tag:blogger.com,1999:blog-52161691386678530542012-03-26T13:48:57.745-04:00Education Diversity Understanding - EDUStuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.comBlogger15125tag:blogger.com,1999:blog-5216169138667853054.post-47821216837032681782012-03-26T13:48:00.000-04:002012-03-26T13:48:57.753-04:002012-03-26T13:48:57.753-04:00My Adidas...<div class="MsoNormal">Back in the early 1980s hip-hop icons Run DMC came out with a famous song highlighting their love for Adidas:<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="separator" style="clear: both; text-align: center;"><object class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="http://1.gvt0.com/vi/dA8DsUN6g_k/0.jpg" height="266" style="clear: right; float: right;" width="320"><param name="movie" value="http://www.youtube.com/v/dA8DsUN6g_k&fs=1&source=uds" /><param name="bgcolor" value="#FFFFFF" /><embed width="320" height="266" src="http://www.youtube.com/v/dA8DsUN6g_k&fs=1&source=uds" type="application/x-shockwave-flash"></embed></object></div><div class="MsoNormal"><span style="font-size: 10pt;">I wore my sneakers but I'm not a sneak<br />
My Adidas cuts the sand of a foreign land<br />
with mic in hand I cold took command<br />
my Adidas and me both askin P<br />
we make a good team my Adidas and me<br />
we get around together, rhyme forever<br />
and we won't be mad when worn in bad weather<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Run DMC was one of the first hip-hop groups to talk about their love for a particular brand. Now of course the idea has morphed into larger more expansive discussion or commercialization of consumer culture (or “bling bling”) which includes beverages, watches, cars, etc…Run DMC didn’t intend to, but they helped perpetuate the whole idea of clothes being an integral part of identity, in this case hip-hop identity. They also helped foster in an era in which hip-hop was seen as not just a musical genre but a lifestyle – one which was quickly coming to a suburb near you.<o:p></o:p></div><div class="MsoNormal"><br />
Fast forward to this Century. As we know, hip-hop identity has now been incorporated, commoditified and globalized. Hip-hop culture has become, if not the quintessential American youth culture, then at least one of the dominant ingredients of Black youth culture. This includes the ever present use of hooded sweatshirts – more colloquially known as “hoodies.” <o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-3x1Qyai3jWk/T3CpIRg4m-I/AAAAAAAACg8/e1uvzyn3CrM/s1600/Snowboarding+TM.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="177" src="http://2.bp.blogspot.com/-3x1Qyai3jWk/T3CpIRg4m-I/AAAAAAAACg8/e1uvzyn3CrM/s320/Snowboarding+TM.jpg" width="320" /></a></div>On Gloria Ladson-Billing’s Facebook page, she posted a link (<a href="http://tinyurl.com/cb4fxjd">http://tinyurl.com/cb4fxjd</a>)<b><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; font-family: Verdana, sans-serif; font-size: 10pt;"> </span></b>which highlighted (or perhaps lamented) Geraldo Rivera’s comments about Travyon Martin and his hoodie being as responsible for his death as Zimmerman. I don’t want to rehash the entire discussion which ensued, but the range of comments went from “disgusting” to “a village is missing it’s idiot” to “blaming the victim” to questions of race and clothing. <br />
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In American society, as Melissa Perry-Harris noted on her show this past weekend (<a href="http://tinyurl.com/cvgurpt">http://tinyurl.com/cvgurpt</a>)<b><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; font-family: Verdana, sans-serif; font-size: 10pt;"> </span></b>, there is an unofficial dress code for Black boys – No colors (especially red (Bloods) or blue (Crips)), no sagging pants (in some cities it is actually “against the law” to do so), and no hoodies – especially up. <o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Pictured in this blog, are two images of Travyon Martin. Take a real good look at them. Are the clothes he is wearing indicative of “typical” young Black culture? In perhaps the most widely shown photo of Travyon, he’s wearing a “Hollister” t-shirt. How many brothas in the hood do you know who wear that brand? In a different photo, Travyon is at a ski resort with his snowboard and goggles. How many brothas do you know who snowboard?<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The answer to those two rhetorical questions, as Touré articulates in his excellent book <i>Who’s Afraid of Post-Blackness</i> is that there are thousands of Black folk, young and old who wear Hollister, American Apparel, Abercromie & Fitch, Lands End or any other brand of clothing. What is problematic is that we as a culture in our minds eye create stereotypes based on certain types of clothing being worn by particular groups. And when this happens, we create a sometime deadly equation – perception/stereotype + fashion + race = fear.<o:p></o:p></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-C9h-JGmvPX0/T3CobWuiuOI/AAAAAAAACg0/kxWi-R9ncjQ/s1600/Holister+TM.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-C9h-JGmvPX0/T3CobWuiuOI/AAAAAAAACg0/kxWi-R9ncjQ/s200/Holister+TM.jpg" width="160" /></a></div>One is left to wonder, if Travyon was wearing his Hollister shirt would he still be alive?<o:p></o:p></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal">**On a personal note, I concur with the President. Not only IS my son Travyon Martin, so was (am) I. This is a deeply personal situation, but one which is not even remotely new. What I see as extremely problematic is that we highlight the injustices whenever cases such as this arise and partake in the usual street theater and feigned surprise at the injustice, but, after a period of time (say when the news cameras and Roland Martin’s of the world leave) we move on back to our normal daily lives until the next time, and the next time.<br />
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Emmet Till, Amadou Dialou, Shawn Bell, Oscar Grant, Travyon Martin….<o:p></o:p></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-4782121683703268178?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com0tag:blogger.com,1999:blog-5216169138667853054.post-1845912306414278222012-03-19T23:32:00.000-04:002012-03-19T23:32:35.192-04:002012-03-19T23:32:35.192-04:00On The Playground Is Where I Spent Most of My Days...<div style="margin-bottom: .0001pt; margin: 0in;"></div><div class="MsoNormal">This week, in honor of March Madness, I want to focus on collegiate athletics. Specifically I want to focus on an article from last fall in <i>The Atlantic</i> by noted historian (and biographer of Martin Luther King, Jr.) Taylor Branch (<a href="http://tinyurl.com/43s7pzm"><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; line-height: 115%;">http://tinyurl.com/43s7pzm</span></a><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; line-height: 115%;">)</span> and a recently released report from The Institute for Diversity and Ethics in Sports <span style="line-height: 115%;">(</span><a href="http://tinyurl.com/834m6of"><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; line-height: 115%;">http://tinyurl.com/834m6of</span></a><span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; line-height: 115%;">)</span><span style="line-height: 115%;">. Each of these articles focus on the differentiation between white male athletes and their Black male counterparts. They also identify some of the positive things taking place with Black male athletes. <o:p></o:p></span></div><div class="MsoNormal"><span style="line-height: 115%;"><br />
