“I found out that more than a quarter of the teachers at Washington Prep are in their first or second years of teaching, and one-fifth are interns. You just don’t find that in richer school districts. It seems as if someone made a choice to make schools in the poorer areas the revolving door for all the new teachers who are still in training.”—Education Week: In What World Are Trainee Teachers ‘Highly Qualified’? In Mine
I meant to share this a couple of days ago. I think it provides a great model for how teachers and the unions that protect their rights can get involved in meaningful reform. Also, I do think that Ms. Weingarten is dead on to say that you can’t be for the student and against the teacher.
Focus on the data: But it is also possible that the deck has been stacked against Jamaica High, that the 15 “worst” high schools have been packed with the students with the worst problems. According to an analysis by the city’s Independent Budget Office, these schools have more poor children (63 percent versus 52 percent citywide), more homeless students (6 percent versus 4 percent), more special-education students (18 versus 12). For 24 percent of Jamaica High students, English is a foreign language, compared with 11 percent citywide.
“Curry School of Education at the University of Virginia has a long history of lauded practices in teacher education, including a five-year combined bachelor’s and master’s program for students that straddles both the Curry School of Education and the U.Va. College of Arts and Sciences. Recently, the school teamed up with U.Va.’s engineering school to invigorate STEM education. The Curry Library Innovations Commons on campus is a model for the library of the future, with a big emphasis on promoting digital literacy and the use of technology in teaching and learning. In 2010, the Children’s Engineering Center was added in order to showcase – and teach with – cutting edge tech tools.”—Five Progressive Schools of Education | MindShift
I don’t think @DianeRavitch has said we don’t have an education problem. She just highlights that it’s embedded in problems related to poverty. What the charters provide are wraparound services that every student, not just those with vocal parents, deserves. Also, Brooks misses the point that it’s okay to teach to a good test. You want kids to pass your assessments. How are we assessing them should be a central question. But he does get at some good thoughts about teaching as a humane and human art and the need for good principals. I could do without the union-bashing, though.