Don Shalvey calls for more learning, rather than competition, between charters and districts
“Let’s leave crushing the competition to the National Football League and not act like it’s the reason educators create and work in charter public schools.”
Sounds good to me. I think the fractious debates between charter and district are largely a distraction from the real work of how to best serve families and educate kids. And I will happily learn from and collaborate with any of my colleagues working in the charter sector.
It’s important when such collaborations do occur to frame them as a two-way street, rather than one sharing “best practices” to another. We all have things to learn from different contexts, structures, and approaches.
Or maybe districts need to be a little more competitive with charters
“In their rush to score cheap political points, both camps sidestep the reality that districts and charters are in a high-stakes competition for students. The truth is that unilateral opposition to charters has never stopped them from growing, just like it hasn’t stopped thousands of parents from enrolling their children in private schools or finding ways to get them into neighboring school districts. The futures of local charters and districts hinge on the same thing—the decisions parents make for their children.”
Don’t Complain About Charter Schools, Compete With Them, Education Next
Celine Coggins advises teacher leaders to be willing to push policymakers for disagreement
“Most educators’ natural instinct is to keep the peace. Your average local politician won’t be as impolitic as the President. They’ll say they care about equity, meaning a great education for all kids. You need to get beneath the hood on that.”
Good point. I’ve met with a number of policymakers to advocate for better policies, and the tendency for these conversations is typically for teachers to share, policymaker to nod and then politely push away any accountability, everyone to get photo ops. The best conversations are when you can have a reasoned argument about something that helps to clarify where everyone stands.
Also good tidbit here from Coggins:
“Which are the policy problems and which are the relationship problems? The battle for greater equity for disadvantaged students is a war on two fronts. Some parts of the problem are best solved at the individual-level through relationships (i.e. influencing a leader’s thinking, getting invited to the decision-making table). Some parts of the problem are best solved at the system-level through formal policies (i.e. who has access to certain support services and programming; how funding gets allocated across schools). Separating the two types of problems, will help you get clear on the issues you can tackle next on each front.”
Equity is Everything (and Nothing), Eduwonk
Diana Senechal asks, “What is a civics education?”
“Civics education conveys, develops, and enlivens the premise that a country is built on principles, structures, realities, and interpretations, and that each of these has internal contradictions and contradictions with other elements.”
“This will require, among other things, renewed dedication to secular education–that is, not education that denies or diminishes religious faith, but that builds a common basis and mode of discussion among people: a basis of knowledge and a mode of reasoning, imagining, and listening.”
What Is Civics Education?, Take Away the Takeaway
A notable lack of transparency from De Blasio’s DOE
“Let’s talk about the New York City Department of Education,” said Robert Freeman, executive director of the state Committee on Open Government, which oversees open meetings and public records laws. “Terrible. Terrible. They’re terrible. They’re terrible.”
De Blasio, before becoming mayor:
“The City is inviting waste and corruption by blocking information that belongs to the public,” de Blasio said at the time. “That’s the last thing New York City can afford right now. We have to start holding government accountable when it refuses to turn over public records to citizens and taxpayers.”
Remember I said to watch how people spin NY state test results? Chalkbeat rounds up official reactions so you don’t have to
Ranging from “meaningless” to “delivering on the promise of closing the achievement gap.”
What makes math unjust?
National Council of Supervisors of Mathematics (NCSM) and TODOS: Mathematics for All are “calling on math teachers to assume a “social justice stance” that “challenges the roles power, privilege, and oppression play in the current unjust system of mathematics.”
If assuming a social justice stance means developing greater coherency in what and how a rigorous, sequential math curriculum is provided to all students, then sure.
Speaking of math, here’s sage advice from an 80 year veteran math teacher
The key to teaching math, says Miller, boils down to one thing — repetition. “Repetition is one of the foundations of learning.”
Repetition and rote memorization aren’t exactly cutting edge these days, but it’s hard to disagree with the advice Miller gives teachers who are just starting out: “Be sure that you know your subject.”
But it can’t be all memorization. At least when it comes to learning a language
Do not use flashcards! Do not emphasize memorization of the characters (bùyào sǐbèi dānzì 不要死背单字). Learn words in their proper grammatical and syntactic context. Learn grammatical patterns and practice them in substitution drills (that was one of the best ways Chang Li-ching used to train her students, and she was extremely successful in getting them up to an impressive level of fluency in a short period of time).
For examples of the kind of drills that would be really beneficial to all kids in teaching them grammatical patterns, refer to the Hochman Method.
Learning languages is so much easier now, Language Log
Speaking of learning a language, why is the US so bad at producing bilinguals?
“…it’s ironic that we have students walking up staircases at one end of their school building to attend Spanish foreign language classes while at the other end of the same building native Spanish speakers are being taught English and content in ways that lead to their loss of Spanish.”
The true failure of foreign language instruction, The Conversation