent of saying, “We promise we’ll do good things like THESE if you elect Democrats – despite the fact that we mainly focused on standardization and privatization when we were in power.”

Look. Maybe I’m being too cynical.

Maybe the Democrats really, really are going to do a better job this time, cross their hearts and hope to die, if we give them just one more chance.

But words aren’t nearly enough.

I like many of these policy suggestions. But I just don’t trust the Democrats.

The brand has been tainted for me by the Clinton and Obama administrations – by leadership from the same people who are making these suggestions.

In short – I’ll believe it when I see it.

Perhaps the greatest lesson organizations like CAP have taught is not to trust organizations like CAP and the faux progressives they’re selling.

For more, Read CAP’s Full report: HERE.

Testing Corporations Rake in Cash while Teachers Sell Plasma to Survive

March 26, 2018March 26, 2018 stevenmsinger Accountability, Charter Schools, Common Core, Corporate Education "Reform", Education, Politics, Poverty, Prejudice, privatization, School Choice, School Funding, school vouchers, Schools, Standardized Testing, Students, Teachers charter schools, Data Recognition Corporation, high stakes testing, Keystone Exams, Music, Pennsylvania, PSSA, public schools, salary, school vouchers, standardized testing, teacher, teacher shortage, teachers, teaching, test-based accountability

If you want to get rich in education, don’t become a teacher.

Open a charter school or take a job at a testing corporation.

Sure, charter schools are elaborate scams to make money off children while providing fewer services.

Sure, standardized tests are just corporate welfare that labels poor and minority kids failures and pretends that’s their fault.

And teachers? They’re just the people who do all the actual work of educating children. Yet there’s never enough money, never enough resources for the job they do.

According to the U.S. Bureau of Labor Statistics, the average salary of public school teachers in Pennsylvania is between $53,000 and $59,000 per year.

Compare that with the salaries of the people who make and distribute the state’s federally mandated standardized tests – employees at Data Recognition Corporation (DRC).

DRC publishes numerous assessments in various states. However, in the Keystone state, the corporation makes everything from the Pennsylvania System of School Assessments (PSSA) to the Keystone Exams in Algebra, Literature and Biology.

At its 14 locations across the country, the company has more than 750 full time employees and 5,000 seasonal ones used mainly to help grade the tests.

According to glassdoor.com, a site that showcases job listings, here are some openings at DRC and their associated salaries:

Test Development Specialist – $68K-$86K

Quality Assurance Analyst – $77K-$83K

Technology Manager – $77K-$84K

Business Analyst – $81,856

Software Developer – $83,199

Psychometrician – $95,870

Senior Software Developer – $96,363

So teachers spend 180 days in overcrowded classrooms with fewer resources than they need – often forced to buy school supplies for their students out of pocket – to get their students ready to take the high stakes tests.

Meanwhile, the test makers sit in luxury office buildings taking home tens of thousands of dollars more just to make the tests that students take over the course of a few weeks.

And these corporate test employees DO work in luxury.

Here are some of the benefits they receive listed on DRC’s own Website:

“DRC offers a comprehensive benefits program that allows employees to make choices that best meet their current and future needs.

Key Benefits

Choice of medical plans

Choice of dental plans

Flexible spending accounts

HSA account

401K savings plan

Profit sharing

Short- and long-term disability plans

Wellbeing Benefits

Paid vacation

Paid holidays

Personal time off

Workout facilities/locker rooms at select locations

Tuition reimbursement

Community service hours

Discount programs

Adoption assistance

Fitness classes

On-site massage

Walking paths

Convenience Benefits

Business casual attire
On-site subsidized cafeterias
Dry cleaning pick-up and delivery
Company store”

It’s funny. Some folks get all in a lather about the much less extravagant benefits given to teachers, but I’ve never heard anyone in a rage about these benefits being paid to corporate test makers.

And keep in mind, both teachers and test makers are being paid with public tax dollars. YOU are funding the test makers on-the-job massage break just as you’re funding the public school teachers trip to the doctor for anti-anxiety meds.

