Earlier this evening, NBC News ran a story on the Horizon Summer Programs that are helping public school students address the "summer brain drain". According to the video, the programs help address the achievement gap issues by providing selected students with tuition to attend, individual attention, and a varied curriculum involving swimming and other electives.
In order to attend, public school teachers nominate kids to be considered, and the ones who get accepted have their tuition paid by a private foundation.
It would seem that money, individual attention aka. lower class size, quality time with kids (including schedule) and a well rounded curriculum make a difference in the achievement gap.
These are the same issues public school teachers have been advocating for their schools. Maybe now the "so-called experts" will address those needs for all of our public schools.
Showing posts with label Minority Issues. Show all posts
Showing posts with label Minority Issues. Show all posts
Thursday, July 23, 2009
Monday, July 13, 2009
2009 RA Sights & Sounds--Anthony Mullen, Teacher of the Year
"America's teachers and education support professionals live in very challenging and stressful times. Incredibly, many of the nation's economic problems are now directed at unions. We have become easy targets for some misguided government officials, economists, and media talking heads who believe it is time for us to give back and to share the pain. Well, teachers and education support professionals have burdened the pain of being underpaid and overworked for too long.
And since we have been given very little, we have nothing to give back. Teachers did not leave their classrooms and abandon children when the best deal in town was to work in the financial services sector. We did not join the legions of people that became wealthy by sitting in front of a computer and selling stocks and managing hedge funds. We did not envy friends and neighbors who prospered during the 1980s and 1990s and bought McMansions and took trips to Bali. No, we stayed with our students because we believe that education and our nation's children are too valuable to be abandoned for a new sports car. So we accepted our meager raises. We worked harder to narrow the achievement gap and did more with less to help our nation prosper. And now, some of the very same people who once asked me how I could live on a teacher's salary, are now asking me what I can do to help the economy. What my union is going to do to help the economy.
And I tell these people two things: One, teachers did not crash the economy. Greed and corruption by people entrusted with our country's financial health collapsed the economy.
And two, unions are helping to recover the economy by protecting the rights of their members. Unions are making sure that what has made our country great, the middle class, will not be sacrificed for the decadence of Wall Street."--Anthony Mullen, 2009 National Teacher of the Year
Friday, July 03, 2009
NEA Human and Civil Rights Banquet-Honoring Clara Luper
These pictures are from the 2009 NEA Human and Civil Rights banquet where Mrs. Clara Luper was the recipient of the Rosa Parks award. Both Vicki Vaughan and I were students of Mrs. Luper and we were very disappointed she was unable to attend do to illness.
The NEA asked me to accept the award in Mrs. Luper's behalf, and it was an honor and privilege to get to share with all of those present.
Monday, June 22, 2009
Flawed Research: Friedman Tax-Credit Reports
Friedman Tax-Credit Reports Inaccurate and Unsubstantiated
Reports’ conclusions highly suspect, according to new review
EAST LANSING, Mi., June 22, 2009. – A recent series of reports focused on Georgia, Indiana and Montana conclude that programs awarding tax credits to donors funding private school vouchers will reduce government expenditures and make the finance system more efficient. A new review of the reports finds their conclusions highly suspect and sharply criticizes them for presenting unsubstantiated claims and failing to adequately consider short- and long-term costs of such tax-credit programs.
The reports are The Fiscal Impact of Tax-Credit Scholarships in Montana and The Fiscal Impact of Tax-Credit Scholarships in Georgia, and The Fiscal Impact of a Corporate & Individual Tax-Credit Scholarship Program on the State of Indiana. All three are published by the Friedman Foundation, a think tank which advocates free-market approaches to education. The three reports were reviewed for the Think Twice project by Luis Huerta of Teachers College, Columbia University.
Tax-credit voucher programs – sometimes dubbed neovouchers – provide a non-refundable tax credit to individuals or corporations contributing to non-profit corporations, which then distribute the money to students attending private schools. These neovouchers (often called “scholarships” in the state laws) now exist in six states—Arizona, Pennsylvania, Florida, Rhode Island, Iowa, and Georgia—and others, including Indiana and Montana, are considering them.
The three Friedman reports claim that implementing such programs would result in a net financial saving to the states. They base their conclusions, Huerta observes, on assumptions about the sensitivity of public school revenues and expenditures to enrollment declines, as well as assumptions about a pent-up demand for publicly funded private school choice and the nature and degree of supply and demand pressures. Huerta tests all these assumptions and finds them to be largely groundless and frequently at odds with established research.
In fact, Huerta notes that the reports’ use of research is largely confined to work from advocacy groups like the Friedman Foundation itself. He observes that this “insular approach further calls into question the validity of the new reports’ conclusions.” While the report on Indiana offers a “more thoughtful” approach to research, Huerta continues, the literature it cites is poorly used and doesn’t clearly support the report’s estimates and conclusions.
Huerta’s review hits particularly hard on the reports’ failure to consider key factors concerning private school supply and demand if neovoucher programs were to be implemented. Specifically, these factors are crucial to the reports’ analyses, and the review shows them to be highly problematic. Similarly, the reports fail to adequately account for the additional expenditures of a tax-credit program when it subsidizes families who were going to choose a private school anyway, making their expenditure calculations almost worthless.
“Policymakers should be cautioned to look beyond the seductive promises of increased fiscal savings and efficiency, which are unsubstantiated and inaccurately estimated in these reports,” Huerta concludes. “Instead, policymakers should seek more balanced and empirically robust assessments that would allow them to make informed decisions about how to proceed with effective school reform polices.”
Find Luis web at: www.greatlakescenter.org.
Reports’ conclusions highly suspect, according to new review
EAST LANSING, Mi., June 22, 2009. – A recent series of reports focused on Georgia, Indiana and Montana conclude that programs awarding tax credits to donors funding private school vouchers will reduce government expenditures and make the finance system more efficient. A new review of the reports finds their conclusions highly suspect and sharply criticizes them for presenting unsubstantiated claims and failing to adequately consider short- and long-term costs of such tax-credit programs.
The reports are The Fiscal Impact of Tax-Credit Scholarships in Montana and The Fiscal Impact of Tax-Credit Scholarships in Georgia, and The Fiscal Impact of a Corporate & Individual Tax-Credit Scholarship Program on the State of Indiana. All three are published by the Friedman Foundation, a think tank which advocates free-market approaches to education. The three reports were reviewed for the Think Twice project by Luis Huerta of Teachers College, Columbia University.
Tax-credit voucher programs – sometimes dubbed neovouchers – provide a non-refundable tax credit to individuals or corporations contributing to non-profit corporations, which then distribute the money to students attending private schools. These neovouchers (often called “scholarships” in the state laws) now exist in six states—Arizona, Pennsylvania, Florida, Rhode Island, Iowa, and Georgia—and others, including Indiana and Montana, are considering them.
