tag:blogger.com,1999:blog-5113479300897983388.post5411203552372105408..comments2024-01-06T06:09:29.140-05:00Comments on An Urban Teacher's Education: Columbia Heights: A Case for Teachers Unionsjames boutinhttp://www.blogger.com/profile/09625944306253098621noreply@blogger.comBlogger44125tag:blogger.com,1999:blog-5113479300897983388.post-65344535099334009692011-03-22T23:25:58.995-04:002011-03-22T23:25:58.995-04:00As European, what surprise me is the fact that uni...As European, what surprise me is the fact that union can be seen as the source of the problems.<br />As far as my experience with 2 kids in schools, and in various companies at work, it can see that the bigger the organisation is, and school is a big one, the more space for non optimal professionals.<br />In unions, among teachers, in school administration, in cities administration etc. etc. etc.<br />suppress the unions and blame the teacher will surely not fix all other areas from which they actually depend to do their job properly.<br />I can even predict that any other part that feel now far from the focus and far from blames can disfunction happily and without risk even more than before at the expense of teachers<br />I dont know if this sound like a socialist analysis, but it seems to me more like a general observation of any big organisation.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-43135459362959701792010-06-12T16:52:30.952-04:002010-06-12T16:52:30.952-04:00I've been a teacher for fifteen years. I did n...I've been a teacher for fifteen years. I did not believe in unions and was resentful of having to pay union dues until I came to DCPS. For the first time, I believe in unions and am dismayed that we have such a terrible one that does so little to protect our interests.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-45224378251776207742010-06-03T00:02:28.694-04:002010-06-03T00:02:28.694-04:00I agree that everyone can understand educational i...I agree that everyone can understand educational issues and should take an interest in ed policy (everyone is a stakeholder), but it sure helps to be a teacher. When I started teaching, I bought into the load of crap being distributed by the likes of Wendy Kopp and Michelle Rhee about how the teacher is the only thing that matters and how if you're a good enough teacher you can reach any kids and help them make massive gains. Now that I've been in urban environments, I can see through their bull. I can also see through all these studies on education that rely entirely on standardized test scores in calculating a variable's effectiveness. If you don't understand these realities, you're likely to support ineffective policy.james boutinhttps://www.blogger.com/profile/09625944306253098621noreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-37223042558725283542010-06-01T12:59:45.155-04:002010-06-01T12:59:45.155-04:00I feel your pain, Efavorite. But you have broaden...I feel your pain, Efavorite. But you have broadened your claim into Rhee "destroy[ing] the teaching profession," not just busting the union. That is very different. But again, what is the evidence that she has been busting the union? She needs the union to negotiate with on a number of upcoming issues, like performance pay, and to do some of the communications to/from teachers she's not good at.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-20475437616746107062010-06-01T09:42:30.749-04:002010-06-01T09:42:30.749-04:00Anon 11:22 - Anyone can have a moniker - modesty i...Anon 11:22 - Anyone can have a moniker - modesty is not an issue. You are making another unsupported statement to say only teachers can understand what it's like to be a teacher. Of course, direct experience helps in understanding any job, but anyone who listens can understand if they're willing. Everyone has experience as a student and many others have experience as parents and have teachers in their families.<br /><br />I believe a lot of the education reformers understand what it's like to be a teacher and simply don't care, because their agenda is to destroy the teaching profession and replace it with a temporary job corps.<br /><br />Doing that requires busting the union - the only protection teachers have from unfair labor practices. <br /><br />Yes, the WTU is a bad union, but it's better than no union at all. George Parker has sold out and I think many teachers who voted for it sold out too, thinking they might as well bet on getting their pack pay before getting RIFd, excessed or fired. Newer teachers are betting on a pay raise for the short time they're in teaching.