A mediocre teacher in every classroom

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In what may be considered a blessing, charter schools are having trouble staffing their schools. To solve that problem in New York, the State University of New York (SUNY) Charter School Institute is going to make it easier to “certify” teachers to staff their charter schools.

Currently in New York, to obtain a teaching license one must earn a graduate degree in education from an accredited university and pass some sort of test or performance assessment. Other states require either a 4 year degree/certification program or a two year alternate route as many states offer as well as the test and/or performance assessment.

According to the New York Times the SUNY proposal states, along with a Bachelor’s Degree, “candidates must have a minimum of 100 hours of ‘field experience’ under the supervision of another teacher, a requirement that could be fulfilled in about two and a half weeks of school.” The  proposal under consideration includes a minimum of 30 hours of classroom instruction. “If, when its charter comes up for renewal, the school is able to show its teachers are producing successful students, the program would be allowed to continue” (Times Union). This certification would apply only to teachers in SUNY charter schools.

Michael Mulgrew, President of the United Federation of Teachers hammers back:

“The state requires prospective cosmetologists to receive 1,000 hours of specialized instruction and real estate brokers to get 120 hours of instruction and two years of field experience,” Mulgrew said in his letter to Joseph W. Belluck, the chair of the Charter School Committee at SUNY in Albany. “But SUNY’s proposed regulations would, in essence, let charter schools — many of which have admitted having difficulty hiring and retaining certified teachers — create their own special teaching licenses for anyone who finishes one week of specialized instruction and works only 100 hours in a classroom under the supervision of another teacher or administrator, including those who are not themselves certified” (UFT.org).

Charter school advocates say the proposal would help schools struggling to find quality teachers who are certified in New York.

This begs the question, what defines quality teachers? Put it simply, would you rather have a teacher who graduated from an accredited teacher education program who has passed all the requirements for graduation and state licensure? Or would you rather someone with a Bachelor’s degree in anything and 30 hours of classroom instruction on teaching and no certification, no passing score on a performance assessment, and no pedagogical training? This will not produce quality teachers.

The question I continue to ask, because it frustrates me the most is why aren’t these charter schools opening in affluent suburban communities? (*most charters in NY are in NYC).  Because I have taught in both urban and suburban areas, I am confident when I say a charter school in a middle or high income district, staffed by unlicensed and inexperienced teachers would go over like a lead balloon. But that’s not where the charters are opening.

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Maria Bautista of the Alliance for a Quality Education said the proposed changes are racist.

“We know they’re going to disproportionately impact black and brown children,” Bautista said at a recent SUNY Charter School Committee hearing. “You would never have uncertified teachers teach your children. Why is it OK for black and brown children? That is not OK” (wbfo).

On every level, that is not OK. It’s not okay for the teaching profession, and it’s not okay for the minority and low-income children this will directly impact. Is there an expectation of ignorance with these decisions? Is the SUNY Charter Institute counting on this being an 11th hour decision when no one is paying attention? Yes and Yes.

The following statement comes from the 1983 report from President Ronald Reagan’s National Commission on Excellence in Education. This report was considered by many to be a landmark event in modern American educational history.  “A Nation at Risk: The Imperative for Educational Reform” was controversial at the time, as many believed it did not go far enough to report on the effects of poverty, as low achievement was equated to poor schools instead of neglected communities.  

Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world. This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility. We report to the American people that while we can take justifiable pride in what our schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people (ed.gov.).

a rising tide of mediocrity – We have persistently failed to address the economic and social injustices that created these communities and then blame schools and teachers for students’ failure. The solution is not to lower the bar of teacher qualifications, rather we should do the opposite. Teach and train more people to be effective in our classrooms-both urban and suburban. Hold teachers to a high standard, and give them the tools they need to succeed.

Joseph Joubert (1754-1824) a French moralist and essayist once said, “Mediocrity is excellent to the eyes of mediocre people.” As a nation, we must expect excellence in our teachers who will bring out excellence in our students. Anything less is simply unacceptable.

These are my reflections for today.

8/4/2017

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A microphone, an audience, and truth

Every once in a while I come a cross a story about someone doing something awesome, and it restores my faith in humanity. Here is an inspirational story about a recent high school graduate from New Haven, CT. Her name is Coral Ortiz.

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While in high school, Coral was elected to the Board of Education as a student representative, and served a two-year term. During her time on the board she questioned the inception of an all black boys charter school, saying it didn’t make much sense, and how could the school ignore Hispanic students? Rather, she suggested creating a program within an existing school to offer extra attention and help for boys of color (New Haven Independent). The charter school never got off the ground.