The three Friedman reports claim that implementing such programs would result in a net financial saving to the states. They base their conclusions, Huerta observes, on assumptions about the sensitivity of public school revenues and expenditures to enrollment declines, as well as assumptions about a pent-up demand for publicly funded private school choice and the nature and degree of supply and demand pressures. Huerta tests all these assumptions and finds them to be largely groundless and frequently at odds with established research.
In fact, Huerta notes that the reports’ use of research is largely confined to work from advocacy groups like the Friedman Foundation itself. He observes that this “insular approach further calls into question the validity of the new reports’ conclusions.” While the report on Indiana offers a “more thoughtful” approach to research, Huerta continues, the literature it cites is poorly used and doesn’t clearly support the report’s estimates and conclusions.
Huerta’s review hits particularly hard on the reports’ failure to consider key factors concerning private school supply and demand if neovoucher programs were to be implemented. Specifically, these factors are crucial to the reports’ analyses, and the review shows them to be highly problematic. Similarly, the reports fail to adequately account for the additional expenditures of a tax-credit program when it subsidizes families who were going to choose a private school anyway, making their expenditure calculations almost worthless.
“Policymakers should be cautioned to look beyond the seductive promises of increased fiscal savings and efficiency, which are unsubstantiated and inaccurately estimated in these reports,” Huerta concludes. “Instead, policymakers should seek more balanced and empirically robust assessments that would allow them to make informed decisions about how to proceed with effective school reform polices.”
Find Luis web at: www.greatlakescenter.org.
Tuesday, June 16, 2009
New Report on Charter Schools and Student Achievement
Charter Schools Found Not To Have Raised Student Achievement Significantly
The Washington Times (6/16, Billups) reports, "Even as the president has touted the growth of charter schools and his education secretary has decried state caps on their numbers, a new study from Stanford University has found that the nation's charter schools have not significantly raised student achievement when compared with traditional public schools. The study of collective reading and math progress in 2,403 charter schools in 15 states and cities, including the District of Columbia was released Monday by researchers at Stanford's Center for Research on Education Outcomes (CREDO)." Findings "showed that almost half of the charter schools produced results similar to those from comparable public schools, and schools producing worse results than the traditional schools outnumbered those with better numbers by more than 2 to 1."
The Washington Times (6/16, Billups) reports, "Even as the president has touted the growth of charter schools and his education secretary has decried state caps on their numbers, a new study from Stanford University has found that the nation's charter schools have not significantly raised student achievement when compared with traditional public schools. The study of collective reading and math progress in 2,403 charter schools in 15 states and cities, including the District of Columbia was released Monday by researchers at Stanford's Center for Research on Education Outcomes (CREDO)." Findings "showed that almost half of the charter schools produced results similar to those from comparable public schools, and schools producing worse results than the traditional schools outnumbered those with better numbers by more than 2 to 1."
Thursday, May 28, 2009
OEA Educators and Clergy Conference
The 2nd annual Educators and Clergy Conference was held earlier this spring and more than 100 people -- teachers, administrators and clergy -- attended. The Conference topic was how schools and churches can work together to battle the dropout problem.
Some faith-based organizations have programs for kids while other groups and schools are looking for help and direction in this area. The speakers shared successes and challenges of their programs and also heard from representatives from the First Amendment Center about how programs can legally assist schools.
Speakers pictured above are of OEA Vice-President Becky Felts, Reverend George Young, Tulsa Schools Superintendent Keith Ballard, Charles Haynes, Senior Scholar at the First Amendment Center, Patrick McPherson of Lawton, Howard Hendricks the Director of the Oklahoma Department of Human Services, Richard Klinge of Catholic Charities, Julie Roberson of St. Luke's Methodist Church and Officer Wayland Cubit of the Oklahoma City Police.
Wednesday, April 08, 2009
NCLB Issues: Restructuring Schools Won’t Raise Student Achievement
A policy brief by William J. Mathis debunks the NCLB school restructuring alternatives.
RESTRUCTURING SCHOOLS WON’T RAISE STUDENT ACHIEVEMENT
Research predicts failure for NCLB’s ultimate sanctions, concludes new report
EAST LANSING, MI, (April 8, 2009)—A new policy brief finds little evidence that sweeping school restructuring—mandated by the federal government for so-called failing schools—will raise student achievement.
The report is titled NCLB’s Ultimate Restructuring Alternatives: Do They Improve the Quality of Education? It was written by William J. Mathis, adjunct associate professor of school finance at the University of Vermont and a superintendent of schools. The report was released today by the Great Lakes Center for Education Research and Practice.
Mathis’s brief examines the impact of the specific school restructuring approaches required under the federal No Child Left Behind law. Under the law, enacted in 2001, schools are required to be restructured if they fail to make “adequate yearly progress” (measured by meeting test score targets) for six consecutive years.
NCLB school restructuring can take one of the following forms: takeover of the school by the state; turning management of the school over to a private firm; shutting down and reopening as a charter school; or reconstitution of the school by replacing some or all administrators, staff, or faculty. A fifth option provided under the law endorses “any other major restructuring of a school’s governance arrangement.”
The brief reviews the existing body of research on each of the five restructuring options and finds that “there is little or no evidence to suggest that any of these options delivers the promised improvements in academic achievement” but notes that “negative side effects are frequently recorded including increased segregation, substantial, short-term drops in achievement scores and organizational instability.”
Mathis concludes: “Given that these approaches are being proposed for the nation’s most troubled schools, the solutions [currently set forth by NCLB] are likely to be woefully inadequate” and that “reliance on these restructuring options could actually deter schools from exploring more promising approaches of achieving the goal of a sound basic education for every child.”
In light of such findings, Mathis recommends against relying on restructuring sanctions to promote school improvement and encourages the support of research on the effectiveness of other school improvement strategies. He also recommends support for strategies that have been shown increase school improvement including early education, small school communities, and strong counseling and social support systems for students.
Find William Mathis’s report, NCLB’s Ultimate Restructuring Alternatives: Do They Improve the Quality of Education? on the web at: http://www.greatlakescenter.org.
RESTRUCTURING SCHOOLS WON’T RAISE STUDENT ACHIEVEMENT
Research predicts failure for NCLB’s ultimate sanctions, concludes new report
EAST LANSING, MI, (April 8, 2009)—A new policy brief finds little evidence that sweeping school restructuring—mandated by the federal government for so-called failing schools—will raise student achievement.
The report is titled NCLB’s Ultimate Restructuring Alternatives: Do They Improve the Quality of Education? It was written by William J. Mathis, adjunct associate professor of school finance at the University of Vermont and a superintendent of schools. The report was released today by the Great Lakes Center for Education Research and Practice.