<br /><br />Fine - there's is nothing noble or professional about this kind of thinking and yes, and there's nothing about it that helps children.EFavoritenoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-44384970769799857082010-06-01T08:12:38.696-04:002010-06-01T08:12:38.696-04:00fm 1122 poster to Efavorite: Thanks for your comm...fm 1122 poster to Efavorite: Thanks for your comments. I learn from them. <br />Am too modest for a moniker and cannot use ones from my actual work role. You will know me, but not necessarily by writing style. And altho my views are in the minority on most public ed-related comment boards, there are many who think like me. (For example, I have thought for many weeks that the Local Six Tentative Agreement will be ratified.) But I am not a teacher, though a close observer of the public schools. And I discount almost entirely what some of your fellow educators say: you can't understand our world or problems unless you have been a teacher. That remains laughable bunk as several have pointed out. One more bit of defensive claptrap that forms a faux wall against change.<br />Question for you: what is the evidence that Rhee's main goal is busting the WTU? I got up to speed on your other criticisms of M. Rhee, and share a few, but I don't think anyone can make a good case for that. The union is, it seems, rather self-destructive in just about every way. If you refer to Rhee's moving teachers out by various means because of being excess, unfunded (at the time), or ineffective, that's not one and the same as busting the union. That's part of doing her job and long overdue one because no one else ever has, as far as I can tell. It gets mostly good reviews from parents and the Council, despite a lot of heat. The other part concerning instructional staff includes professional development, remedial work, sensible recruiting, and a good assignment approach.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-58227304179549017882010-05-29T09:56:59.103-04:002010-05-29T09:56:59.103-04:00Anon at 11:22. Please call me Efavorite. If you h...Anon at 11:22. Please call me Efavorite. If you had a moniker I would use it too. Why make an anonymous blog even more anonymous?<br /><br />Your writing style which is similar to another I've seen on other blogs. Thus it is accurate, but granted unoriginal, for me to say, "your acidic trademarks are showing."<br /><br />You state that I’m a teacher; I wonder if you work for Rhee. Neither of us really knows about the other, but I don’t understand why you ask for details. I think our remarks stand on their own. Any reader can see our distinct points of view, and can see how yours stand out from the others here. <br /><br />I agree with your #1 - “getting at [teacher] booklearning + experience” - and have stated it often on blogs, especially regarding speaking standard, grammatical English as the first requirement of an educated person fit to teach children. I think most teachers could pass the test without preparation, and that those who didn’t, could (and should) learn quickly. I think people with college educations who use bad grammar are mostly lazy and could easily change their habits. Those who don’t after remediation, should be let go. Rhee could have instituted that requirement when she first arrived and identified the academically ill-prepared quickly, without public resistance. As a side benefit, even some people at the highest levels would finally learn that “irregardless” is not a word and “him and I” is always wrong. <br /><br />As for IMACT, I think it’s a joke and as RE says, a “gotcha” tool. If teachers are financially rewarded with their kids’ scores go up, what happens the next year when the kids’ score dip a little – or a lot? Is that always the teacher’s responsibility? What if that teacher scored in the 90th percentile in English usage and academic preparation and experience (which can be easily and objectively measured)? What if students the second year differed from kids in the previous year in terms of attendance, reading ability, etc.? Should there be a panel to constantly assess performance, with or without regard to student differences, to determine whether to award, sustain or rescind teacher bonuses?<br /><br />These are the kinds of issues that would need to be addressed for a bonus system tied to student performance to work, but to my knowledge, have not been. And personally, I (and many others) think such a system is silly and is just another punitive gotcha game, focusing on maligning teachers instead of helping students.<br /><br />I don’t know about the other things you mention, except to say, Rhee hasn’t done them and in some cases hasn’t even made an attempt. She’s had plenty of time to make inroads. Instead, knowing full well that many successful school districts have strong unions, Rhee’s main focus has been on busting the union.<br /><br />So now for my famous last line – how does that help kids, who (as Rhee says repeatedly) always come first?EFavoritenoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-10977472446316565152010-05-28T11:22:26.893-04:002010-05-28T11:22:26.893-04:001031 poster -- your acidic trademarks are showing....1031 poster -- your acidic trademarks are showing. You care not, as usual, to say anything about impacts on kids except in the throwaway last line. You worry about the Central Office too much and discount anyone without your own, undisclosed experience. So it is hard to know whether to defer or listen to you. Give us your bona fides in some form, em? As long as this is pretty anonymous, you might even give us your IMPACT results.