</span></div><div class="MsoNormal"><span style="line-height: 115%;">For example, while there is a 20% gap in the graduation rates between Black and white male football players (which is identified as the “Graduation Success Rate” or GSR), the overall GSR for non-Black athletes is 40% and for Black athletes, 60%. This seems to be a positive result that we can take away from athletic participation. The key, of course, is to identify what Black student athletes receive that their same race non-athletic counterparts do not. Perhaps it is the mentoring and tutoring programs athletes receive, the rigor (or lack thereof) of course selection, or group think in which being successful on the court or field translates to wanting to be successful in the classroom. What is known is that while we can celebrate the differentiation between the Black athletes versus the non-athletes on campus, the numbers (40% versus 60%) are still extremely anemic.<o:p></o:p></span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-Dr6sMEiz7Lg/T2d8A3J5JBI/AAAAAAAACXE/WxVFnAkG10o/s1600/GSR+for+top+8+NCAA+Basketball+teams.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="http://2.bp.blogspot.com/-Dr6sMEiz7Lg/T2d8A3J5JBI/AAAAAAAACXE/WxVFnAkG10o/s320/GSR+for+top+8+NCAA+Basketball+teams.jpg" width="320" /></a></div><div class="MsoNormal"><span style="line-height: 115%;">As we take a breather from watching the games and examining our brackets hoping for the team we're rooting for to win, perhaps we should also examine the culture of collegiate athletics which breeds what Branch describes as an environment in which the “United States is the only country in the world that hosts big-time sports at institutions of higher learning.” Why do we celebrate “March Madness” far more vigorously than May madness, otherwise known as Graduation? Why is it that everyone is getting paid in college athletics, save for perhaps the swim coach, except the student-athletes? Should we go so far as Branch and infer, either explicitly as he does, or implicitly as most do, that high profile college athletics is nothing more than a “plantation” mentality, meaning the athletes are the only ones not receiving compensation for their efforts? <o:p></o:p></span></div><div class="MsoNormal"><span style="line-height: 115%;"><br />
</span></div><div class="MsoNormal"><span style="line-height: 115%;">More importantly than the idea of whether or not college athletes should get paid beyond their scholarships, which I believe they should, the question we should be thinking about as we watch the excitement of the NCAA Men’s Tournament is, how many of these young men (specifically young Black men) will be turning their tassels and throwing their hats in the air sometime in May (or a May sometime in the near future)? Only one team can cut down the nets at the end of the Tournament, one team gets the confetti and their “One Shining Moment,” hopefully more than that will receive their “One Shining Moment” walking across the stage and receiving their degree less than two months from now.<o:p></o:p></span></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-184591230641427822?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com0tag:blogger.com,1999:blog-5216169138667853054.post-61982737276755520662012-03-13T02:08:00.000-04:002012-03-13T02:08:08.998-04:002012-03-13T02:08:08.998-04:00Broken Glass Everywhere...<div class="separator" style="clear: both; text-align: center;"><a href="http://blackoncampus.com/wp-content/uploads/2010/04/morehouse-men.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="175" src="http://blackoncampus.com/wp-content/uploads/2010/04/morehouse-men.jpg" width="200" /></a></div><br />
<div class="MsoNormal">Very rarely on this blog have I discussed my dissertation topic or even presented ideas surrounding black boys and public education. Today I want to raise the issue because of two recently released reports concerning the issue. The most widely distributed report noted that Black students (especially boys) face more harsh punishment in school than their peers. (<span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: Verdana, sans-serif; font-size: 10pt;"><a href="http://tinyurl.com/86sfkod">http://tinyurl.com/86sfkod</a>) </span>The second report, less published in popular media (such as the New York Times) focuses on Black male student success in college (<span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: Verdana, sans-serif; font-size: 10pt;"><a href="http://tinyurl.com/7thdcdn">http://tinyurl.com/7thdcdn</a>)</span>. Both reports focus on Black males and public education, but one, the former, takes the usual deficit model perspective of this particular population, while the second report focuses on the successes of this population. One is left to wonder why the <i>New York Times</i> focused on one but not the other.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">What has been continually problematic in the public discourse is how various groups who have historically not had a voice have been presented in the public domain –i.e. popular media such as the <i>Times</i> and other mainstream publications including <i>Time, Newsweek</i>, the three major networks and three major news channels (CNN, MSNBC, FOX). One question is why is it more “popular” to continue to talk about Black boys (or persons of color in general for that matter) as a deficit, rather than from a more positive perspective? In plain language, what is so unique about highlighting faults rather than focusing on successes?</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">This trend of focusing on the negative is not unique to discussions surrounding Black boys and public education, but arguably has taken over the discourse in the public arena. Putting the focus on the harmful aspects of student behavior, in particular Black boy’s negative behavior, serves what purpose? It is as if the Department of Education (who released the report) needed validation for what many of us in public education already knew. To use a sports analogy, for an example as glaring as this, we didn’t need empirical data for something which obviously passes the eye test with 20/20 clarity. In other words, walk into any public school in America and look around. What do you see? If it is a low performing school (especially high school), what you are likely to see is that an overwhelmingly large number of Black male students classified as Special Education, in detention or labeled (either publicly or through the teacher “grapevine”) as “troubled.” Consequentially teachers, who more often than not do not reflect the diversity of the school where they are employed (see: Ann Ferguson’s excellent book <i>Bad Boys: Public Schools in the Making of Black Masculinity</i>), rather than seek solutions, immediately seek to eliminate the source of their “problems.” </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">What this ostracism does is create a self fulfilling prophecy for many Black boys. In contrast, how often do we hear about a teacher, counselor or administrator taking a Black boy under their wing and mentoring them to achieve college acceptance? Ironically, it takes place more often than people in the public discourse think. Dr. Shaun Harper’s report on Black boys and college success demonstrates that more research needs to be done from the perspective of what these students <b>can</b> do academically rather than continually placing the emphasis on the low expectations anticipated of them by too many in public education.<b><o:p></o:p></b></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-6198273727675552066?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com1tag:blogger.com,1999:blog-5216169138667853054.post-4439426595382221752012-03-05T14:48:00.000-05:002012-03-05T14:48:26.485-05:002012-03-05T14:48:26.485-05:00No Snitching is Not Just a Neighborhood Phenomenon. Teachers are Guilty Too.<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-gxkvqqlQ_yU/T1UYWDjysWI/AAAAAAAAB4Q/0xF26piG6ik/s1600/snitch.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="195" src="http://2.bp.blogspot.com/-gxkvqqlQ_yU/T1UYWDjysWI/AAAAAAAAB4Q/0xF26piG6ik/s200/snitch.jpg" width="200" /></a></div><div class="MsoNormal">Starting with Obama’s Inauguration in 2009, it seems as if every public intellectual, public school teacher and education reformer felt that a new day in public education had arrived.. Gone would be the punitive NCLB law with its coercive mandates and demeaning labeling that goes with those measures. Although the Administration has advanced new education policy measures, NCLB is still in existence and countless critics have argued that some, namely Race to The Top (RtTT) are as bad, if not worse than the previous Administration’s policies concerning public education. <o:p></o:p></div><div class="MsoNormal"> The largest numbers of hopeful people were public school teachers. Public school teachers are overwhelmingly Democratic and their Unions (both the American Federation of Teachers (AFT) and the National Education Association (NEA) contributed greatly to the Democratic Party and Obama’s Campaign. What have they received in return?