Mathis’s brief examines the impact of the specific school restructuring approaches required under the federal No Child Left Behind law. Under the law, enacted in 2001, schools are required to be restructured if they fail to make “adequate yearly progress” (measured by meeting test score targets) for six consecutive years.
NCLB school restructuring can take one of the following forms: takeover of the school by the state; turning management of the school over to a private firm; shutting down and reopening as a charter school; or reconstitution of the school by replacing some or all administrators, staff, or faculty. A fifth option provided under the law endorses “any other major restructuring of a school’s governance arrangement.”
The brief reviews the existing body of research on each of the five restructuring options and finds that “there is little or no evidence to suggest that any of these options delivers the promised improvements in academic achievement” but notes that “negative side effects are frequently recorded including increased segregation, substantial, short-term drops in achievement scores and organizational instability.”
Mathis concludes: “Given that these approaches are being proposed for the nation’s most troubled schools, the solutions [currently set forth by NCLB] are likely to be woefully inadequate” and that “reliance on these restructuring options could actually deter schools from exploring more promising approaches of achieving the goal of a sound basic education for every child.”
In light of such findings, Mathis recommends against relying on restructuring sanctions to promote school improvement and encourages the support of research on the effectiveness of other school improvement strategies. He also recommends support for strategies that have been shown increase school improvement including early education, small school communities, and strong counseling and social support systems for students.
Find William Mathis’s report, NCLB’s Ultimate Restructuring Alternatives: Do They Improve the Quality of Education? on the web at: http://www.greatlakescenter.org.
Saturday, February 21, 2009
2009 Western Region Leadership Conference
Some of you may be wondering what took place at the Western Region Leadership Conference held in Albuquerque, New Mexico in the middle of January. Sadly, all I have is this 6 second video from the Minority Leadership Dinner before I became very ill and bed-ridden.
The OEA had 50 participants and many of our members and staff presented at the conference. All of the attendees had a great time with workshops and they also did a tremendous job in raising funds for the NEA Fund for Children and Public Education.
Saturday, January 31, 2009
OEA Community Conversations:ELL Issues
The OEA has initiated and participated in "community conversations” projects, which seek input and ideas from the community served by schools so the school can better understand and address the issues and concerns important to that community.
The first project involves Putnam City West High School and the Hispanic community. Listening to the concerns of parents and using bilingual communication allows for the opportunity to address needs in a non-intimidating fashion. Because of these conversations, parents and teachers more fully understand the barriers that language can play in impeding parental involvement. Parents want to be involved and want help because they want the best for their children and that means keeping them in school.
The first project involves Putnam City West High School and the Hispanic community. Listening to the concerns of parents and using bilingual communication allows for the opportunity to address needs in a non-intimidating fashion. Because of these conversations, parents and teachers more fully understand the barriers that language can play in impeding parental involvement. Parents want to be involved and want help because they want the best for their children and that means keeping them in school.
Saturday, January 24, 2009
Lesson Plans:2009 Stamps pt 1
The first issues of the 2009 stamps include the 50th anniversary of Alaska statehood , 150th anniversary of Oregon Statehood, this year's Lunar New Year stamp featuring the Year of the Ox and a stamp commemorating Edgar Allan Poe. These stamps can lead to a number of lesson plans in geography, history, literature, and multi-cultural ideas just to name a few.
Wednesday, January 21, 2009
Arne Duncan and the HELP Committee
On January 13th, the Senate Committee on Health, Education, Labor, and Pensions (HELP-which includes Senator Coburn) held a hearing to consider the nomination of Arne Duncan as Secretary of Education. Here is a summary of that hearing.
The hearing was chaired by Senator Harkin (D-IA) in the absence of Senator Kennedy (D-MA). Also in attendance at the hearing were Senators Mikulski (D-MD), Reed (D-RI), Sanders (I-VT), Murray (D-WA), Enzi (R-WY), Alexander (R-TN), Coburn (R-OK), Roberts (R-KS), Burr (R-NC), Isakson (R-GA), Murkowski (R-AK), and Hatch (R-UT).
Opening Statements Superintendent Duncan was introduced by Senator Durbin (D-IL), who cited Duncan’s success in raising test scores and decreasing dropout rates and in working closely with the business community and unions. Senator Enzi, ranking Member on the Committee, made an opening statement in which he expressed his pleasure at Duncan’s “support for merit pay and charter schools.”
In his opening statement, Superintendent Duncan cited three “deeply held beliefs:”
1. Every child from every background can be successful.
2. When we fail to educate children, we “perpetuate poverty and social failure.”
3. Children have only one chance to be educated – we cannot wait because they cannot wait.
He spoke about wanting to focus on things that are practical, pragmatic, and innovative. His statement focused on the themes of recognizing and rewarding excellence, challenging the status quo, elevating the teaching profession, and scaling up what works. In his written statement submitted to the committee, Duncan stated with regard to NCLB, "I have seen the law's power and its limitations. I agree with the president-elect that we should neither bury NCLB nor praise it without reservation."
Questions and Answers
· Teacher Incentive Fund/Pay-for performance – Senator Alexander asked about Duncan’s views on the Teacher Incentive Fund (TIF). Senator Burr asked about expanding pay-for-performance programs. Duncan stated that he is a big fan of TIF, calling it “one of the best things Secretary Spellings did.” He mentioned that he received TIF funds in Chicago and thought it was a highly successful program that rewards talent and helps to attract and keep great teachers where they are needed most. His goal is to reward excellent teachers. He wants to support and potentially expand TIF. Duncan indicated he had a teacher advisory council in Chicago that helped shaped the program and spoke positively about his partnership with the union. He also wants to look for other ways to support teachers and attract them to high-need areas, including career ladders.
· Teach for America – Senator Harkin expressed strong support for Teach for America (TFA). He stated that a “high percentage of Teach for America alumnae stay in teaching and become excellent teachers.” He indicated that TFA needs more money than Congress currently provides ($14 million). Harkin asked Duncan about his familiarity with Wendy Kopp, the head of TFA, and his views on the program. Duncan stated that he is a huge fan of Wendy, calling her “one of a breed of educational entrepreneurs that includes Jonathan Schnur (Executive Director of New Leaders for Schools)” who are “changing the face of public education.” He expressed his strong support for TFA and talked about the partnership Chicago schools had with the program. He called it a “pipeline of talent” and indicated that many TFA alumni are principals in Chicago schools and many are among his advisors. He would like to scale up TFA quickly.
· Teacher retention – Senator Mikulski asked why so many teachers leave the profession after only a few years and what can be done to retain quality teachers. Duncan talked about the need to support new teachers, including through induction and mentoring programs. He also indicated his support for career ladders. Duncan indicated that teaching is an art, not a science, and that it takes 10-15 years to develop excellent teachers.