<br />You pay some attention to recruitment candidates, and your obvious mission is to repel as many as possible, which is odious in and of itself. But you are still working in DCPS, maybe even looking forward to the big raise after the tentative contract becomes ratified, even though you will vote against it. <br />What would be a good set of next steps for change--just one person's agenda, not a DCPS agenda? My personal view is that Rhee, with continued strong backing from the Council and parents throughout the District should:<br />1. Continue necessary strengthening of the teacher set through evaluation, standardized testing of teacher knowledge and skills (this simple, step, just getting at booklearning + eperience, would be an eyeopener), better remedial and professional development opportunities, rightsizing the workforce.<br />2. Strengthen IMPACT with the active cooperation of teachers with ideas, such as you. And put in place the performance pay program within 4 months, ensuring that it must be earned rather than a give-away<br />3. Have the District government, not just DCPS, with expert help, commit to an improvement plan for sped, with the twin goals of a stronger program and spending far less money. Consider spinning it off to a nonprofit corporation or public trust. The key--a smart plan and excellent management, which DC sped has never had, long predating Rhee. She had some good ideas, but not the follow through or the time, with all the other challenges, to promote progress in sped. It still festers.<br />4. Close at least 15 more excess schools.<br />5. Refine approach to selected privatization of schools and/or programs.<br />6. Put in place a strengthened communications plan at the school and parent levels. Establish a professional community with teachers. Because of the odious track record and conflicts, it would be good for the union to play a secondary role here. In the opinion of so many teachers, not to mention other interested parties, it is near worthless and garners scant confidence from its members.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-10730108973147767242010-05-27T22:31:33.718-04:002010-05-27T22:31:33.718-04:00Anon at 8:35 - where have you gone? Are you back ...Anon at 8:35 - where have you gone? Are you back into your insulated environment at headquarters where you can convince yourself that you're doing something valuable for children? Either that or your six figure salary is a sham. That would be hard to face. <br /><br />Please tell us, exactly what "changes must be implemented in DCPS?" Besides firing teachers, and assuming new, inexperienced teachers will make a difference in student achievement, your plans aren't clear to me. Frankly, it sounds self-important and empty.<br /><br />Coming on to a site like this, populated by teachers with front line experience in DCPS, you can't possibly be trying to influence them. They actually know what's happening in schools and will not be influenced in the slightest by obvious administration propaganda. <br /><br />No, I think you're here, knowing full well that prospective teachers from around the country will come here and be influenced by the writings and comments here.<br /><br />You want to provide a counter point of view, to influence prospective teachers just like the type that reflective educator was this time last year -- idealistic and wanting to make a difference for the children of DC, only to have his hopes dashed with the reality of Rhee's disaster of school reform. <br /><br />Try to think of what's really fair for children, the new teachers and for you.Efavoritenoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-62549368049568990692010-05-25T12:31:51.112-04:002010-05-25T12:31:51.112-04:00Anon at 8:35 - You disregard or twist what I say ...Anon at 8:35 - You disregard or twist what I say to go into your defensive rap about what’s best for kids. Talk about “denial” and “palpable desperation.” When you provide such rich fodder, it’s hard not to psychologise. In this case, it’s called projection.<br /><br />Keep writing – it’s good to have a record of the mindset of people like you.EFavoritenoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-63027900169999363982010-05-25T08:35:44.609-04:002010-05-25T08:35:44.609-04:00Some readers may not understand what is demeaning ...Some readers may not understand what is demeaning about having a method to measure teacher performance and impact in order to give the kids, whom the 927 commenter demeans by inattention, a decent education. She appears to be looking in the wrong end of the telescope. <br /><br />Just look at what top school districts do; in ours, we are embarrassed that the teachers block evaluation with every brick and stick they can pick up. This just goes along with the overall vile image the District has nationwide.