Coral was named valedictorian, and this is the commencement address she gave. Her story is in her words.

I would like to start by first and foremost thanking God and every person who helped us get where we are today. In particular, thank you to our friends and families who supported us as we worked towards this moment, and who are here supporting us as we graduate. I would like to personally thank my teachers, mentors, counselors and all of my peers and friends. Lastly and most importantly, my family: I could not thank my parents enough for the support they gave me.

I’ve thought a lot about this day; about what I want to say, and what message I want to send. I thought about preparing something different, but as I thought, I decided it was best to share the truth. The truth about what this day actually means. The truth about what we as a class represent.

When we were young, we were taught that we were “one nation under God, indivisible, with liberty and justice for all.” Our country taught us that no matter our income or race, we would all have the same chance to achieve our dreams. We were taught that there would never be a bias against a certain group of people, and that society believes in each and every one of us. These lessons of equality were taught as self-evident. These lessons of equality have and continue to be a lie.

The reality is that despite the fact that we recite the words “one nation under God, indivisible, with liberty and justice for all,” it has been 50 years since the civil rights movement that our country has never been equal. We—a class mostly made up of minority, low income, and first generation students—have had the odds stacked against us, but here we are standing at this graduation with 3 state championships, college acceptances, and one of largest increases in graduation rates in the State, because we didn’t let the inherent inequality stop us from achieving our goals.

I would be lying if I said today is like any other day, because today is not like any other day. Most importantly, Today is not your typical high school graduation; it is more than that. Today is the day when we walk across a stage and take our diplomas, as an act of defiance to those who said we could not. We have had many students, administrators, and teachers come and go. We have had heart break; we have had our nation turn its backs on us, through supporting those who support hate. So, to those that believed my classmates and I were incapable, I have decided to leave a message for you:

To the teacher who said my classmates and I would fail and that the taxpayers wasted resources on our education -– Today, we teach you that you were wrong.

To the counselor who told me students at this school never get into prestigious colleges – we didn’t let your perception of us define who we are.

To the people who assume we are robbing their stores because of the color of our skin – don’t judge a book by its cover.

To the people who told us that only boys were good at math – Girls are more than just pretty faces.

To the people who violated our bodies – no means no.

To the people who questioned our dedication to the things we were involved in – you didn’t see our sleepless nights and three championship trophies.

To the person who believed that our socioeconomic status would define us – you do not need to be a millionaire to succeed.

To the lady on the bus who told me my peers and I would go to jail because of the high school we attended – we are still free.

To the politicians and corporations that refuse to address gun violence because it might cost them money- life has no price.

To the people who assume that our names are too ghetto to be qualified – our names have taken us farther than you could have imagined.

To the leaders who thought it was okay to make decisions that forced us to go to classes without textbooks – it is far from okay.

To the person who told us we only got into college because we were minorities – the color of one’s skin does not determine intelligence.

To the people that talked poorly about us in the newspaper – you taught us how to be fearless.

To the people who thought it was okay to experiment with our education – the math of 5 principals in 4 years just doesn’t add up.

To the people who want to privatize education – public education is the reason we succeeded.

To the politicians who choose unqualified people to affect our lives because you feel loyal to your party – you did not take a vow to serve a party. You took a vow to serve the people.

To the person who believes my classmates and I are dangerous – we are human.

To the people who told me my friends and I are not beautiful – black is beautiful.

To those who believed that my peers and I would drop out – looks like you were wrong.

To everyone who voted for hate – love wins.

I could go on for hours talking about the people who defined us as something other than successful. But today is not solely about the obstacles that were placed in front of us. Today is about the truth. The fact that there were several times people underestimated us and we were able to prove them wrong. We stand here and take our diplomas not only as an act of defiance, but also as an act of gratitude. Thankful for the adults that cared, thankful for the teacher that spent hours educating us, thankful for the parents, family members, counselors, friends, politicians, and mentors that believed we could make it to this moment.

We could not have done this without you because it takes a village to raise a child. Despite the fact that our education was treated like an experiment, lacked in resources, and was marked by the presence of people who stopped believing we were capable, we did it. In 6 years we were capable of going from a 51 percent graduation rate to a 91 percent graduation rate. Today we acknowledge the fact that our country is not equal and that we have it harder than many other people. We acknowledge that, despite this inequality, we beat the odds. We did it, and now we have the chance to not only reach our own dreams, but also to help others reach theirs.

