Tag: rhee

Things I Know 87 of 365: Pres. Obama, Rhee, Gates and Sec. Duncan should support the NWP

So our goal as an administration, my goal as President, has been to build on these successes across America…

…We need to put outstanding teachers in every classroom, and give those teachers the pay and the support that they deserve…

…A budget that sacrifices our commitment to education would be a budget that’s sacrificing our country’s future.  That would be a budget that sacrifices our children’s future.  And I will not let it happen…

…Let me make it plain:  We cannot cut education.  (Applause.)  We can’t cut the things that will make America more competitive…

– Pres. Obama 3/14/11 Kenmore Middle School, Arlington, VA

We’ll fight against ineffective instructional programs and bureaucracy so that public dollars go where they make the biggest difference: to effective instructional programs.

– Michelle Rhee 12/6/10 Newsweek

Great teachers are a precious natural resource. But we have to figure out how to make them a renewable, expandable resource. We have to figure out what makes the great teachers great and how we transfer those skills to others. These are vital questions for American education.

– Bill Gates 11/19/10 Council of Chief State School Officers

The plain fact is that — to lead in the new century — we have no choice in the matter but to invest in education. No other issue is more critical to our economy, to our future and our way of life.

– Sec. Arne Duncan 3/9/11 Senate Testimony

For 20 years, the National Writing Project has received federal funding to help teachers across the nation improve their practice and improve the learning of their students. The research bears this out.

The NWP is in danger. Twenty years of success and grass-roots professional development are in danger. Contact your congressperson – daily. After that, contact the offices of each of the people quoted above. If they truly believe what they say above, they will have no problem speaking out in support of the NWP.

Things I Know 62 of 365: I have some questions for Michelle Rhee

Seek first to understand, and then to be understood.

– Stephen Covey

The conversation about how to improve our schools is loud.

I’m working to understand where I agree and disagree with some of the most privileged voices in that conversation.

In December, former D.C. Schools Chief Michelle Rhee wrote a piece for Newsweek explaining what she learned in her time in the job.

Rather than take a quote out of context or write a rebuttal, I decided to try to build my understanding the same way I work to build my understanding of the ideas my students present. The end result is here.

Things I Know 17 of 365: Preaching doesn’t convert

I can’t believe I’m saying this, Mr. Mali,
but I think I’d like to switch sides.

And I want to tell her to do more than just believe it,
but to enjoy it!
That changing your mind is one of the best ways
of finding out whether or not you still have one.
Or even that minds are like parachutes,
that it doesn’t matter what you pack
them with so long as they open
at the right time.
O God, Lilly, I want to say
you make me feel like a teacher,
and who could ask to feel more than that?
I want to say all this but manage only,
Lilly, I am like so impressed with you!

– Taylor Mali, “Like Lilly Like Wilson“

I spend the bulk of my day attempting to draw out, negotiate and refine discussions. It could be between people and people. It could be between people and texts. It could be between people and themselves.

Asking my students to consider their questions and then find answers to those questions affords me multiple moments of mindchange.

Being worth my salt requires me to keep my hand in the game as well. Fortunately, I’m surrounded by colleagues keen on elevating discourse. Each idea runs through the pasta maker of dialogue, elasticizing my thinking.

A few weeks ago, I read this blog post regarding what Lynne Munson believed to be the common flaw between former D.C. schools chief Michelle Rhee and newly minted head of NYC schools Cathie Black.

I took issue with the following:

Topping Black’s list of work she wants to get done: “[R]ethink[ing] the standard model of a classroom so we can teach 21st Century skills in innovative and engaging ways.” 21st century skills is not a curriculum. It is a fad.

I tweeted my discontent. Debbie Schinker asked if I would be commenting. I said I would.

I haven’t yet.

Reading the four comments already posted, I’m not entirely sure how much my contribution would move the conversation. Munson seems fairly comfortable in her rightness.

Mary Worrell summed up my concern best, “Sometimes it’s so hard to even try to break the ice on stuff like that. Then again, maybe we shouldn’t just preach to the choir.”

In moments like these, I think about what I’d hope my students to choose in their best moments, and then I do that.

As enough preaching has happened and I’m genuinely interested in building my understanding, here’s the comment I’ll be posting:

Ben and Lynne,
Who decides the necessary information, and what’s the process there? I see the point about the importance of knowing things. At professional conferences, my ability to reference any number of authors acts as my entrance ticket to conversations. At dinner with new friends, whether or not I’ve seen Mad Men or Dexter – my pop culture fluency – can determine my social stock value. How, though, does one extrapolate those facts necessary for inclusion in curriculum?
If knowing facts can be quickening and enlightening and no real way exists for the teaching of all facts of possible relevance in the lives of our students, does it not seem prudent to help students navigate the structures (formal and informal) for the procurement of facts as needed?
Be certain, I include facts as a component of any conversation I have with my students. I’m able to shore up arguments and illustrate examples of otherwise out-of-reach ideas because of the knowledge I’ve gained. I certainly see the worth of this. Still, I recognize the absolute worthlessness of these facts in situations I’ve not anticipated. So, turn to the scientific method – a key 21st Century Skill – as a model for uncovering the facts my students may need and I can’t provide.
What do you think of the idea that championing the teaching of facts and labeling 21st Century Skills as a fad sets up a counterproductive falsely dichtomous mutual exclusivity?

That’ll do.

Things I Know 10 of 365: I’m in the market for hype

Don’t believe the hype…

– Public Enemy

As my grandfather opened his gift, my little brother looked on.

His mother had wrapped it.

Not quite sure what was within the paper, Taylor tolerated the delicate way my grandfather pulled at the tape so as not to tear the paper unnecessarily.

More Christmas presents were in the offing, and that expectation was at war with the manners engrained in my brother.

Finally, a speck of orange peaked from an opening in the paper.

“What!” Taylor yelled.

I had no idea what was going on.

“Oh my gosh, Zachary. ShamWow!”

And he was correct.

My grandfather finished unwrapping his set of chamois cum towel cum sponge. Taylor went ballistic.

“Awwww! I hope I get some too!” And he meant it.

Taylor had bought in to the hype.

It was hard to blame him.

In my early years of teaching, the ShamWow guy was a staple of mealtime conversation.

A towel that can hold up to “12X its weight in liquid?” How does that not inspire a deperate public?

A few minutes later, in a box three times the size necessary, Taylor’s 11-year-old dreams came true. His own set of ShamWow…eh…ShamWows…

“Can we go spill something?”

“Sure,” said his mother and he and my sister Kirstie were off to the kitchen.

It’s been a while since I’ve purchased stock in hype.

I bought some during the 2008 presidential election. But, like many stocks since then, that hype has lost its worth.

Still, I’m thinking of getting back in the market.

A former superintendent of D.C. schools started selling some hype today. Says she’s got the answers to education. It sounded pretty shiny. If I learned anything from my last purchase, though, it’s to be suspicious of those who have more answers than questions.

My next hype won’t be seen on TV. It won’t issue press releases. It won’t ask for my money. My next hype will require an initial payment of hope and  follow-up payments of constant accountability.

When I find my next hype, it will even outshine the German engineering of the ShamWow.