· Teacher compensation – Senator Roberts indicated that the main reason teachers leave the profession is the need for more money. Duncan did not provide a response to this statement as no question was asked.
· Teacher preparation – In response to a question from Senator Reed, Duncan indicated his desire to work with institutions of higher education to make sure that teachers are prepared. He also stated his support for teacher residency programs. In addition, he stated support for alternative licensure programs.
· Early childhood education – Senators Harkin and Sanders asked questions about early childhood education and the need to ensure that children come to school ready to learn In his responses, Duncan cited the Obama “zero to five” plan and his goals for improving the quality of and access to early childhood programs. Duncan indicated that there is nothing more important than getting kids ready to learn and that early childhood programs need to be much more than glorified babysitting. Duncan also indicated support for a goal of moving to universal access to quality child care.
· Higher education – Senator Murray and Senator Sanders asked about access to and affordability of higher education. Duncan responded that we need to reduce barriers to higher education, including simplifying the federal financial aid application. He also indicated his support for increasing the Pell Grant award, and the American Opportunity Tax Credit. He also stated support for loan forgiveness, cautioning that there has to be mutual responsibility and those who receive loan forgiveness must give back to the community.
Senator Burr asked about higher education matriculation rates and how long the government should have to pay for students to attend higher education. Duncan responded that he did not have a specific answer but would want to look for ways to support people who are trying to take advantage of the opportunity of higher education, including those who may need to take longer to complete their education.
· 21st Century skills – In response to a question from Senator Murray about preparing students for the jobs of tomorrow, Duncan highlighted the disconnect between the business community and education and his hopes for bridging those gaps. He stated his concern about the need to prepare students for 21st Century skills and gave the example of nursing, which cannot be outsourced.
· IDEA special education – Senator Roberts asked about IDEA funding, indicating that IDEA is currently the “biggest unfunded mandate foisted on schools.” Roberts indicated his strong support for increasing the federal share of IDEA costs. Duncan spoke about living on “the other side of the unfunded mandate” and the high price that mandate has had in Chicago’s schools.
· Highly qualified teachers/Special education --- Senator Coburn raised concerns about the impact of the definition of “highly qualified teacher” on special educators and the loss of teachers due to this problem. Senator Isakson later followed up with a similar question. In response, Duncan indicated that we need to take another look at things that are impractical and we need to be more pragmatic.
· Assessments for students with disabilities – Senator Isakson raised the issue of assessing students with disabilities and his belief that the IEP should determine the type of assessment. In response Duncan stated, “I tend to agree with you. We need to be practical.” He further added, “For English Language Learners, we need assessments that test knowledge. If we give an assessment they cannot read, what good is it?”
Senator Harkin raised the “one percent” and “two percent” rules, which limit the number of students with disabilities who can be tested with alternative assessments and count toward AYP. Harkin was concerned that these rules “leave as many as 30% of students with disabilities not counted.” Duncan stated that he “philosophically agrees” with the Senator.
· Adequate Yearly Progress – Senator Isakson raised concerns about judging schools on the failure of one subgroup. Duncan indicated his support for disaggregated data and growth models, but that it is too blunt an instrument to measure a school because of one student in one subgroup.
· Charter schools -- In response to a question from Senator Alexander, Duncan indicated that he is a great supporter of charter schools. However, he believes in holding charter schools accountable and does not believe that just anyone should be able to open a charter school. In Chicago, he stated that charters were successful because they had “rigorous strict standards up front.” In short, he supports creating schools in any format that works.
· Community schools – Senator Sanders asked about the provision of health services in schools. Duncan responded that schools should be community centers and provide services to the whole community. They should be open for 12 hours, not 6, to allow access for working parents.
· Dropout/Graduation rates – Senator Burr asked about the dropout rate problem. Duncan responded that the U.S. hasn’t so much fallen behind other countries as other countries have surpassed us. He stated that we do not need to look overseas to find good models for reducing dropout rates. He wants to “shine a light” on excellent programs in the United States and scale up what is working.
· Physical education – Senator Harkin spoke about the importance of physical education programs and the problems of childhood obesity. Duncan agreed, noting that his wife is a PE teacher.
· Challenges in rural areas – Senator Murkowski mentioned the challenges of education in a vast rural state like Alaska, and invited Duncan to visit Alaska to see these challenges first hand. She asked about a focus on middle school. Duncan indicated that there is “no magic bullet” as to which grade levels are most important and reiterated his themes of being practical, pragmatic, and focusing on what works.
Closing Statement
Senator Harkin closed the hearing by indicating his hope and expectation that Duncan would be confirmed unanimously by the full Senate.
The hearing was chaired by Senator Harkin (D-IA) in the absence of Senator Kennedy (D-MA). Also in attendance at the hearing were Senators Mikulski (D-MD), Reed (D-RI), Sanders (I-VT), Murray (D-WA), Enzi (R-WY), Alexander (R-TN), Coburn (R-OK), Roberts (R-KS), Burr (R-NC), Isakson (R-GA), Murkowski (R-AK), and Hatch (R-UT).
Opening Statements Superintendent Duncan was introduced by Senator Durbin (D-IL), who cited Duncan’s success in raising test scores and decreasing dropout rates and in working closely with the business community and unions. Senator Enzi, ranking Member on the Committee, made an opening statement in which he expressed his pleasure at Duncan’s “support for merit pay and charter schools.”
In his opening statement, Superintendent Duncan cited three “deeply held beliefs:”
1. Every child from every background can be successful.
2. When we fail to educate children, we “perpetuate poverty and social failure.”
3. Children have only one chance to be educated – we cannot wait because they cannot wait.
He spoke about wanting to focus on things that are practical, pragmatic, and innovative. His statement focused on the themes of recognizing and rewarding excellence, challenging the status quo, elevating the teaching profession, and scaling up what works. In his written statement submitted to the committee, Duncan stated with regard to NCLB, "I have seen the law's power and its limitations. I agree with the president-elect that we should neither bury NCLB nor praise it without reservation."
Questions and Answers
· Teacher Incentive Fund/Pay-for performance – Senator Alexander asked about Duncan’s views on the Teacher Incentive Fund (TIF). Senator Burr asked about expanding pay-for-performance programs. Duncan stated that he is a big fan of TIF, calling it “one of the best things Secretary Spellings did.” He mentioned that he received TIF funds in Chicago and thought it was a highly successful program that rewards talent and helps to attract and keep great teachers where they are needed most. His goal is to reward excellent teachers. He wants to support and potentially expand TIF. Duncan indicated he had a teacher advisory council in Chicago that helped shaped the program and spoke positively about his partnership with the union. He also wants to look for other ways to support teachers and attract them to high-need areas, including career ladders.