If we were able to overcome all of these obstacles, then there is nothing that can stop us. No one that can stop us, no dream that we can’t reach, and no adversity that we cannot overcome, because in the end, they said we couldn’t, so we did, and when they say we won’t, we will. Thank you and congratulations to the class of 2017 (New Haven Independent).

With a microphone and an audience Coral Ortiz spoke truth. Much of what she said might be argued or denied by those who don’t agree or don’t want to hear her truth.  She spoke from her heart of her experiences, and the experiences of her classmates. Brava.

Coral has a bright future ahead of her. Regardless of what she studies, she will succeed. Where will she study? She’s staying close to New Haven and will attend Yale University (rumor has it she turned Harvard down).

These are my reflections for today.

7/14/17

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More Charter News

Here’s a compilation of recent headlines about charter schools across the country. As you read, keep in mind this is the direction the current administration is going with regards to charters and vouchers.

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The Ohio State Auditor reported a charter school that was closed due to mismanagement in 2015 owes the state $340,000. “The shutdown, for mismanagement, came after the school had received its per-pupil aid from the Ohio Department of Education for the 2015-16 school year” (Columbus Dispatch).

Gene V. Glass, one of the nation’s most distinguished education researchers, wrote of parents applying to a charter school in Arizona. Parents who registered their child early for kindergarten received a letter of acceptance but in March were asked to fill out another form where they noted  their daughter required speech therapy, which they did not indicate on the first application. They were then told the child was unaccepted and would need to reapply through an open lottery.

The principal of the Crescent Leadership Academy, a charter school in New Orleans, was fired after he was filmed wearing Nazi rings and participating in a “white genocide” tape. The students in the school are almost all African-American (The Root).

A judge in New Orleans found that Delta Charter violated the terms of the desegregation  plan. The local school board in Concordia is seeking reimbursement of millions of dollars, and wants the judge to require the charter school to cancel its enrollment and create a plan of a more inclusive and diverse student body. The plan would include offering transportation to the school which would make it possible for more black students to attend (NOLA.com).

This story from South Carolina explains how foreign investors are buying green cards by investing in charter school construction, and the middlemen are raking in money at  high interest rates. Specifically, Jared Kushner’s sister secured investments in Kushner real estate deals in Beijing, where she promised green cards to investors of at least $500,000.

Three Detroit-area charter schools are closing in June after years of low test scores. This will leave hundreds of families to find new schools before fall. Many of these families have not yet been notified (chalkbeat.org).

In California, the East Bay Times reports an audit released this week suggests Livermore’s two charter schools misappropriated public funds, including a tax-exempt bond totaling $67 million, and mainly pointed the finger at former CEO Bill Batchelor. According to the Times, the Tri-Valley Learning Corporation, “failed to disclose numerous conflict-of-interest relationships; diverted, commingled and/or misappropriated public funds, including tax-exempt public bonds totaling over $67 million with various private entities; and contributed to an environment of significantly deficient internal controls” (East Bay Times).

In Indiana, four private schools with a consistent record of academic failure were approved by the State Board of Education to begin accepting publicly funded vouchers for incoming students (WFYI). “The schools  had been rated a D or F on the state’s accountability system for at least two consecutive years” (WFYI). Indiana Governor Holcomb recently signed a law allowing private schools to seek a one-year waiver from the requirement of  reporting years of academic improvement to become eligible for the vouchers. The school is being rewarded for failure.

On Thursday, Florida Governor Rick Scott signed a controversial and contested bill awarding $419 million to grow charter schools in the state. According to the Miami Herald, “The bill will make it easier for privately managed charter schools to further expand in Florida and to receive additional taxpayer funding to boost their operations. It also includes a wide range of other provisions including daily school recess for most elementary school students and $30 million in extra funding to expand a voucher program that helps kids with disabilities.”

The Florida bill was in heavy opposition from public school advocates across the state and across the country.  Superintendents, elected school board members, parents, teachers are concerned about provision in the bill forcing districts to share millions of local tax dollars earmarked for school construction. Before signing the bill, Scott said, “When I was growing up, I had access to a good quality education, and every Florida child should have the same opportunity” (Miami Herald). Define ‘good quality education’, Mr. Scott?

Diane Ravitch reported today that the New York State Senate is holding a deal to renew mayoral control unless NYC Mayor De Blasio agrees to allow more charter schools.

The Trump administration is pushing a plan to increase funding, fully support charters and vouchers – expand privatization to include vouchers, virtual schools, homeschooling, and other alternatives to public education all unregulated, and many for profit. All of this with very  little research or evidence to support their success.