The Pennsylvania legislature has entered into three contracts with DRC through 6/30/21 for services related to standardized testing for a total of $741,158,039.60, according to State Sen. Andrew Dinniman (D-West Chester).

That is your money funding the test makers workout facilities and flexible spending accounts. You pay for their walking trails, fitness classes, dry cleaning services and subsidized cafeterias.

Meanwhile, public school teachers – who do the bulk of the work educating children – are left struggling to make ends meet.

According to estimates by the National Education Association (NEA), teaching salaries from Pittsburgh to Philadelphia have stagnated by 2.3% in the past 15 years.

But that’s way better than in most parts of the country.

In West Virginia, teachers across the state went on a 9-day strike to get a 5% pay raise.

Teachers in Arizona and Oklahoma are planning their own strike due to even worse neglect.

In Oklahoma, some educators have actually had to resort to selling plasma in order to survive.

KOCO News 5, in the Sooner State, reported on a fifth grade teacher at Newcastle Elementary school, Jay Thomas, who sells blood to supplement his income.

“I’ve got a permanent scar doing that. Just did it yesterday,” Thomas said.

“I’ve been doing it for a couple of years. I’ve given over 100 times. It’s twice a week.”

Though Thomas has been an Oklahoma teacher for 16 years, he makes less than $40,000 a year after taxes.

Selling plasma nets him about $65 a week.

And if you think Thomas is the anomaly, when this story was spread on Twitter, other teachers responded that they do the same, some even including pictures of themselves at the blood bank.

This is why there is a teacher shortage in many states. This is why fewer college students are entering the field. And it is why many of those educators who have stayed in the classroom are considering strikes.

We take teachers for granted. We value the work they do but not the people who do that work.

Meanwhile, we give extravagant rewards to the corporate vultures who provide very little for children but divert funding that should be going to educate students – the standardized testing corporations and the privatized school operators.

If we really want to improve our education system in this country, the first step is to value those who work in it.

We need to turn the money hose off for unnecessary expenses like standardized testing and allowing charter and voucher operators to pocket tax money as profit.

And we need to spend more on the people in the trenches day-in-day-out making sure our children get the quality education they deserve.

We need to give teachers the resources and respect they need to succeed and end the scams of high stakes testing and school privatization.

The Lone Voice of Dissent Against Standardized Testing

March 21, 2018 stevenmsinger Accountability, Badass Teachers Association, Charter Schools, Civil Rights, Common Core, Corporate Education "Reform", Education, Politics, privatization, school vouchers, Schools, Standardized Testing, Students, Teachers, Toxic Testing annual testing, courage, dissent, education, high stakes testing, Opt Out, Pennsylvania, public schools, speak out, speak up, standardized testing, teacher, teacher autonomy, teachers, teaching to the test, Test Prep, test-based accountability, Thomas Paine

Everybody wants to fight the good fight.

Until the battle begins.

Then many of us are all too ready to give in to what was intolerable just a moment before.

To paraphrase Thomas Paine:

These are the times that try men’s souls. The summer soldier and the sunshine patriot will, in times of crisis, shrink from service, but those who stand up in time of need deserve the love and thanks of every man and woman.

I see this almost every day in our schools.

Ask nearly any teacher what they think about high stakes standardized testing, and they’ll complain until they’re blue in the face.

They’ll give you gripes and grievances galore.

The tests take too long. They’re not valid assessments. They narrow the curriculum. They’re dumbing down the teaching profession and ripping away our autonomy.

To which I say – Amen, Sister!

Standardized tests more accurately measure economics than academics – poor kids generally fail and rich kids pass. They’re culturally biased, poorly put together, unscientifically graded and demonstrate a gobbsmacking conflict of interest.

Two conflicts of interest, actually.

First, the people who make the tests, grade the tests and thus have a financial interest in failing the most students possible because that means we have to buy more remediation material which they also conveniently sell.

Second, these test scores are used by the school privatization industry to unfairly label public schools failures so they can more easily sell fly-by-night charter and voucher schools.

So, yeah. Almost all of us agree standardized testing sucks.