<o:p></o:p></div><div class="MsoNormal"> If one were to do a survey of public school teachers today, they would probably respond that the return on their investment has not yielded much, if anything positive. In fact, many would say things have gotten worse. Doing a simple Google search, over the past month the words public school and; “teachers sabotaged” (35k) “teacher bashing” (40k), “teacher failure” (3.4million) and “bad teachers” (3.8million) have shown up in the public discourse more than “Lady Gaga” (144k) and “Whitney Houston” (237k) combined. What does this mean?<o:p></o:p></div><div class="MsoNormal"> At the very least, looking at the raw numbers, one can conclude that there is currently a large amount of public discussion centered on the efficacy and influence of public school teachers. What is problematic is that “good” teachers either self-identified or otherwise, are generally the ones leading the chorus of cries about teachers being mistreated, bashed, sabotaged and labeled failures. Absent from this discussion are the teachers who perform poorly, do no help students succeed, and do not serve their profession well. Where are their voices? When do we actually hear from those who are the ones all of these policy changes and accountability are supposed to flush out? <o:p></o:p></div><div class="MsoNormal"> Poor performing teacher voices are silent. They are not the ones who write into the <i>The New York Times</i> (see: <span style="line-height: 115%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Confessions of a “Bad Teacher” - <span style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial;"><a href="http://tinyurl.com/7bdgt9d">http://tinyurl.com/7bdgt9d</a> and Hard Working Teachers, Sabotaged When Student Test Scores Slip <a href="http://tinyurl.com/7cs28ct">http://tinyurl.com/7cs28ct</a> as two recent examples). They are not the ones who March on Washington (See </span></span><a href="http://www.saveourschoolsmarch.org/">http://www.saveourschoolsmarch.org/</a>). They are the ones who languish behind closed doors, out of the public eye and the public arena, and continue to contribute to the downfall of public education in this country. <o:p></o:p></div><div class="MsoNormal"><o:p> </o:p><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">While it is admirable for “good” teachers to stand up to “being bullied,” they also need to tell the truth.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">Not everyone in the profession is as high achieving, motivated and disciplined as those who continue to feel bashed, and those who comment so frequently in the public arena.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">Rather than feeling inadequate and less than, perhaps it is time for the good teachers to not just call out those who need assistance, but at the very least, admit they exist.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">To deny their existence is to continue to deny the reality of the profession.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">It also makes good public school teachers susceptible to feeling that when the public discourse speaks of inadequate and ineffective teachers, that they are talking to you. </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 115%;">It is time to start snitching and start telling the truth.</span></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-443942659538222175?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com2tag:blogger.com,1999:blog-5216169138667853054.post-55669770278097509312011-09-26T15:05:00.000-04:002011-09-26T15:05:11.406-04:002011-09-26T15:05:11.406-04:00Notes on a Reformer – StudentsFirst Event with Michelle Rhee in Philadelphia 9/22/11<!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal"><b><span style="font-family: "Times New Roman","serif";"></span></b></div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.nypost.com/rw/SysConfig/WebPortal/nypost/images/story_logos/lastin_firstout.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://www.nypost.com/rw/SysConfig/WebPortal/nypost/images/story_logos/lastin_firstout.jpg" width="160" /></a></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif";">The StudentsFirst event took place at a former comprehensive public high school in North Philly which was considered the most violent and lowest academic performing school in the Philadelphia Public School District.<span> </span>As of this fall, it has become a neighborhood charter school in which is accepts students from the entire high school catchment area – in other words, there is no “cherry picking” or “creaming.”<span> </span>This school takes all comers.<span> </span>The principal’s goal is to eliminate the 9-11 from the previous year – 9% of students proficient in math, and 11% students’ proficient in English on the PSSA state test. </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif";"><span></span> Philadelphia is considered an “educational hub,” however there are only 55% of high school students graduating in the District and the per pupil spending is approximately $17,000/year.<span> </span></span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif";"><span> </span><span> </span><span> </span></span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif";">In terms of budget constraints, the program known as last in, first out (LIFO) is mandated by the PA State Board of Education.<span> </span>StudentsFirst was asked by its membership to come to Philadelphia to address this issue.<span> </span>The goals of the organization (which are found on their website <a href="http://www.studentsfirst.org/">www.studentsfirst.org</a>) are vast.<span> </span>However, Rhee noted that this is a membership organization and this issue is what the Philadelphia membership wanted to emphasize at this form at this time.</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif";">Rhee articulated that there are three types of LIFO states – Green States (which are 11 states where LIFO is based on quality of teacher performance), Red States (which are 12 states where LIFO is based solely on seniority) and middle states (which I’ll call Yellow) in which LIFO is based on collective bargaining by individual Districts or State Board of Educations. <span> </span>The importance of having the debate/discussion on LIFO now is that it is a timely issue and one which is explicitly tied to the current budget crisis facing most school districts around the country.</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif";"> </span></div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif";">Rhee highlighted three points about how LIFO directly impacts schools:</span></div><div class="MsoListParagraphCxSpFirst" style="margin-left: 0.75in; text-indent: -0.25in;"><span style="font-family: "Times New Roman","serif";"><span>1)<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif";">LIFO means schools are firing some of their “best” teachers which compromises the effectiveness of the whole faculty.<span> </span>Research has shown that when teachers are rated independently on their effectiveness versus being let go strictly on the basis of seniority, there is only a 13% overlap in the number of teachers.<span> </span></span></div><div class="MsoListParagraphCxSpMiddle" style="margin-left: 0.75in; text-indent: -0.25in;"><span style="font-family: "Times New Roman","serif";"><span>2)<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif";">LIFO effectively means schools and districts are firing “more” teachers because less senior teachers earn smaller salaries than their more veteran peers.<span> </span>If LIFO was based on quality, districts would save an estimated 30% of jobs in the respective districts.</span></div><div class="MsoListParagraphCxSpLast" style="margin-left: 0.75in; text-indent: -0.25in;"><span style="font-family: "Times New Roman","serif";"><span>3)<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif";">LIFO affects the lowest performing schools the greatest because more often than not, the least senior teachers are assigned to the lowest performing schools of schools of “last resort” or who are underperforming.