· Teach for America – Senator Harkin expressed strong support for Teach for America (TFA). He stated that a “high percentage of Teach for America alumnae stay in teaching and become excellent teachers.” He indicated that TFA needs more money than Congress currently provides ($14 million). Harkin asked Duncan about his familiarity with Wendy Kopp, the head of TFA, and his views on the program. Duncan stated that he is a huge fan of Wendy, calling her “one of a breed of educational entrepreneurs that includes Jonathan Schnur (Executive Director of New Leaders for Schools)” who are “changing the face of public education.” He expressed his strong support for TFA and talked about the partnership Chicago schools had with the program. He called it a “pipeline of talent” and indicated that many TFA alumni are principals in Chicago schools and many are among his advisors. He would like to scale up TFA quickly.
· Teacher retention – Senator Mikulski asked why so many teachers leave the profession after only a few years and what can be done to retain quality teachers. Duncan talked about the need to support new teachers, including through induction and mentoring programs. He also indicated his support for career ladders. Duncan indicated that teaching is an art, not a science, and that it takes 10-15 years to develop excellent teachers.
· Teacher compensation – Senator Roberts indicated that the main reason teachers leave the profession is the need for more money. Duncan did not provide a response to this statement as no question was asked.
· Teacher preparation – In response to a question from Senator Reed, Duncan indicated his desire to work with institutions of higher education to make sure that teachers are prepared. He also stated his support for teacher residency programs. In addition, he stated support for alternative licensure programs.
· Early childhood education – Senators Harkin and Sanders asked questions about early childhood education and the need to ensure that children come to school ready to learn In his responses, Duncan cited the Obama “zero to five” plan and his goals for improving the quality of and access to early childhood programs. Duncan indicated that there is nothing more important than getting kids ready to learn and that early childhood programs need to be much more than glorified babysitting. Duncan also indicated support for a goal of moving to universal access to quality child care.
· Higher education – Senator Murray and Senator Sanders asked about access to and affordability of higher education. Duncan responded that we need to reduce barriers to higher education, including simplifying the federal financial aid application. He also indicated his support for increasing the Pell Grant award, and the American Opportunity Tax Credit. He also stated support for loan forgiveness, cautioning that there has to be mutual responsibility and those who receive loan forgiveness must give back to the community.
Senator Burr asked about higher education matriculation rates and how long the government should have to pay for students to attend higher education. Duncan responded that he did not have a specific answer but would want to look for ways to support people who are trying to take advantage of the opportunity of higher education, including those who may need to take longer to complete their education.
· 21st Century skills – In response to a question from Senator Murray about preparing students for the jobs of tomorrow, Duncan highlighted the disconnect between the business community and education and his hopes for bridging those gaps. He stated his concern about the need to prepare students for 21st Century skills and gave the example of nursing, which cannot be outsourced.
· IDEA special education – Senator Roberts asked about IDEA funding, indicating that IDEA is currently the “biggest unfunded mandate foisted on schools.” Roberts indicated his strong support for increasing the federal share of IDEA costs. Duncan spoke about living on “the other side of the unfunded mandate” and the high price that mandate has had in Chicago’s schools.
· Highly qualified teachers/Special education --- Senator Coburn raised concerns about the impact of the definition of “highly qualified teacher” on special educators and the loss of teachers due to this problem. Senator Isakson later followed up with a similar question. In response, Duncan indicated that we need to take another look at things that are impractical and we need to be more pragmatic.
· Assessments for students with disabilities – Senator Isakson raised the issue of assessing students with disabilities and his belief that the IEP should determine the type of assessment. In response Duncan stated, “I tend to agree with you. We need to be practical.” He further added, “For English Language Learners, we need assessments that test knowledge. If we give an assessment they cannot read, what good is it?”
Senator Harkin raised the “one percent” and “two percent” rules, which limit the number of students with disabilities who can be tested with alternative assessments and count toward AYP. Harkin was concerned that these rules “leave as many as 30% of students with disabilities not counted.” Duncan stated that he “philosophically agrees” with the Senator.
· Adequate Yearly Progress – Senator Isakson raised concerns about judging schools on the failure of one subgroup. Duncan indicated his support for disaggregated data and growth models, but that it is too blunt an instrument to measure a school because of one student in one subgroup.
· Charter schools -- In response to a question from Senator Alexander, Duncan indicated that he is a great supporter of charter schools. However, he believes in holding charter schools accountable and does not believe that just anyone should be able to open a charter school. In Chicago, he stated that charters were successful because they had “rigorous strict standards up front.” In short, he supports creating schools in any format that works.
· Community schools – Senator Sanders asked about the provision of health services in schools. Duncan responded that schools should be community centers and provide services to the whole community. They should be open for 12 hours, not 6, to allow access for working parents.
· Dropout/Graduation rates – Senator Burr asked about the dropout rate problem. Duncan responded that the U.S. hasn’t so much fallen behind other countries as other countries have surpassed us. He stated that we do not need to look overseas to find good models for reducing dropout rates. He wants to “shine a light” on excellent programs in the United States and scale up what is working.
· Physical education – Senator Harkin spoke about the importance of physical education programs and the problems of childhood obesity. Duncan agreed, noting that his wife is a PE teacher.
· Challenges in rural areas – Senator Murkowski mentioned the challenges of education in a vast rural state like Alaska, and invited Duncan to visit Alaska to see these challenges first hand. She asked about a focus on middle school. Duncan indicated that there is “no magic bullet” as to which grade levels are most important and reiterated his themes of being practical, pragmatic, and focusing on what works.
Closing Statement
Senator Harkin closed the hearing by indicating his hope and expectation that Duncan would be confirmed unanimously by the full Senate.
Tuesday, January 20, 2009
Lesson Plans: 2009 Inauguration Day
With today's historic inauguration taking place, you can find a variety of lesson plans for your classroom.
Monday, January 19, 2009
Martin Luther King, Jr. Day-A Day of Service
Martin Luther King, Jr.-Everything you wanted to know about Dr. King
Everybody can be great... because anybody can serve. You don't have to have a college degree to serve. You don't have to make your subject and verb agree to serve. You only need a heart full of grace. A soul generated by love.
Everybody can be great... because anybody can serve. You don't have to have a college degree to serve. You don't have to make your subject and verb agree to serve. You only need a heart full of grace. A soul generated by love.
Thursday, January 15, 2009
Poverty And Minority Students Seen As Major Challenges To Some Oklahoma Districts.
Another example of the challenges facing educators who teach kids in poverty. This issue isn't going to go away.