But when there’s an administrator present, I too often find I’m the only one willing to speak that truth. My colleagues, who are pleased as punch to gripe in private, suddenly go quiet in the presence of their superiors.

What’s worse, some of them don’t just stay quiet – they offer arguments to support whatever nonsensical test-based solution our boss has in mind today.

Let’s say an administrator suggests we do something about the handful of students who opt out of standardized tests.

We could just respect the rights of parents who have handed in their written intention to opt their children out under a religious exemption – the only option in Pennsylvania. Or we could do as the administrator suggests and force kids who’ve been opted out to take a standardized look-a-like assessment.

I hear something like that, and I’m on my feet ready to fight.

But I find myself standing there alone.

“You can’t do that,” I say.

“It violates state law. In particular, Pennsylvania Code Title 22 Chapter 4, section 4.4.”

(Okay, I had to look up the particulars later, but I made sure the administrator got them.)

Consider subsection (d) (4). And I quote:

“If upon inspection of a State assessment parents or guardians find the assessment to be in conflict with their religious belief and wish their students to be excused from the assessment, the right of the parents or guardians will not be denied…”

Or how about subsection (d) (3):

“School entities shall adopt policies to assure that parents or guardians [have]… (3) The right to have their children excused from specific instruction that conflicts with their religious beliefs, upon receipt by the school entity of a written request from the parent or guardians.” (Emphasis mine)

In other words, parents have a right to excuse their children from the tests and/or instruction such as test look-a-likes.

If we go forward with requiring students who are opted out to take tests that are just like the ones their parents instructed us NOT to give, we will be violating parents’ rights under state law.”

That seems pretty airtight to me.

But the administrator disagrees.

And I look around at the assembled mass of workaday teachers for support.

Not a peep.

Instead I get this:

-We’re being evaluated on these standardized tests, we have to make sure kids take them seriously.

-I see where you’re coming from but we have to do something about these kids who are opting out just to get out of doing the work. They don’t have any real intellectual objection. They’re just lazy.

-We’ve got to do something about grade inflation.

Oh. Em. Gee.

Yet after the meeting, some of them cautiously walk up to me asking my opinion of what went down.

YOU DON’T WANT TO HEAR MY OPINION RIGHT NOW!

Take my word for it.

Tomorrow or the next day or the next week, they’ll be complaining again.

I’ve seen some of these people reduced to tears by administrators unfairly manipulating them based on their students’ test scores.

Yet none of them have the guts to stand up and be counted when the moment comes.

I say again – everyone wants to fight. But no one wants to do the fighting.

They want someone else to do it for them.

Does that make you angry?

It makes me furious.

But if you feel that way, you’ve got to do something about it.

You think teachers are too cowardly? What have YOU done to fight corporate education reform today?

You think too many administrators are quislings. You think the lawmakers are bought and sold. You think the public schools are under attack.

Well, get off your ass and do something.

I am tired of being the lone voice of dissent here.

All across the country there are people like me – people willing to stand up and fight.

But it’s a big country, and we’re usually spread pretty thin.

We need people willing to put their money where their mouths are – right here, in our hometowns.

Put up or shut up, America.

Do you want a school system that serves the needs of children?

You’ve got to make it happen.

I can’t do this all by myself.

gadflyonthewallblog

"To sting people and whip them into a fury, all in the service of truth."

public schools

“He Was Kind” – My Students Describe What I’m Like as a Teacher

Pennsylvania’s Broken Testing Promise – We Don’t Assess Students Less If We Demand Constant Diagnostic Tests

Would Democrats Really Do Better Than Betsy DeVos on Education?

THE BAD

Provide a tutor for all students who are below grade level:

2) Go to a 9-to-5 school day:

3) Pay teachers more

THE GOOD

4) Offer free breakfast and lunch to all students, no matter what their parents income:

5) Provide more opportunity for students going to college to get technical workplace experience:

6) Hire more social workers, counselors and school psychologists:

7) Initiate a national infrastructure program to fix crumbling school facilities:

AND THE OTHER SHOE DROPS

Testing Corporations Rake in Cash while Teachers Sell Plasma to Survive

The Lone Voice of Dissent Against Standardized Testing