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What’s happening in Washington, and across the country is disturbing. Politicians are promoting failed and discriminatory practices, and the implications of these failed practices will be felt far and wide, and for a very long time.  What’s reported in the news consistently is a pattern of fraud, misappropriation of funds, discriminatory acceptance practices, and rewards for failure.

What’s happening in your state? Where do your elected officials stand on these policies? If you don’t know, it’s time to find out.

These are my reflections for today.

6/17/17

 

 

 

1.6 million poor kids lose in ED budget

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The White House released the proposed education budget this week. The budget is harmful to public education- cutting teacher training and funding to reduce class size, and ending the Public Service Loan Forgiveness Program, which would affect 400,000 students. And no surprise to anyone who has been following, charter schools would receive $500 million in new funding, an increase of 50%. This is  bothersome.

Equally as disturbing is the $1.2 billion cut of the 21st Century Community Learning Center. This program provides after school academic enrichment for 1.6 million children in the US (ThinkProgress). Children who benefit from this program generally come from high poverty, under-performing schools.

According to the program’s 2014–2015 performance report:

  • 80% of parents whose children are served by after-school programs say that those programs helped them keep their job.
  • 65.2% of teachers reported an improvement in homework completion and class participation for students served by the program.
  • 56% of teachers reported improvement in student behavior (ThinkProgress).

Halley Potter, a fellow at The Century Foundation whose work focuses on educational inequality said, “Their stated reason for cutting after-school programs is the idea that there isn’t evidence quickly boosting student achievement.”

This budget is adding $500 million to a voucher program which has very little evidence to support its effectiveness (especially with regard to the positive effects on children living in poverty), while cutting programs which positively affect 1.6 million poor children and data supports its effectiveness. How does this make sense?

With data collected from 30 states, the program’s performance report shows how this program has an overlapping positive impact on the children and  families who participate. Let’s not forget the report which came out recently showing how the DC voucher program was not working.

What’s in the budget for DeVos?  “An additional $158 million for salaries and expenses in the Education Department.” A portion of this money will go for increased security for DeVos, who has contracted the U.S. Marshals Service instead of the ED’s security team (The Fader).

This budget is aligned with what Trump and DeVos have been pushing all along – the privatization of public schools. It’s interesting to note that with all the president has on his plate lately, he still has time to destroy public education and ignore the needs of so many children in this country.

DeVos and her husband are deeply rooted in their evangelical Christian beliefs. Her actions and her beliefs seem to take distinctly different positions on educating poor children. The irony is not lost on me.

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If you would like to get involved in the campaign to let your representatives in Congress know how you feel about the proposed budget: https://networkforpubliceducation.org/2017/05/act-now-stop-cuts-public-education/

These are my reflections for today.

5/20/17

Michelle Rhee – Back in the News

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Remember her? The former Chancellor of  DC Public Schools. She was called the face of reform of public schools in the US-especially in DC. On her first day on the job she said, “I am Michelle Rhee. I’m the new chancellor of the D.C. public schools … and no, I have never run a school district before” (CNN). Nailed it.

She has no degrees in education, and three years of classroom experience with Teach for America (TFA). In her first year with TFA in the Baltimore City Schools, she failed miserably. So on the first day of her second year, she took a different approach. “I wore my game face. No smiles, no joy; I was all thin lips and flinty glares. My mistake the first year was trying to be warm and friendly with the students, thinking that my kids needed love and compassion. What I knew going into my second year was that what my children needed and craved was rigid structure, certainty, and stability” (Substance News).

She taught second grade.

According to Kugler (2010), “Rhee admitted that she taped shut the mouths of her young students because she could not control their talking”.  According to Rhee, she tried the tape method after she was unable to keep the little ones from making noise when she marched them through the hallways to lunch. In an even more disturbing revelation  Rhee laughed about when the tape was removed hurting the children- some even started to bleed (Substance News).

In 2007, after three years with TFA, Rhee was appointed as School Chancellor by DC’s newly elected Mayor Adrian Fenty. In her time in DC, she closed schools and fired teachers. Lots of teachers. According to Deal (2008), Rhee, “… gained the right to fire central-office employees and then axed 98 of them. She canned 24 principals, 22 assistant principals, 250 teachers and 500 teaching aides. She announced plans to close 23 underused schools and set about restructuring 26 other schools (together, about a third of the system). And she began negotiating a radical performance-based compensation contract with the teachers union that could revolutionize the way teachers got paid” (The Atlantic).