<span> </span>This means that the most “needy” students are having their schools turned over at a higher rate than more successful schools.<span> </span>[What I have defined as “institutional amnesia” takes place because there is very little stability in the school.]</span></div><div class="MsoNormal" style="margin-top: 12pt;"><span style="font-family: "Times New Roman","serif";">Per the Philadelphia Inquirer (<span><a href="http://tinyurl.com/43ejw9m">http://tinyurl.com/43ejw9m</a> and Rhee’s initial opinion piece<b> </b><a href="http://tinyurl.com/3sxoobd">http://tinyurl.com/3sxoobd</a>)</span>, you can read some of the responses to Rhee’s talk.<span> </span>Further, on the main wall of the StudentsFirst FB page, there is a testimonial from one of the teachers who spoke in opposition to LIFO through the lens of their own experiences working in the Philadelphia Public School District.<span> </span></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Times New Roman","serif";">In sum, the main takeaways from the talk were; the reasoning behind discussing LIFO (timely because of the budget crisis and it was what the membership asked for), the three highlights on LIFO’s impact in schools, the distinctions between Red, Green and middle states, and finally, in regards to the whole tone and tenor of the current public discourse surrounding education reform which pits “us versus them,” the biggest thing Rhee mentioned was that education reform and teacher efficacy wasn’t an abstract concept to her – she placed her own child in a classroom with a former TNTP alum. </span></div><div class="MsoNormal"><br />
</div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-5566977027809750931?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com0tag:blogger.com,1999:blog-5216169138667853054.post-86797340495510504552011-08-04T03:32:00.000-04:002011-08-04T03:32:10.407-04:002011-08-04T03:32:10.407-04:00Thoughts on the Save Our Schools (SOS) Teacher March Washington DC July 30, 2011:<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-EQANvM81t_g/TdU_QB91YwI/AAAAAAAADuI/wvwe7zEdomQ/s400/sos3.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="123" src="http://4.bp.blogspot.com/-EQANvM81t_g/TdU_QB91YwI/AAAAAAAADuI/wvwe7zEdomQ/s200/sos3.jpg" width="200" /></a></div><div class="MsoNormal">Driving down from Philadelphia to Washington, DC (my home for three plus years during the early 90s), I reminisced about the numerous rallies and protest marches I attended during my years in DC.<span style="mso-spacerun: yes;"> </span>The night before driving down, I rummaged through our tech drawer trying to find the digital video camera because I wanted to be able to zoom up to 60x rather than the 12x we have on our “regular” digital camera.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Thinking about the rallies from the '90s, I recalled using my knowledge of the National Mall to try and get as close as possible to the stage and upon doing so thinking I was really lucky to be this close; there are thousands of people behind me who can’t see anything on the stage.<span style="mso-spacerun: yes;"> </span>Hence I thought to bring my video camera in anticipation of at least 100,000 folks attending the Save Our Schools March this past weekend.<span style="mso-spacerun: yes;"> </span>Unfortunately, or so I thought, I couldn’t find the charge cord.<span style="mso-spacerun: yes;"> </span>Fortunately I didn’t need the video camera with the 60x zoom, because unlike the previous rallies/marches I attended which include the 1992’s March for Women’s Rights, 1993’s March for LGB (before the T was added) Equal Rights Liberation, and the 30<sup>th</sup> Anniversary of the March on Washington (where King gave his “I Have a Dream” speech), and the 1995’s Million Man March, this teacher’s rally had fewer than 5000 participants. </div><div class="MsoNormal"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-u1I1eaqM8wA/Tjo6FCg2yMI/AAAAAAAAAZA/t6Pub-LG-rE/s1600/DSC04882.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-u1I1eaqM8wA/Tjo6FCg2yMI/AAAAAAAAAZA/t6Pub-LG-rE/s200/DSC04882.JPG" width="200" /></a></div><div class="MsoNormal">In the weeks and months leading up to the Rally, based on what I read and saw on Twitter and Facebook, you’d have thought that the Ellipse (smartly the organizers did not hold the rally on the National Mall) would be packed with teachers ready to make social change, armed and ready to “Save Our Schools.” Despite a list of noted speakers any educational conference would die for – Dr. Linda Darling-Hammond, Dr. Pedro Noguera, Jonathan Kozol, Deborah Meier, and the patron saint of reform to most of this faction of the education reform movement, Dr. Diane Ravitch, even the wattage of this amount of star power couldn’t garner more than 5000 individuals to travel to sweltering Washington DC on one of the hottest days of the year.<span style="mso-spacerun: yes;"> </span>The first question I had, as I walked towards the stage set up on the Ellipse and the small crowd was where is everyone?<span style="mso-spacerun: yes;"> </span>Why is this rally so small?<span style="mso-spacerun: yes;"> </span>I've attended street fair concerts with a larger, more vocal crowd. </div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.travelinlocal.com/wp-content/uploads/2010/08/TL8-16f.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="146" src="http://www.travelinlocal.com/wp-content/uploads/2010/08/TL8-16f.jpg" width="200" /></a></div><div class="MsoNormal"><br />
</div><div class="MsoNormal">A few of the questions I have regarding the Save Our Schools Movement are the following;</div><div class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1)<span style="font: 7.0pt "Times New Roman";"> </span></span></span>With such intellectual firepower behind the Movement, why was it so hard to mobilize people, during the summer, to come to Washington to support public schools</div><div class="MsoNormal">2) The position papers advanced on the Save Our Schools March website (<a href="http://www.saveourschoolsmarch.org/resources/position-papers">www.saveourschoolsmarch.org/resources/position-papers</a>) include such important education reform topics as; better assessments, civics, curriculum, equitable funding, family involvement, high-stakes testing, and unions & collective bargaining.<span style="mso-spacerun: yes;"> </span>The only thread heard throughout the speakers on the dais on Saturday was ending high-stakes testing.<span style="mso-spacerun: yes;"> </span>Why is this?</div><div class="MsoNormal">3) Where are the areas that the Administration and this branch of reformers can agree upon and what are the “non-negotiables” for both sides?</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">My overall impressions of the March and videos of some of the speeches…next time. </div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-8679734049551050455?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com0tag:blogger.com,1999:blog-5216169138667853054.post-73576284208261026322011-06-05T01:22:00.000-04:002011-06-05T01:22:36.125-04:002011-06-05T01:22:36.125-04:00Welcome Back...After an arduous six months of teaching and learning I am FINALLY finished with course work and spring semester. I am now finishing up my Dissertation Proposal and look forward to defending it by mid summer. <br />
<br />
<a href="http://arnicejones.com/wp-content/uploads/2011/05/rakim-440x265.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="120" src="http://arnicejones.com/wp-content/uploads/2011/05/rakim-440x265.jpg" width="200" /></a>It's been a long time, I shouldn't have left you...<br />
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Now that I am back, I want to briefly revisit the last blog post I wrote way back in December. It seems as if Education Week has caught onto the idea that teachers need to be more politically astute and aware. In her article Ms. Van Shura stresses that educators must become political animals <a href="http://www.edweek.org/ew/articles/2011/05/25/32vanshura.h30.html?tkn=SLSFVToQxqXO0HQHNsyLJPG3E0EOYznVcwOW&cmp=clp-edweek">(Why Educators Must Become Political Animals)</a>. I too echoed the same sentiment in my last post. Interesting.<br />