The AP (1/13) reports that "poverty and a growing population of minority students, including non-English speaking Hispanics, are presenting major challenges to public schools in Oklahoma City and Tulsa, a state school official said Monday." According to State Superintendent of Public Instruction Sandy Garrett, in both districts, "more than 80 percent of students in both districts qualify for free or reduced lunches because of their families' low income levels." Garrett joined "Higher Education Chancellor Glen Johnson "to present performance reviews of their systems" to the budget panel. During the presentation, Garrett "stressed her preference for expanding the school year and the school day to improve the education of Oklahoma students." She told the panel that "excessive testing to meet state and federal mandates is leaving little time for teachers to teach, suggesting that some testing chores in some subjects could be handled at the local level."
The AP (1/13) reports that "poverty and a growing population of minority students, including non-English speaking Hispanics, are presenting major challenges to public schools in Oklahoma City and Tulsa, a state school official said Monday." According to State Superintendent of Public Instruction Sandy Garrett, in both districts, "more than 80 percent of students in both districts qualify for free or reduced lunches because of their families' low income levels." Garrett joined "Higher Education Chancellor Glen Johnson "to present performance reviews of their systems" to the budget panel. During the presentation, Garrett "stressed her preference for expanding the school year and the school day to improve the education of Oklahoma students." She told the panel that "excessive testing to meet state and federal mandates is leaving little time for teachers to teach, suggesting that some testing chores in some subjects could be handled at the local level."
Tuesday, December 16, 2008
Arne Duncan Next Secretary of Education
Obama names Arne Duncan next education secretary
Duncan has called for doubling NCLB funding and adding more flexibility into the law
President-elect Obama: “In the next few years, the decisions we make about how to educate our children will shape our future for generations to come. When it comes to school reform, Arne is the most hands-on of hands-on practitioners. For Arne, school reform isn’t just a theory in a book – it’s the cause of his life. And the results aren’t just about test scores or statistics, but about whether our children are developing the skills they need to compete with any worker in the world for any job. With his leadership, I am confident that together, we will bring our education system – and our economy – into the 21st century, and give all our kids the chance to succeed."
Arne Duncan: "Whether it’s fighting poverty, strengthening the economy or promoting opportunity, education is the common thread. It is the civil rights issue of our generation and it is the one sure path to a more equal, fair and just society. While there are no simple answers, I know from experience that when you focus on basics like reading and math, when you embrace innovative new approaches to learning, and when you create a professional climate that attracts great teachers -- you can make a difference for children."
NEA President Dennis Van Roekel:“This could be the beginning of a promising new period for public education in this country. Arne Duncan has said before Congress that funding for NCLB should be doubled within five years, and that the law must be amended to give schools the maximum amount of flexibility possible. For too long, federal education policy has been about teaching to the test, and Duncan could use his new position to move beyond those failed policies, and provide every child with 21st century skills.”
In Chicago, Duncan set his sights on reducing the dropout rate, reducing school violence and creating successful new schools. His efforts have shown his commitment to quality public schools, Van Roekel said, and willingness to make decisive, bold changes.
Jo Anderson, Executive Director of the Illinois Education Association:"We applaud President-Elect Obama's choice of Arne Duncan to be the next Secretary of Education. In IEA-NEA, we have worked collaboratively with Arne Duncan on a number of ways to improve all Illinois public schools, including increased funding. In our experience, Arne Duncan is committed to working with others including the unions to promote excellence and equity in public education."
Duncan will inherit significant baggage from the failed policies of the Bush administration. NCLB is underfunded by $71 billion, and in economic downturns, school funding suffers.
“This is a challenging time for President Obama and for Secretary Duncan,” Van Roekel said. “We look forward to working together, along with parents and community leaders, to create great public schools for every student.”
###
Duncan has called for doubling NCLB funding and adding more flexibility into the law
President-elect Obama: “In the next few years, the decisions we make about how to educate our children will shape our future for generations to come. When it comes to school reform, Arne is the most hands-on of hands-on practitioners. For Arne, school reform isn’t just a theory in a book – it’s the cause of his life. And the results aren’t just about test scores or statistics, but about whether our children are developing the skills they need to compete with any worker in the world for any job. With his leadership, I am confident that together, we will bring our education system – and our economy – into the 21st century, and give all our kids the chance to succeed."
Arne Duncan: "Whether it’s fighting poverty, strengthening the economy or promoting opportunity, education is the common thread. It is the civil rights issue of our generation and it is the one sure path to a more equal, fair and just society. While there are no simple answers, I know from experience that when you focus on basics like reading and math, when you embrace innovative new approaches to learning, and when you create a professional climate that attracts great teachers -- you can make a difference for children."
NEA President Dennis Van Roekel:“This could be the beginning of a promising new period for public education in this country. Arne Duncan has said before Congress that funding for NCLB should be doubled within five years, and that the law must be amended to give schools the maximum amount of flexibility possible. For too long, federal education policy has been about teaching to the test, and Duncan could use his new position to move beyond those failed policies, and provide every child with 21st century skills.”
In Chicago, Duncan set his sights on reducing the dropout rate, reducing school violence and creating successful new schools. His efforts have shown his commitment to quality public schools, Van Roekel said, and willingness to make decisive, bold changes.
Jo Anderson, Executive Director of the Illinois Education Association:"We applaud President-Elect Obama's choice of Arne Duncan to be the next Secretary of Education. In IEA-NEA, we have worked collaboratively with Arne Duncan on a number of ways to improve all Illinois public schools, including increased funding. In our experience, Arne Duncan is committed to working with others including the unions to promote excellence and equity in public education."
Duncan will inherit significant baggage from the failed policies of the Bush administration. NCLB is underfunded by $71 billion, and in economic downturns, school funding suffers.
“This is a challenging time for President Obama and for Secretary Duncan,” Van Roekel said. “We look forward to working together, along with parents and community leaders, to create great public schools for every student.”
###
Thursday, December 11, 2008
Ed Kelley on Clara Luper
Mr. Kelley pays tribute to Clara Luper. Mrs. Luper was one of my high school teachers at John Marshall back in the mid-seventies.
Saturday, December 06, 2008
Reducing the Dropout Rate
The Oklahoma Education Association has been actively involved in a variety of programs that will reduce the drop out rate. This column was in the Oklahoman today or you can read it below.
In recent days, The Oklahoman has featured the importance of addressing the dropout rate. While there may be a variety of reasons kids drop out, it is important for them, and for Oklahoma and our nation, that they remain in school. The Oklahoma Education Association is committed to addressing those needs.
The OEA has initiated and participated in "community conversations” projects, which seek input and ideas from the community served by schools so the school can better understand and address the issues and concerns important to that community.
The first project involves Putnam City West High School and the Hispanic community. Listening to the concerns of parents and using bilingual communication allows for the opportunity to address needs in a non-intimidating fashion. Because of these conversations, parents and teachers more fully understand the barriers that language can play in impeding parental involvement. Parents want to be involved and want help because they want the best for their children and that means keeping them in school.