She spent three years as a highly polarizing figure in DC, and a self-proclaimed change agent for what’s wrong with public schools, though there is no data to support her success. She left the job in 2010 when Fenty lost his reelection bid for mayor.

Well she’s back in the news this week. Rhee and her husband, former Sacramento mayor and NBA player Kevin Johnston started a charter school chain called St. Hope in Sacramento, CA. Rhee is on the Board, and though her husband was a founder, he is no longer affiliated with the chain.

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The Los Angeles Times reported this week that teachers at St. Hope want to unionize, citing growing discontent over the schools’ management and high turnover of staff, teachers, and administrators. A majority of teachers, school psychologists, and other certified educators signed a petition to be represented by the Sacramento City Teachers Association (which is an affiliate of the California Teachers Association and the National Education Association).

The chain’s four schools employ about 100 teachers. One teacher said, “Our desks are old, we have to fight for resources for kids — and when we asked where the money’s going, we never get a full answer” (Phillips, 2017). The union says that educators are frustrated with the network’s lack of transparency regarding school finances and their evaluation system. Salaries fluctuate by as much as $10,000 a year, based on observations from “often overworked and inconsistent” administrators (Brown, 2017). A science teacher, earned an unsatisfactory rating after creating a new course, at the school’s request, then received his contract for the fall: “It was for $10,000 less than he’d made the year before” (Toppo, 2017).

“Our kids deserve consistency,” said Kingsley Melton, a government teacher at Sacramento Charter High, who is in his sixth year of teaching there. “In many cases, our students come from homes where there is no consistency. They need us to be the constant and not the variable.” Kingsley said teachers also want more transparency from the administration—“We have never seen a budget,” he said. “We don’t know where the money goes and why” (Will, 2017). Melton also said, “Next year I’ll have my seventh principal — and I’ll be in my seventh year” (Toppo, 2017).

In response to the request for unionization, Chief of Schools Shannon Wheatley expressed disappointment in employees who want to form a union. Wheatley said he had worked for a traditional public school “that prioritized the needs of adults before those of children.” …I came to St. Hope so that I didn’t have to deal with union politics and adult issues dominating the day”  (Phillips, 2017).

Rhee has offered no comment.

Another charter school story with a different twist. Another story of Michelle Rhee doing what she does. With Betsy DeVos taking all the news lately, thanks to Michelle for providing fodder for this week’s blog, which could have been called Charters and unions: The continued failure of educational reform.  People always say of weather forecasters – how can they be wrong 100% of the time and still have jobs?  Is this also true for reformers?  I’m going with yes.

These are my reflections for today.

5/13/17

 

The Voucher Sell Just Got Harder

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A study conducted by the US Department of Education’s Institute of Education Sciences (IES), found that students in Washington DC’s federally funded voucher program performed worse academically, particularly on math test scores, after a year of private school. Reading scores were also lower, but researchers say that was not statistically significant (statistical significance helps to quantify if results are likely due to chance or  other factors).

The District of Columbia Opportunity Scholarship Program (OSP) was created by Congress in 2004 to provide tuition vouchers to low-income parents who want their child to attend a private school. This is the only federally funded program in the country.

The program selected students to receive scholarships using a lottery process in 2012, 2013, and 2014, which allowed for an experimental design that compared outcomes for a treatment group (995 students selected through the lottery to receive offers of scholarships) and a control group (776 students not selected to receive offers of scholarships) (source).
This table shows the impact of the program after one year (source).

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There have been numerous studies conducted recently on the effectiveness of vouchers, data is consistent that children from low-income families who attend private schools on vouchers do not perform better. According to Rios (2017):
  • A November 2015 study of Indiana’s voucher program determined that students who attended private school through the program scored lower on math and reading tests than kids in public school.
  • In Louisiana, students who attend private schools through the voucher program showed significant drops in both math and reading in the first two years of the program’s operation, according to a February 2016 study by researchers at the Education Research Alliance of New Orleans.
  • Researchers at the Thomas B. Fordham Institute, a conservative think tank, concluded in a July 2016 study of Ohio’s voucher program that students who took part in the voucher program fared worse academically than those who attended public schools (Rios, 2017).

All this comes on the heels of this administration posturing to dump $1.4 billion into more federally funded voucher programs. Mrs. DeVos had few things to say about the findings of the DC study.  She has long argued that vouchers help poor children escape from failing public schools. In defending the DC program, she said,  it is part of an expansive school-choice market in the nation’s capital that includes a robust public charter school sector. She added, When school choice policies are fully implemented, there should not be differences in achievement among the various types of schools (Brown, 2017).