<br /><br />Rule no. 1, 927 commenter, is: The public schools are run primarily for the kids, not as a protective bastion for teachers, even good ones that we have, to secure jobs forever. That would be totally out of keeping for home rule, democratic government by the citizen taxpayers.<br /><br />It would also be truly damaging to the children if you expose them year after year to teachers who are not good enough. <br /><br />I accept that you lay this program at the feet of the unnamed "Rhee staffers" whom you hate.<br />But your armchair, unlicensed psychologizing of Rhee staff is straight out of the union playbook.<br /><br />We know, commenter 927, that Rhee staffers are responding to the strong direction from the Mayor, the City Council majority and the vast majority of parents one could sample in any ward. You darkly call it "innuendo." I call it the people talking.<br /><br />And it is clearer as each day goes by that the teachers will approve the tentative contract because they know what's good for the system and for their careers. <br /><br />Your desperation seems palpable. And that is sad. Being on the teacher network, one can imagine you are insulated from any representative snapshot of views and are being fed from the firehose of central office hatred by your union "experts." <br /><br />One only hopes our many good teachers and others who can meet standards with a little help survive their own union and continue to accept the changes that must be implemented in the DCPS.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-11078896021253270202010-05-24T21:27:46.796-04:002010-05-24T21:27:46.796-04:00Sorry, Anon 6:21 -- to me, your comments demeaning...Sorry, Anon 6:21 -- to me, your comments demeaning DC teachers in broad terms with nothing to go on except your own vague pronouncements of what parents say and what teacher really think just sound like the usual DCPS admin propaganda -- an attempt to get the word out that "everyone knows" your point of view is correct, when in fact all you have is your own innuendo.<br /><br />Here's mine: I bet there are a lot of Rhee staffers making a six figure incomes at a tender age, with minimal experience, who are trying to justify that the horrendous way they're treating DC teachers by convincing themselves that many teachers deserve it. <br /><br />When these idealistic young staffers look at themselves in the mirror, they can't stand to think that they made a terrible mistake and now have sold out, so they come on blogs like these to perpetuate their denial.<br /><br />So much for their great hopes of making a difference in urban education. They are now in total self-protective mode.<br /><br />So much for the kids.EFavoritenoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-14222175236015044182010-05-24T18:21:56.664-04:002010-05-24T18:21:56.664-04:00Well, RE, good points as usual, but we gotta remem...Well, RE, good points as usual, but we gotta remember that MR had decades worth of "weeding," as you put it, to do. No one ever culled the herd of teachers. Estimates that only 1-3 percent are ineffective are ridiculous--at least that is what teachers say in sincere moments. And any cross section of parents would peg it an order of magnitude higher. <br />I agree with your points on a better evaluation system than Impact. But those who want constructive change should fear embarking on some social scientist's dream in which, say, five years from now, the new system is put into use. Also, it sounds like the air is so fouled--from both sides (teachers and administrators) -- that any evaluation is difficult. Teachers and Miss Rhee can share the blame for that. Yet, it must go on, I strongly believe, with more care and quality control and a continuous-improvement method. Otherwise, there is a "default" to lifetime employment.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-49566955657785664722010-05-24T13:25:33.916-04:002010-05-24T13:25:33.916-04:00Anon at 1100: I agree that there is certainly opp...Anon at 1100: I agree that there is certainly opportunity in this crisis. And I also am a little wary of the "everyone knows who they are" approach. I think excellent teaching is such a complex and time-intensive task that requires so much skill and ability to work with people that the only fool-proof way to judge a teacher's effectiveness is by using other people (not just one person) who have lots of experience teaching. I think it also demands a culture of support and honesty. There is simply no way that five 30-minute observations over the course of a year (or even twenty 30-minute observations) is going to tell you everything you need to know about a teacher. Those observations measure how effective a teacher is at direct instruction. But it's very possible that you might have a teacher who's not so hot at direct instruction, but is great at gaining students' respect and creating rigorous projects for them to be working on. <br /><br />So what I'd ideally like to see is a collaborative environment where principals informally observe occasionally and engage in constructive conversations about how teachers can work more effectively as a team while teachers observe each other often and have honest conversations with each other about what could improve. Teachers who are persistently uncooperative in the process or seem to be making no efforts to improve could then be put on that ninety-day or sixty-day plan.