In Weatherford, the OEA joined an already-formed task force addressing the needs of American Indian students that includes the Cheyenne-Arapaho Tribe. Understanding the Native American culture and having those conversations with parents and tribal leaders will give everyone involved in education a greater opportunity to keep students in school.
On March 30, the featured topic at the second annual OEA Educator’s and Clergy Conference will be the dropout issue and how we can focus on ways in which schools can work with the faith community to have an impact on the dropout rates.
The ability to read is essential for kids to be successful and stay in school; not being able to read contributes greatly to the increase in the dropout rate. The OEA Read Across America program not only promotes the love and joy of reading, but also the positive impact being able to read has on students’ lives. In the past 12 years, tens of thousands of kids have participated in the program and been exposed to positive reading experiences.
It is extremely important for students and parents to understand the economic impact on the dropout. According to U.S. Census Bureau, a high school dropout will annually earn approximately $19,169 as compared with $28,645 for someone with a diploma or $51,554 for an individual with a bachelor’s degree.
No matter what the reasons for dropping out, quality teachers make all the difference in the world. OEA members mentor kids and provide a variety of opportunities for them to be successful and stay in school. There are also many times where students unburden themselves to caring teachers and counselors and the bonds formed between student and teacher keeps kids in school as well.
The OEA is serious about lowering the dropout rate. Losing even one child is unacceptable. We all need to work together to address this issue. Dropout rates aren’t statistics; they’re kids Oklahoma can’t afford to lose.
In recent days, The Oklahoman has featured the importance of addressing the dropout rate. While there may be a variety of reasons kids drop out, it is important for them, and for Oklahoma and our nation, that they remain in school. The Oklahoma Education Association is committed to addressing those needs.
The OEA has initiated and participated in "community conversations” projects, which seek input and ideas from the community served by schools so the school can better understand and address the issues and concerns important to that community.
The first project involves Putnam City West High School and the Hispanic community. Listening to the concerns of parents and using bilingual communication allows for the opportunity to address needs in a non-intimidating fashion. Because of these conversations, parents and teachers more fully understand the barriers that language can play in impeding parental involvement. Parents want to be involved and want help because they want the best for their children and that means keeping them in school.
In Weatherford, the OEA joined an already-formed task force addressing the needs of American Indian students that includes the Cheyenne-Arapaho Tribe. Understanding the Native American culture and having those conversations with parents and tribal leaders will give everyone involved in education a greater opportunity to keep students in school.
On March 30, the featured topic at the second annual OEA Educator’s and Clergy Conference will be the dropout issue and how we can focus on ways in which schools can work with the faith community to have an impact on the dropout rates.
The ability to read is essential for kids to be successful and stay in school; not being able to read contributes greatly to the increase in the dropout rate. The OEA Read Across America program not only promotes the love and joy of reading, but also the positive impact being able to read has on students’ lives. In the past 12 years, tens of thousands of kids have participated in the program and been exposed to positive reading experiences.
It is extremely important for students and parents to understand the economic impact on the dropout. According to U.S. Census Bureau, a high school dropout will annually earn approximately $19,169 as compared with $28,645 for someone with a diploma or $51,554 for an individual with a bachelor’s degree.
No matter what the reasons for dropping out, quality teachers make all the difference in the world. OEA members mentor kids and provide a variety of opportunities for them to be successful and stay in school. There are also many times where students unburden themselves to caring teachers and counselors and the bonds formed between student and teacher keeps kids in school as well.
The OEA is serious about lowering the dropout rate. Losing even one child is unacceptable. We all need to work together to address this issue. Dropout rates aren’t statistics; they’re kids Oklahoma can’t afford to lose.
Friday, November 14, 2008
Urban League's Awards Luncheon
OEA members and staff attended the Urban League's 2008 Equal Opportunity Summit Awards Luncheon where State Superintendent Sandy Garrett and INTEGRIS Health were honored for their leadership and contributions in improving urban education.
Oklahoma City Public Schools Superintendent Karl Springer and Tulsa Public Schools Superintendent Dr. Keith Ballard shared their thoughts and ideas about turning their districts into the best urban education districts in the country.
Dr. Ballard addressed a number of issues including funding. He told about a recent experience with the father of a teacher who was disappointed his daughter went to teach in Kansas. The district there was paying her $10,000 more a year. The father wanted his daughter to move back but she couldn't take the pay cut.
Dr. Ballard said raising Oklahoma's per pupil expenditure to the regional average would bring that man's daughter back to Oklahoma and keep quality teachers in state. He also said raising the per pupil expenditure is important because our kids deserve the best.
His concerns can be addressed by HOPE-SQ 744. Oklahoma can get to the regional average by its passage. Help us make a difference by supporting HOPE.
Oklahoma City Public Schools Superintendent Karl Springer and Tulsa Public Schools Superintendent Dr. Keith Ballard shared their thoughts and ideas about turning their districts into the best urban education districts in the country.
Dr. Ballard addressed a number of issues including funding. He told about a recent experience with the father of a teacher who was disappointed his daughter went to teach in Kansas. The district there was paying her $10,000 more a year. The father wanted his daughter to move back but she couldn't take the pay cut.
Dr. Ballard said raising Oklahoma's per pupil expenditure to the regional average would bring that man's daughter back to Oklahoma and keep quality teachers in state. He also said raising the per pupil expenditure is important because our kids deserve the best.
His concerns can be addressed by HOPE-SQ 744. Oklahoma can get to the regional average by its passage. Help us make a difference by supporting HOPE.
Friday, October 10, 2008
Reasons for Ruby Payne
I received this email from TCTA member K Holland. She is willing to share her story with everyone and her hopes of what people can get out of hearing Ruby Payne at the OEA Convention on October 16th.
Roy--
I thought I might share a couple of local news stories with you. The stories are very pertinent with the upcoming convention with Ruby Payne. Tulsa Public schools has an 82% free/reduced lunch rate, many like mine are close to 100%. As you are aware, poverty breeds violence. I want to thank you for changing the convention to meeting the needs of our society. The convention has always been good, but many of our members have not truly taken advantage of all the workshops at the conventions. Ruby Payne is fantastic and very meaningful in our turbulent economic times.