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An internet note, I've recently been spending time on the Student's First (the new non-profit education reform group created by Michelle Rhee) Facebook page (<a href="http://www.facebook.com/StudentsFirstHQ?sk=wall&filter=1">Students First FB Page</a>). While I have never been a 100% supporter of anyone, I do think that much of what Ms. Rhee has done in her quest to create a better educational environment is on the right course. I encourage you to check out some of the discussions and even chime in.<br />
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Over the course of the next few weeks as we lead up to the SOS March and Call to Action (<a href="http://www.saveourschoolsmarch.org/">SOS</a>) I'll be discussing in greater detail some of the topics raised on the SF page, and other ideas that I have been kicking around in my mind since I've started this PhD process. <br />
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I look forward to a more regular dialog on this page. Please, let's remember to be civil. - Peace<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-7357628420826102632?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com0tag:blogger.com,1999:blog-5216169138667853054.post-42046801991541009662010-12-03T11:36:00.000-05:002010-12-03T11:36:48.804-05:002010-12-03T11:36:48.804-05:00Beast of Burden<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/_h7Dfv7U0QFM/TPkcdHP9ZGI/AAAAAAAAAIY/0hHJm_fuwl4/s1600/Joe+Clark+bullhorn.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="110" src="http://1.bp.blogspot.com/_h7Dfv7U0QFM/TPkcdHP9ZGI/AAAAAAAAAIY/0hHJm_fuwl4/s200/Joe+Clark+bullhorn.jpg" width="200" /></a></div>It seems recently in the wake of the groundbreaking film, <i>Waiting for Superman</i>, that teachers have felt under attack or blamed for the inequities in public education. In almost every major newspaper around the country you see teachers fighting back with such statements as "we are under attack" or "why is the profession being treated with such disrespect, disdain?" <br />
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Newspapers are not the only places where we see the sentiment of teacher insecurity. We also see it in the blogosphere and online. My new Facebook page, Educational Reform for Urban Public Teachers and Students (ERUPTS) (<a href="http://www.facebook.com/group.php?gid=113911811995707">http://www.facebook.com/group.php?gid=113911811995707</a>) has not been immune from this line of questioning. One of the post comments "...I'm just tired of being blamed..." My question is blamed for what? Some critics like to think that if we somehow magically eliminated poverty (as if we haven't tried before?) then public schools would improve. However studies have shown that it is not experiencing poverty which accounts for lack of educational opportunities and success, but lack of a positive adult mentor and low academic expectations. <br />
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<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b>Am I Tough Enough?</b></div><div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"><b></b></div><b><span class="Apple-style-span" style="font-weight: normal;">Teachers cannot be so soft skinned as to think that whenever educational reformers, the general public or even students demand more from their educational institutions or actors that the sole "blame" falls on them. It may seem that way in the NCLB era with such an increased emphasis on accountability, but if I'm not accountable as an educator, what am I really doing in the classroom? I have to be accountable to the school, to the district, to the parents and students and most importantly to myself. Any criticism that comes from others pales in comparison to the amount of criticism and self-evaluation, and reflection I do internally. Perhaps we need to acknowledge more what that internal reflection entails, as well as admit perhaps not all of us reflect on our craft, and have honest discussions on how to improve so that we do not take offense so easily.</span></b><br />
<b><br />
</b><br />
<b>Tell the Truth</b><br />
<b></b>We as educators, parents, peers and community need to come together and start telling the truth. The Beast of Burden is in feeling attacked every time someone makes a film (<i>Waiting for Superman</i> is not the only educational film currently showing), critiques public schools, derides the status quo in education or wants to implement change. Change is hard. However continuing to do nothing is far worse and far more damaging - not for those who have been fortunate to have a good educational background, but for those who are without voice, without recourse and often go unseen (until <i>Superman</i>). We cannot continue to allow state capitals, Washington DC or critics (however well intentioned) to stop the progress which is being made in urban areas when it comes to educational attainment.<br />
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In short, as one of the former counselors at the high school where I taught always said; "be a duck." Let all the negative comments wash off of you like water on a duck. Keep moving forward.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-4204680199154100966?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com4tag:blogger.com,1999:blog-5216169138667853054.post-27969129907403787382010-11-20T00:25:00.000-05:002010-11-20T00:25:46.947-05:002010-11-20T00:25:46.947-05:00A Message to all Teachers from one who knows - Part Three (Final)<div class="MsoNormal" style="line-height: 18.0pt;"><span style="color: black; mso-fareast-font-family: "Times New Roman";">Continued from last week:</span></div><div class="separator" style="clear: both; text-align: center;"><a href="http://t3.gstatic.com/images?q=tbn:ANd9GcR9-uAJwAf4jVR2ARPyOaocuG1FkFShtH88Le0Uj9C4RTgAa4M5" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="132" src="http://t3.gstatic.com/images?q=tbn:ANd9GcR9-uAJwAf4jVR2ARPyOaocuG1FkFShtH88Le0Uj9C4RTgAa4M5" width="200" /></a></div><div class="MsoNormal" style="line-height: 18.0pt;"><span style="color: black; mso-fareast-font-family: "Times New Roman";">Third, there is a fine line between being a students “friend” and being their “mentor/teacher.” It is crucial that teachers are considered friendly without necessarily playing favorites or being “buddy buddy” with students. A teacher needs to be fair and firm, especially when dispensing homework assignments, readings and calling on students in class and of course, discipline. Perception unfortunately is oftentimes reality – whether it is in politics, the media or in the classroom. If a teacher is perceived to be too friendly, either by their colleagues or by the students, that particular teacher has a major obstacle to over come. This is not to imply that teachers need to adhere to the old school adage “don’t smile until after winter break.” <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 18.0pt;"><br />
</div><div class="MsoNormal" style="line-height: 18.0pt;"><span style="color: black; mso-fareast-font-family: "Times New Roman";">This era of students have far less respect for teachers who present a “false front” than those teachers who are honest and show their true selves – in other words, keeping it real. We as professionals should know where the line is. Teachers should not have to defend their personal teaching style to their colleagues. There should not be a riff between teachers who are considered “popular” and those who are not. Instead of putting down, or condemning the “popular” teachers, find out what they do in their classroom. Are they fair? Do they hold students to a higher standard and as such the students respect them for raising the bar? Does the teacher respect all students in the class and not just the “good” ones? These questions and more should be discussed openly and honestly amongst colleagues and collaboratively between both veterans and newbies alike.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 18.0pt;"><br />