<br /><br />Because I think my ideal is not all that feasible in the short run, what I'd suggest in the now is recruiting and retaining administrators who have significant and proven experience as teachers (at least for those that are going to be evaluating teachers - I recognize the need for administrators in different capacities to excel at different skill sets) to be constantly working with and observing teachers in the spirit of improvement and collaboration, but still be willing to put up with very little in the way of uncooperative team members.<br /><br />The climate I dealt with at my school involved a lot of administrators out to get teachers for any little mistake they could find, largely because I think that's what they understood their job to be: to weed out ineffective teachers, not to help teachers grow professionally. Also, even if they wanted to help people grow, it's not like most of them actually could have given their lack of experience in the classroom.james boutinhttps://www.blogger.com/profile/09625944306253098621noreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-66947468803919337902010-05-24T11:00:38.908-04:002010-05-24T11:00:38.908-04:00I see an opportunity in this crisis. The new WTU ...I see an opportunity in this crisis. The new WTU after its new leader is installed, should quickly pull together its best methodology for two critical tasks: 1. replace or fix IMPACT so that it is more than a firing aid--although that purpose must be served, along with evaluation for prof. dev., teacher assignment, and perf. pay. 2. propose a change to procedures under the (about to be passed) TA that speeds and eases the process of firing ineffective teachers. I am taken with the notion that "everybody knows who they are." Sure, but that set is probably the bottom. There are probably several times that in place who simulate teaching but who in fact are real bad and who cannot be remediated; this would especially apply to those who have been retrained but are still subpar. It is important that this does not take a year. Sixty days is more like it in order to catch the rosy glow of a new day and political backing. If time is wasted, this will turn into a retrograde disaster. Reactions?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-16974179307296583552010-05-24T09:19:24.684-04:002010-05-24T09:19:24.684-04:00I used to teach at CHEC back in 2008 and I will sa...I used to teach at CHEC back in 2008 and I will say that it is a horrible place for teachers to extend their craft. I did resign and will never ever go back to teaching! The administrators (except for 1) have no clue how to educate or keep order in their school. I remember having a meeting with and AP and the Principal...and lets just say they thought that they were going to rake me over the coals...lol. I was smiling at the meeting with my documentation and proof. They were left looking dumbfounded, angry, and stupid! CHEC administrators (except for one) should all be replaced!Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-74713455844286332122010-05-23T23:33:47.755-04:002010-05-23T23:33:47.755-04:00Crazy blog (I mean that in a good way). Just rem...Crazy blog (I mean that in a good way). Just remember that calling for union reform, and calling for the end of unions, are two different concepts. I support union reform but recognize its continued importance. This most recent post helps to reinforce that beleif.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-57546354884851651272010-05-23T20:17:31.491-04:002010-05-23T20:17:31.491-04:00Anon at 541 and EFavorite: I think these are excel...Anon at 541 and EFavorite: I think these are excellent points. Although IMPACT was certainly put together by a group of people (each of whom probably thought of its intent slightly differently), it seems that its mission, first and foremost, is NOT to provide an opportunity for helpful feedback, NOT to help teachers improve, NOT to create an incredible teaching force, but instead to play the gotcha game. It's a tool for firing whoever they want to fire because no teacher could really be rated a four on all of the components based on a thirty-minute observation; it would not only be superhuman, but it probably wouldn't be very effective instruction (I'm thinking of changing activities so often to provide for so many learning styles).