The first new story occurred at Booker T Washington High School(one of the top schools in the state and a magnet school) and also Lynn Stockley's school. This school is usually only in the news for their academic successes not violence. Last week they had a 2 hour lock down and police searched the school and found students with 3 guns and ammunition. On Monday, the following story was on KOTV about girls fighting at BTW (be sure and watch the interview with our district's new police chief)
http://www.newson6.com/global/story.asp?s=9133066
As a result of this story, KOTV received hundreds of calls from parents, teachers and principals about the problem of girl fights. KOTV received word that a teacher had been hurt in a girl fight (myself). [A week ago, I underwent shoulder surgery after being thrown against a wall at school, while trying to stop a girl fight. The surgeon reattached three tendons in my rotator cuff as well as reattaching my bicep tendon. I will return to work next week, but undergo four months of physical therapy]
I agreed to the interview after confirmation from the district that I would not be reassigned. I made sure that Denzel was interviewed as well as my principal so I was not the only one discussing the problem. Here is the story and video.
http://www.newson6.com/Global/story.asp?S=9141290
At the bottom of the story you can click on comments to read the public's reaction to the story. Over 70 people have left comments compared to 8 for the story on Wayman Tisdale! Comments have come in from as far away as New York . Many are from Tulsa teachers. Here is an example of one of the many comments:
"I am so glad that this article is out! I don't think people understand the difficulties that Teachers face these days. The disrespect is out of control. These kids talk to the Teachers like they are dirt and then when the kid gets in trouble, the parent comes to the school and cusses everyone out. I run one of the In School Intervention programs at a local high school. It's a sad thing when I come to school and actually sit in my classroom in fear."
Tulsa ISI teacher
The comments have given me hope that the general public are beginning to realize what schools are like today. People are realizing that we need assistance and we need it now.
I realize that sometimes OEA members from smaller schools/districts or rural areas do not understand the challenges we face in the inner-city areas. Yes, I do realize they have as many problems as we do, but of a different nature. I realize girl fighting has gone on since the dawn of education, however video taping the fights with cell phones and broadcasting the fight on the web has not. I hope by shedding light on this problem we can stop this problem before it becomes a major problem for all schools in Oklahoma .
Hopefully, OEA can help our legislators to understand the violence and fear some teachers deal with on a daily basis.
I just wanted to let you know what has been happening in Tulsa . Again, I thank you for bringing in Ruby Payne to the convention.
K Holland
TCTA
Roy--
I thought I might share a couple of local news stories with you. The stories are very pertinent with the upcoming convention with Ruby Payne. Tulsa Public schools has an 82% free/reduced lunch rate, many like mine are close to 100%. As you are aware, poverty breeds violence. I want to thank you for changing the convention to meeting the needs of our society. The convention has always been good, but many of our members have not truly taken advantage of all the workshops at the conventions. Ruby Payne is fantastic and very meaningful in our turbulent economic times.
The first new story occurred at Booker T Washington High School(one of the top schools in the state and a magnet school) and also Lynn Stockley's school. This school is usually only in the news for their academic successes not violence. Last week they had a 2 hour lock down and police searched the school and found students with 3 guns and ammunition. On Monday, the following story was on KOTV about girls fighting at BTW (be sure and watch the interview with our district's new police chief)
http://www.newson6.com/global/story.asp?s=9133066
As a result of this story, KOTV received hundreds of calls from parents, teachers and principals about the problem of girl fights. KOTV received word that a teacher had been hurt in a girl fight (myself). [A week ago, I underwent shoulder surgery after being thrown against a wall at school, while trying to stop a girl fight. The surgeon reattached three tendons in my rotator cuff as well as reattaching my bicep tendon. I will return to work next week, but undergo four months of physical therapy]
I agreed to the interview after confirmation from the district that I would not be reassigned. I made sure that Denzel was interviewed as well as my principal so I was not the only one discussing the problem. Here is the story and video.
http://www.newson6.com/Global/story.asp?S=9141290
At the bottom of the story you can click on comments to read the public's reaction to the story. Over 70 people have left comments compared to 8 for the story on Wayman Tisdale! Comments have come in from as far away as New York . Many are from Tulsa teachers. Here is an example of one of the many comments:
"I am so glad that this article is out! I don't think people understand the difficulties that Teachers face these days. The disrespect is out of control. These kids talk to the Teachers like they are dirt and then when the kid gets in trouble, the parent comes to the school and cusses everyone out. I run one of the In School Intervention programs at a local high school. It's a sad thing when I come to school and actually sit in my classroom in fear."
Tulsa ISI teacher
The comments have given me hope that the general public are beginning to realize what schools are like today. People are realizing that we need assistance and we need it now.
I realize that sometimes OEA members from smaller schools/districts or rural areas do not understand the challenges we face in the inner-city areas. Yes, I do realize they have as many problems as we do, but of a different nature. I realize girl fighting has gone on since the dawn of education, however video taping the fights with cell phones and broadcasting the fight on the web has not. I hope by shedding light on this problem we can stop this problem before it becomes a major problem for all schools in Oklahoma .
Hopefully, OEA can help our legislators to understand the violence and fear some teachers deal with on a daily basis.
I just wanted to let you know what has been happening in Tulsa . Again, I thank you for bringing in Ruby Payne to the convention.
K Holland
TCTA
Wednesday, August 20, 2008
Clara Luper and the 50th Anniversary of the Katz Sit-In
On the first day of school, while sitting in my Oklahoma History class, the teacher announced to the class, "My name is Clara Luper, I've been arrested 26 times and everything you've read about me is true."
This was not the normal teacher introduction I was used to hearing. I'd only been in Oklahoma since the 7th grade and my normal reading material in the newspaper consisted of the sports section and the comics. When I had dinner that evening and my parents asked me how school went, I had something different to talk about.
In my junior year, I had Mrs. Luper for Human Relations. What I remember most about her teaching was she instilled a sense of self-worth and dignity in her students and I will always thank her for her caring about me in that manner.
Yesterday I attended the ceremony at the Oklahoma History Center honoring Mrs. Luper and the kids, now adults, who participated in the Katz Drug Store sit-ins. It took tremendous courage, for all of those involved, to work for social justice. We were told both white and black people, for different reasons, were against the action, but these people persevered and changed the course of Oklahoma History. (Related Stories- 1 Slide Show OK Editorial Ch9 Story and Video Links Washington Times)
Having a teacher who not only taught history, but was part of a defining moment of our state's history, was a great opportunity for me as a student.
Thank you Mrs. Luper.
This was not the normal teacher introduction I was used to hearing. I'd only been in Oklahoma since the 7th grade and my normal reading material in the newspaper consisted of the sports section and the comics. When I had dinner that evening and my parents asked me how school went, I had something different to talk about.
In my junior year, I had Mrs. Luper for Human Relations. What I remember most about her teaching was she instilled a sense of self-worth and dignity in her students and I will always thank her for her caring about me in that manner.
Yesterday I attended the ceremony at the Oklahoma History Center honoring Mrs. Luper and the kids, now adults, who participated in the Katz Drug Store sit-ins. It took tremendous courage, for all of those involved, to work for social justice. We were told both white and black people, for different reasons, were against the action, but these people persevered and changed the course of Oklahoma History. (Related Stories- 1 Slide Show OK Editorial Ch9 Story and Video Links Washington Times)
Having a teacher who not only taught history, but was part of a defining moment of our state's history, was a great opportunity for me as a student.
Thank you Mrs. Luper.
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