I guess she didn’t read the study.

Opponents of vouchers read it, and were quick to stand behind the study.

  • Martin West, a professor of education at Harvard, said the D.C. study adds to an emerging pattern of research showing declines in student achievement among voucher recipients, a departure from an earlier wave of research (Brown, 2017).
  • Sen. Patty Murray (D-WA.), who sits on the Senate Education Committee, said that given the findings of the study,  DeVos should “finally abandon her reckless plans to privatize public schools across the country” (Brown, 2017).
  • Bobby Scott (D-VA.), serving as ranking member of the House Committee on Education and the Workforce, slammed the DC voucher program in a statement to the Associated Press. “We know that these failed programs drain public schools of limited resources,” he said, “only to deliver broken promises of academic success to parents and students” (Rios, 2017).

According to the website for the Opportunity Scholarship Program, the OSP – offers scholarships – sometimes called vouchers – to low income children in the District of Columbia to attend a participating D.C. private school of their choice.  Ninety seven percent of participating children awarded scholarships are African-American and Hispanic, with an average income for participating families less than $22,000 per year. Nowhere does it say how successful the program is, because it isn’t. Nor does it say how students are better served, because they aren’t.

DeVos continues to sell the federal voucher program, and so far it’s working because she’s still talking. She wants to replicate the ineffective DC voucher program and take it on the road. The pricetag? $1.4 billion.

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A snake oil salesman knowingly sells fraudulent goods or who is himself (or herself) a fraud, quack, or charlatan.

These are my reflections for today.

5/6/17

Teachers of the year celebrate Trump

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Every other year in the long standing tradition of honoring teachers of the year and the national teacher of the year, the title would have been (insert president’s name) celebrates teachers of the year. But in the true narcissistic fashion of the current president, this was an abhorrent reversal.

As many news media outlets are reporting, this is how the 2017 Teacher of the Year celebration went down on Thursday compared to tradition:

  • In the past, the teacher of the year had an opportunity to speak. This year only Trump spoke.
  • In the past, the president spoke with the teachers. This year Trump hardly spoke with the teachers.
  • In the past, family members joined the teachers at the celebration. This year they were relegated to a separate room.
  • In the past, the celebration was either in the East room or the Rose Garden. This year the teachers were invited inside the Oval Office where Trump had them stand around his desk.
  • Trump introduced the teacher of the year, Sydney Chaffee, from Codman Academy Charter Public School in Dorchester, Massachusetts as the other teachers applauded. Trump handed her the trophy while remaining seated at his desk.
  • In the past, the teacher of the year gives remarks. This year Chaffee was not invited to give remarks.

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In stark contrast, Obama met with the 2016 teachers in the East Room where he gave a speech praising them and calling for more federal funding for public education. In his speech, Obama said, “So for seven years, I’ve stood in the White House with America’s finest public servants and private-sector innovators and our best advocates and our best athletes and our best artists, and I have to tell you there are few moments that make me prouder than this event when I stand alongside our nation’s best educators” (source).

In 2004, George W. Bush met with teachers in the Rose Garden where he spoke of the tradition of presenting the award to the teachers every year since Harry Truman. Bush said, “When you’re in the company of some of the nation’s finest citizens, our greatest teachers, you’re in the company of people who give their hearts and their careers to improving the lives of children. You’re in the company of the best of our country (source).

In his words to the teachers on Thursday, Mr. Trump said, “When you go home, I hope you all say that your trip to the White House was something very special.  I know Melania has been working with you now for quite a while.  She is a tremendous fan of wonderful teachers.  But she’s worked very hard and we’re having some special times here.  This is Melania’s birthday and you were very nice to sing happy birthday, even though we’re celebrating you” (source).

If only the President quoted inspiring words from Helen Caldicott for example who said, “Teachers, I believe, are the most responsible and important members of society because their professional efforts affect the fate of the earth” (source). If only he had the respect to stand to present the award and address these teachers, commending them for their hard work, diligence, and undying commitment to the children in their schools. Rather, seated in a chair, the best Trump could muster was to say, “You’re all great, great teachers” (source).

This week, Trump was also quoted as saying of the presidency, “This is more work than in my previous life. I thought it would be easier” (source).

How hard is it for the President to stand before a group of committed teachers from across this great nation and commend them for their hard work and determination? Even his speechwriters could have come up with something to say. My guess is they were never asked to do so.

These are my reflections for today.

4/29/17