<br /><br />And I LOVE the comparison of this IMPACT spokesman to Gabe from The Office. Gabe reminds me very much of many of the administrators I worked with. Rhee's team seems to loathe those with actual experience in education because they're all stereotyped as being benefits-grubbing status-quo promoters. But in removing all of those people from both central office and the schools' administrations, we're left with a ton of TFA/New Leaders for New Schools types who have VERY LITTLE experience to draw from in terms of effectively managing teachers OR providing them with quality feedback to do their jobs better. Most of them are massive tools for central office myopically identifying "bad teachers" and demeaning them. That was my experience anyway.<br /><br />I agree, EFavorite, there's got to be a better way to get rid of bad teachers than IMPACT. I recently read a post from the InterACT blog in CA about improving the evaluation process. I thought it was great. Check it out:<br /><br />http://accomplishedcaliforniateachers.wordpress.com/2010/05/21/schools-like-business-pt1/james boutinhttps://www.blogger.com/profile/09625944306253098621noreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-53068600103961070082010-05-23T18:31:09.466-04:002010-05-23T18:31:09.466-04:00I've haven't heard about teachers who are ...I've haven't heard about teachers who are satisfied with the great job the WTU is doing. Nor have I heard of teachers who don't want a union. The whole point of any union is to protect its workers - not to improve the quality of the workmanship (whether it be teaching, plumbing, etc). Improving job quality is the job of management and individual workers.<br /><br />I agree that management (i.e., "admin") has copped out on its role of evaluating teachers by just saying it's too hard. <br /><br />I think it would have made a whole lot more sense to pour money into identifying the known ineffective teachers and guiding admin through the process of firing them, than to set up this IMPACT system to terrorize all teachers.<br /><br />Everyone would be glad to see the truly poor teachers go, and as was mentioned above - everyone already knows who they are - a costly system to identify them is not needed.EFavoritenoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-67222897286464294102010-05-23T17:41:37.477-04:002010-05-23T17:41:37.477-04:00RE- To your point and Wyrm's, how about *small...RE- To your point and Wyrm's, how about *smaller* unions, obviously with a lawyer or 2 on hand as necessary, but primarily run by teachers? As a DC teacher in arguably one of the best DC schools, there are only 2-3 teachers at my school who'd I'd say should go (of around 70). Everyone knows who they are. I'd venture to guess that at most schools, the teachers know who's good and who's not. We could then fight for rights for all, due process for all, but extra attention and perhaps career counseling for the ineffective teachers. <br /><br />A side note- recently I attended an IMPACT feedback session with a rep from central office. The poor man had spent (maybe?) 2 years in a classroom (it was hard to tell, as he kept hedging when asked about his experience). If any of you watch The Office, he was reminiscent of Gabe, the gawky young guy trying to establish a modicum of credibility with zero experience. Anyway, what was really striking and disappointing to me was the fact that his response to just about every criticism on IMPACT was, "Well, what about that bottom 5% of teachers.." or "I see what you're saying but that won't work because of a small group of teachers..." or "That piece was put in place because of a portion of ineffective teachers..." Apparently, IMPACT's whole point is simply to do the job of lazy admin and terminate ineffective teachers. Now, this is sorely needed, and I do appreciate Rhee's efforts, BUT the way to go about getting rid of ineffective teachers is TO HAVE ADMIN DO THEIR JOB, not to hide behind what claims to be a system to encourage growth and improvement for the majority of teachers. It IS punitive and it DOES play a "gotcha" game, and this was by design! Was there seriously no other way to get ineffective teachers out of the classroom? Seriously? What about that other 90-95% of us who want a FAIR evaluation system that will help develop us as educators to actually better serve our students? I have long been unhappy with IMPACT, but the fact that it's just a total cop-out because admin can't do their job it unacceptable to me.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-75529163244310724222010-05-23T15:12:40.121-04:002010-05-23T15:12:40.121-04:00After that deft dressing down, I really want you b...After that deft dressing down, I really want you back in DC schools. You have great skill, RE. Fair points, though. I just find that teachers are totally embarrassed by their union, which has been lame and ineffective, if you buy its mission. <br />On the other hand, teachers seem to come across as unionists even without a competent union. As defensive or more so than any occupational group I encounter. I think most people would agree.