</div><div class="MsoNormal" style="line-height: 18.0pt;"><span style="color: black; mso-fareast-font-family: "Times New Roman";">Finally, this time of year is tough. Teachers are reaching (or have reached) the point of burnout. The fall highs have almost been completely replaced by the winter blahs. Teachers immune defenses are down, more are starting to get sick with the flu and some, unfortunately after months of frustration, quit. It is also the season where testing frenzy is fast approaching, and pre-testing begins in earnest and the “normal routine” of the the first semester will soon be replaced by “testing, testing, testing.” Teaching is tough. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 18.0pt;"><br />
</div><div class="MsoNormal" style="line-height: 18.0pt;"><span style="color: black; mso-fareast-font-family: "Times New Roman";">In many parts of the country, it is a thankless job made more difficult by unfunded mandates forced upon us from the Department of Education both in Washington and local capitals. Left alone, most teachers, in due time, would be excellent professionals who demonstrate pride in their profession. However, there are too many who have “messed it up” for the masses. Teachers who do not show pride in their profession are what create the ability for the masses of teachers to be dictated to from the “top-down.” There needs to be more collaboration in the creation and implementation of standards as well as we need to review and reform NCLB (or whatever the new reauthorization will be called) to include more assessments that are not just a-d bubble answers. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 18.0pt;"><br />
</div><div class="MsoNormal" style="line-height: 18.0pt;"><span style="color: black; mso-fareast-font-family: "Times New Roman";">As we recover from this election season, let’s not forget to include education as one of the central issues that needs to be on the radar for the incoming Congress. NCLB is up for reauthorization and should be one of the first pieces of legislation drawn up and debated during their first few months. </span></div><div class="MsoNormal" style="line-height: 18.0pt;"><span style="color: black; mso-fareast-font-family: "Times New Roman";"><br />
</span></div><div class="MsoNormal" style="line-height: 18.0pt;"><span style="color: black; mso-fareast-font-family: "Times New Roman";">In the immortal words of the late 20<sup>th</sup> century poet T.A. Shakur “keep ya head up.”<o:p></o:p></span></div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-2796912990740378738?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com0tag:blogger.com,1999:blog-5216169138667853054.post-26984650428190901022010-11-08T19:21:00.000-05:002010-11-08T19:21:06.342-05:002010-11-08T19:21:06.342-05:00A Message to Teachers from One Who Knows - Part Two<div class="separator" style="clear: both; text-align: center;"><a href="http://t1.gstatic.com/images?q=tbn:ANd9GcToKzIpeFUGBLa_C1YJmYJpa-4OoTRsle42utjEcDajXQxpb4I&t=1&usg=__IjNp7n2RiFWN-LGflXFtONmCm3k=" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="121" src="http://t1.gstatic.com/images?q=tbn:ANd9GcToKzIpeFUGBLa_C1YJmYJpa-4OoTRsle42utjEcDajXQxpb4I&t=1&usg=__IjNp7n2RiFWN-LGflXFtONmCm3k=" width="200" /></a></div><div class="MsoNormal" style="line-height: 18.0pt; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: black; mso-fareast-font-family: "Times New Roman";">Here is the 2nd half of my thoughts...Consequentially if it wasn’t for a relationship the school had with a university in the area, in which “coaches” came in and assisted teachers with implementation of standards and helped to increase test scores, I would have been languishing in the wind alone, or worse quit. What kept me coming back day in and day out, besides my arrogance and stubborness was I had the advantage of being 1) older than many new teachers 2) from a family of teachers and 3) had the university coach take the time to sit in my classroom every day for over a month to help me with the adjustment. In addition to pedagogy, classroom management and other first year issues, he also helped with the minutia of attendance, grades, homework and keeping up with general duties of having 40 kids per hour for 5 periods a day with only one “conference period” and 30 minutes for lunch. The first two reasons helped, the third saved me.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 18.0pt; margin-bottom: .0001pt; margin-bottom: 0in;"><br />
</div><div class="MsoNormal" style="line-height: 18.0pt; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: black; mso-fareast-font-family: "Times New Roman";">So am I "teacher bashing" as some of my critics (or rather critic) claim? Quite the contrary, teachers need to know curriculum, but they also need to know where the copy machine is and how to get the code – not to mention they need to know they need to bring their own paper (take note sign up for all the Staples, Office Depots or any other value cards you can!). Teachers need mentors who have been either teaching for a while, are new themselves (the cohort philosophy), or both so that they can learn how to ask the right questions and have a shoulder to lean on. </span></div><div class="MsoNormal" style="line-height: 18.0pt; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: black; mso-fareast-font-family: "Times New Roman";"><br />
</span></div><div class="MsoNormal" style="line-height: 18.0pt; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: black; mso-fareast-font-family: "Times New Roman";">Oftentimes, teachers don’t even know what questions to ask because they are either so excited to teach that they think that’s all they have to do, or are so overwhelmed that they are embarrassed to ask for fear of their “not knowing” reflecting poorly on their performance evaluation (see: <a href="http://www.aetv.com/teach-tony-danza/"><span style="color: blue;">http://www.aetv.com/teach-tony-danza/</span></a>). No one learns through osmosis. We need to be able to fail so we can succeed. Not many professions are scrutinized by so many in the public arena as teachers. We are supposed to be "experts," "highly qualified," just “know.” <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 18.0pt; margin-bottom: .0001pt; margin-bottom: 0in;"><span style="color: black; mso-fareast-font-family: "Times New Roman";"><br />
</span></div><div class="separator" style="clear: both; text-align: center;"></div><div class="MsoNormal" style="line-height: 18.0pt; margin-bottom: .0001pt; margin-bottom: 0in;">Final thoughts on Friday...please feel free to comment or tell your own new teacher story.</div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-2698465042819090102?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com0tag:blogger.com,1999:blog-5216169138667853054.post-49369601774558182322010-11-05T12:25:00.000-04:002010-11-05T12:25:56.166-04:002010-11-05T12:25:56.166-04:00A Message to All Teachers from One Who’s Been There - Part One<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/_h7Dfv7U0QFM/TNQszWYF5SI/AAAAAAAAAIM/JlgX-h6Yw4I/s1600/tuskegee-classroom.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="157" src="http://2.bp.blogspot.com/_h7Dfv7U0QFM/TNQszWYF5SI/AAAAAAAAAIM/JlgX-h6Yw4I/s200/tuskegee-classroom.jpg" width="200" /></a></div><div class="MsoNormal"><span class="Apple-style-span" style="line-height: 150%;">Welcome back!</span></div><div class="MsoNormal"><span class="Apple-style-span" style="line-height: 150%;">The first post for the school year is to all the teachers (first year and otherwise) who are approaching Thanksgiving with their tanks pushing </span><span class="Apple-style-span" style="line-height: 24px;">perilously </span><span class="Apple-style-span" style="line-height: 150%;">close to empty.</span><span style="line-height: 150%;"> These </span><span class="Apple-style-span" style="line-height: 150%;">are just a few of the things I wish I knew when I first started classroom teaching, or might even help those who are well into their professional career.</span></div><div class="MsoNormal" style="line-height: 150%;"><br />
</div><div class="MsoNormal" style="line-height: 150%;">I last taught in a high school classroom in June 2007.<span style="mso-spacerun: yes;"> </span>I knew it was my last few days at the school where I taught, but I didn’t anticipate it would be the end of my public school teaching career. <span style="mso-spacerun: yes;"> In </span>my third year of a PhD program in urban education, I am nostalgic about not being in a high school classroom and miss teaching something fierce.<span style="mso-spacerun: yes;"> </span>I am currently teaching a Youth Cultures course in General Education, but even that doesn’t seem akin to what my peers do in K-12. </div><div class="MsoNormal" style="line-height: 150%;"><br />
</div><div class="MsoNormal" style="line-height: 150%;">First, I have a saying, “never let a kid f*** up your day.”<span style="mso-spacerun: yes;"> </span>It sounds simple, but with over 150 live, smelly, plugged in, growing bodies coming through my door from 8am to 3:08 pm, it’s easy to let their lives and their stories become your own.<span style="mso-spacerun: yes;"> </span>As much as we want to be mentor, older brother (sister), father (mother), psychologist, social worker and of course, teacher, we have to leave their problems for them to solve.<span style="mso-spacerun: yes;"> </span>This is especially true in teaching high school and when we teach in low socioeconomic areas.<span style="mso-spacerun: yes;"> </span>We have to remember that many of the feelings they experience we went through back when we were their age.<span style="mso-spacerun: yes;"> </span>As such, we can be sympathetic, helpful and lend an ear, but we cannot live their lives.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="line-height: 150%;"><br />
</div><div class="MsoNormal" style="line-height: 150%;">For many, just navigating their way to and from school through a “war zone” is a challenge, not to mention all the other ills currently plaguing both inner cities and rural communities in <st1:country-region w:st="on"><st1:place w:st="on">America</st1:place></st1:country-region>. We have to honor their lives and respect their cultural mores.<span style="mso-spacerun: yes;"> </span>We also have to learn how to both push our students through adversity while at the same time love them and assist them when they reach out for help.</div><div class="MsoNormal" style="line-height: 150%;"><br />
</div><div class="MsoNormal" style="line-height: 150%;">Second, your colleagues are not always your friends.<span style="mso-spacerun: yes;"> T</span>eaching is oftentimes an isolated, lonely profession.<span style="mso-spacerun: yes;"> </span>My first year at the huge comprehensive high school where I taught was spent alone in the bungalows (trailers used to reduce overcrowding in the main building) far far away from the main building, from the department chair and from the Principal and Assistant Principals.<span style="mso-spacerun: yes;"> </span>It seemed like the only visit I would get from any of them wasn’t for academic problems or for a social visit “how are things going Stuart?”, but rather the mundane – your door is broken, you shouldn’t let kids in class after the bell rings, you failed to turn in your attendance rosters in a timely manner, you forgot to sign in/out in the main office…It seemed as if I could do no right even though as a initially as a long term sub I was never introduced to anyone, much less someone to help guide me through the every day systems that are so necessary and “important” for a large school to function.</div><div class="MsoNormal" style="line-height: 150%;"><br />
</div><div class="MsoNormal" style="line-height: 150%;">Continued on Monday...</div><div class="MsoNormal" style="line-height: 150%;"><br />
</div><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-4936960177455818232?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com2tag:blogger.com,1999:blog-5216169138667853054.post-60831573216832027262010-04-08T15:02:00.002-04:002010-04-08T15:03:59.804-04:002010-04-08T15:03:59.804-04:00Running to Stand Still...<div class="separator" style="clear: both; text-align: center;"><a href="http://farm4.static.flickr.com/3080/3160966343_c3c788c683.jpg?v=0" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="133" src="http://farm4.static.flickr.com/3080/3160966343_c3c788c683.jpg?v=0" width="200" /></a></div><span class="Apple-style-span" style="font-family: Arial; font-size: small;"><span class="Apple-style-span" style="font-size: 13px;"><span class="Apple-style-span" style="font-family: 'Times New Roman'; font-size: medium;"><span class="Apple-style-span" style="font-family: Arial; font-size: 13px;">I absolutely love the term "running to stand still" which is the title of a U2 song from "The Joshua Tree" album (<a href="http://www.youtube.com/watch?v=IDKV0ekjIj0">http://www.youtube.com/watch?v=IDKV0ekjIj0</a>). I say it to my wife whenever we are at the airport and as soon as the announcement to board comes some people immediately jump up or "hurry" to be 1st in line. This annoys me to no end. <b>ESPECIALLY</b> when the person or persons in question are seated in row 10 and takes 5 minutes to put their stuff in the overhead bin clogging up the process!</span></span></span></span><br />
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<span class="Apple-style-span" style="font-family: Arial; font-size: 13px;">In education...Many critics of the Obama Administration and Secretary of Education Arne Duncan are saying and feeling the same annoyance in regards to the competition for the unprecedented millions being granted to states for education funding known as the "Race to the Top" funds. Sec. Duncan and the Department of Education (DOE) have reviewed the first set of applications and granted Tennessee and Delaware the first "awards." The critique on both sides of the aisle surround the idea that education can be (or is seen as) a "competition." Many see this philosophical transformation as the beginning of the end of public education as we know it. I'm sorry to say, we've already reached that conclusion about five/six years ago when we started converting large comprehensive schools into smaller parts en masse across the country. Regardless of your position surrounding No Child Left Behind (NCLB) one thing is abundantly clear, change is here. When it comes to education and reforming the current system, we are constantly running to stand still - whether it be in continually leaving children behind or in concerning ourselves with whose ox will be gored (a political term for someone "losing" the debate).</span><br />
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<span class="Apple-style-span" style="font-family: Arial; font-size: small;"><span class="Apple-style-span" style="font-size: 13px;">I hear people who do not want people (namely children) to "lose" in this critical "competition" for funds, but the question is what process could we create in which there would be no "losers?" Let me be clear (like Obama), I am in no way saying that we should continue to neglect schools and students who have been left even further behind by the current incarnation of education legislation, NCLB and the increased demands on testing, testing, testing. If we are truly invested in meaningful reform from an honest standpoint, we have to acknowledge that in this country there are always winners and losers. </span></span><br />
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<span class="Apple-style-span" style="font-family: Arial; font-size: small;"><span class="Apple-style-span" style="font-size: 13px;">The problems lie when one group or class of people are continually the losers or continually neglected - whether systemically, by choice or by other means. I am still uncertain whether or not I believe the rising tide lifts all boats analogy currently in vogue with the Administration, but one thing I do know is that (as one of my former principals always said) we can not continue to do the same thing and expect different results.</span></span><br />
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</span></span></span></span></span></span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-6083157321683202726?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com0tag:blogger.com,1999:blog-5216169138667853054.post-29130904966816396342010-03-24T19:07:00.002-04:002010-03-24T19:09:59.818-04:002010-03-24T19:09:59.818-04:00A Hero of One?<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/_h7Dfv7U0QFM/S6qa_LK9kdI/AAAAAAAAAH0/WVJP0YUG52s/s1600/asian-americans.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="140" src="http://2.bp.blogspot.com/_h7Dfv7U0QFM/S6qa_LK9kdI/AAAAAAAAAH0/WVJP0YUG52s/s200/asian-americans.jpg" width="200" /></a></div>I have been meaning to blog about an article written in the Philadelpia Inquirer on March 2nd about the racial unrest which took place at South Philadelphia high between Asians and Blacks last semester and how a few (one in particular) teacher were looked upon as being 'heroic' in their efforts to protect the Asian students being beaten up by Black students (<a href="http://www.philly.com/philly/education/85934112.html">http://www.philly.com/philly/education/85934112.html</a>). <br />