<br />I am concerned, as you seem to be, with the percentage of ineffective teachers. My informal poll of educators suggests at least one-third across the city, but very uneven by school. If the union is just here to perpetuate that by defending incompetent teachers, it needs to be reined in. That is exactly what AFT became so expert at in NYC, thus consigning, say, tens or hundreds of thousands of kids to bad educations.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-87719428920278524382010-05-23T13:44:51.833-04:002010-05-23T13:44:51.833-04:00I've always considered it a mark of intelligen...I've always considered it a mark of intelligence to appreciate the subtleties in and among the grey areas of what many people might otherwise consider a black-and-white issue. I appreciate Wyrm1's comments because they usually demonstrate a genuine struggle to get at what's best given a particular context, which I suppose is why Wyrm1 can be attacked on this blog for being pro-union and attacked on The Washington Teacher blog as being a spy from central office.<br /><br />If you're not going to offer legitimate points to help further the discussion, then why post (unless you really do have a political motive)? To write people's points off and then mockingly suggest the rubber rooms are a good idea is neither constructive nor impressive. <br /><br />We always seem to find ourselves yelling past each other. I'd like to see people be more pragmatic and accept legitimate points of both sides.<br /><br />For anti-union people: how do we create work environments where management doesn't chip away at workers rights year after year in the name of the organization's progress without unions? I never realized how important they were until I learned people were actually being fired just for speaking out.<br /><br />For pro-union people: how do we help positive systematic change move more quickly and affect more desperately deprived students when unions often do much in many districts to block change in the name of what's right for adults and not what's right for kids?<br /><br />These aren't easy answers. There's no one comment, article, or book that's going to answer them. So it'd be nice if people could appreciate there's more to this than just their side.james boutinhttps://www.blogger.com/profile/09625944306253098621noreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-32488301131222417602010-05-23T12:28:36.682-04:002010-05-23T12:28:36.682-04:00Wyrmi1--maybe one of the ways Randi could help Loc...Wyrmi1--maybe one of the ways Randi could help Local 6 is to bring the best practices from her NYC experience. She could help DCPS set up a wonderful Rubber Room. <br />Since you seem to have the insight, what is your best estimate of the percentage of DCPS teachers who are not effective?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-37198274410704065072010-05-23T11:25:51.033-04:002010-05-23T11:25:51.033-04:00One of the biggest issues with unions, especially ...One of the biggest issues with unions, especially teacher unions is that they "protect" teachers who should not be teaching (at least according to some).<br /><br />There are more bad teachers in DCPS then there should be. <br /><br />However, every teacher is entitled to due process, specifically the right to defend themselves if they are not considered to be effective teachers. In the past 20 years or so the administrators who are required to demonstrate a lack of effectiveness have spectacularly failed to do so, even with teachers who everyone agrees should be let go.<br /><br />As a result of this failure, the union is considered the bad guy because it insists that DCPS follow the proper (and negotiated) procedure for getting rid of these ineffective teachers.<br /><br />Combine that with parents who seem to think that a teacher is bad if they don't do precisely what they, as non-educators, think should be done, and you have a recipe for union bashing that is pretty unjustified.Wyrm1noreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-72301973289666553872010-05-23T06:58:54.061-04:002010-05-23T06:58:54.061-04:00Ms. Europe: In two cities I can think of, New Yor...Ms. Europe: In two cities I can think of, New York City and Washington, DC, I only hear the strongest criticisms of the teachers unions (locals plus the AFT) for being negligent, clueless, deaf to members, soiling union reputations by defending the incompetent teachers (as was said by Anon., above), and criminal behavior. And the list goes on. If it so bad, do we want to call that a union? Industrial unions have much more money, are as incompetent, but have a lot more muscle.<br /><br />Anonymous in Black & WhiteAnonymousnoreply@blogger.com