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There are numerous examples of teacher as 'hero' in our current vernacular (see: Freedom Writers, Dangerous Minds, Stand and Deliver, Lean on Me as examples). However there are very few if any stories told through the lens of students who are oftentimes the 'silent majority.' Although I applaud Ms. Sutton-Lawson's behavior and in my own teaching experience know all too well that teachers like her are too rare a comodity in low performing urban public schools, I want to know where were their fellow students in this melee? Have we produced a generation of youth who are so afraid of stepping up and stopping their peers (i.e. no snitching) that they can passively stand on the sidelines and watch their fellow classmates be beaten (and in the example of the violence which took place outside of a public school in Chicago, killed)? <br />
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As an educator and mentor for over fifteen years, I refuse to believe that this generation of youth is so callous and uncaring. It is up to us as those who work with youth and leaders to perform as admirably as Ms. Sutton-Lawson, but also know we have an army of students behind us doing the same.<div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-2913090496681639634?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com0tag:blogger.com,1999:blog-5216169138667853054.post-90015506674353042182010-02-25T22:36:00.006-05:002010-02-26T00:12:49.761-05:002010-02-26T00:12:49.761-05:00Flash-mob, misguided youth, or something else?<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">In Philadelphia the past week has been filled with some interesting discussions about youth and education. The paper of record, the Philadelphia Inquirer reported on the independent Report created in response to the violence which took place last semester at South Philly High between Asian and Black youth (</span><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><a href="http://tinyurl.com/yhpx8yp">http://tinyurl.com/yhpx8yp</a><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; font-family: 'Times New Roman';"><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">). In the same edition, the paper reported on an incident at the Gallery at Market East in Center City (downtown) Philly. Approximately 100 youth were involved in what the press called a "flash-mob." </span></span><object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" height="320" id="Redlasso" width="390"><param name="movie" value="http://player.redlasso.com/redlasso_player_b1b_deploy.swf" /><param name="flashvars" value="embedId=f9c36c09-0597-4452-ad1f-9fcb4ad580f8&pid=undefined" /><param name="allowScriptAccess" value="always" /><param name="allowFullScreen" value="true" /><embed src="http://player.redlasso.com/redlasso_player_b1b_deploy.swf" flashvars="embedId=f9c36c09-0597-4452-ad1f-9fcb4ad580f8&pid=undefined" width="390" height="320" type="application/x-shockwave-flash" allowScriptAccess="always" allowFullScreen="true" name="Redlasso"></embed></object></span></span></span><br />
<span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">(Fox 29 2/17/10 report on "Flash-mob" in Center City, Philadelphia)<br />
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Several questions come to mind...</span> </span><br />
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<li><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Why are some children/youth classified as "animals" and worse by both the press and the public without reproach? </span></li><br />
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<li><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Why do we (social justice educators, parents, concerned adults, people with common sense...) allow such a police state (as Dead Prez put it) to exist in our cities and public schools? </span></li><br />
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<li><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Is there a singular place we can lay blame, or is it all of our fault?</span></li><br />
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</span></span></div>Hopefully this blog will be a space where we can begin to have a discussion, debate on these and other issues. The notion of reforming public education begins with thinking about the youth - not the adults. <br />
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Too many public officials want to enact drastic measures to</span> <span class="Apple-style-span" style="line-height: 14px;"><span class="Apple-style-span" style="line-height: normal;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"> restrict student access to public transit (</span><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px;"><a href="http://tinyurl.com/yfdtpyp"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">http://tinyurl.com/yfdtpyp</span></a><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">), or worse, keep youth out of public spaces all together. City comptroller of Philadelphia Alan Butkovitz and I</span><span class="Apple-style-span" style="line-height: 14px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">nspector Edward Kachigian of the Central Division need to help the city come up with alternative options for youth not restrict their access to public transportation.</span></span><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
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There has to be an alternative compromise. It is up to all of us to help guide these youth alternatives to choose better options and yes, give them tough love when they do wrong. </span></span></span><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span> <span class="Apple-style-span" style="line-height: 14px;"><span class="Apple-style-span" style="line-height: normal;"><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span> </span></span></span><span class="Apple-style-span" style="line-height: 14px;"><span class="Apple-style-span" style="line-height: normal;"><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">What we can't do is to continue to abandon them and expect them to figure out right from wrong on their own - often with long term deadly consequences.</span></span></span></span><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span> <span class="Apple-style-span" style="line-height: 14px;"><span class="Apple-style-span" style="line-height: normal;"><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span> </span></span></span><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Peace - Stuart</span></span></span></span><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-9001550667435304218?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com0tag:blogger.com,1999:blog-5216169138667853054.post-56688869195736752342010-02-21T02:59:00.000-05:002010-02-21T02:59:38.092-05:002010-02-21T02:59:38.092-05:00If you don't know now you know...The reasoning behind the logo begins and ends with my childhood favorite Schoolhouse Rock. If things could only be this simple now. Instead we are fraught with such division and anger, we can't even agree on whether or not this type of "commercial" is considered educational. In short, it is...Action!<br />
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<object height="364" width="445"><param name="movie" value="http://www.youtube.com/v/TEqRo7J_Y0Q&hl=en_US&fs=1&color1=0x3a3a3a&color2=0x999999&border=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/TEqRo7J_Y0Q&hl=en_US&fs=1&color1=0x3a3a3a&color2=0x999999&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="445" height="364"></embed></object><div class="blogger-post-footer"><img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/5216169138667853054-5668886919573675234?l=edurho.blogspot.com' alt='' /></div>Stuart R.http://www.blogger.com/profile/17508821635629824048noreply@blogger.com0