Mental Problems

A telling quote from the mouth of Michelle Rhee; I saw her say it a few years ago on Frontline by PBS, and my jaw dropped. Here it is in print, according to John Merrow, the reporter who did the interview:

“I asked her [Rhee] if she had any regrets about her actions. “I’m a very unusual person in that, in my entire life, I don’t have any regrets.  I’m a person without regret.  Now, are there things that I could have done differently?  And if I had to rewrite it, you know, I would have, you know, done it with a smarter way or whatnot, yeah.  There are absolutely things that I could have done better. But regrets?  No.”

Published in: on April 16, 2013 at 8:50 am  Comments (3)  

“Erase to the Top”

Remember that TIME magazine cover with Michelle Rhee holding a broom in front of an empty classroom, suggesting she was going to sweep out all of us riff-raff teachers?

Someone has modified the cover. It now has Rhee holding a very large Number Two pencil, with a large pink eraser at her feet; the title is “Erase to the Top”.  The text reads:

“Michelle A. Rhee, America’s most famous school reformer, was fully aware of the extent of the problems when she glossed over what appeared to be widespread cheating during her first year as Schools Chancellor in Washington, DC.”

Rhee Time Cover

 

(improved image is courtesy of the artist)

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Published in: on April 16, 2013 at 8:18 am  Comments (4)  
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An Evaluation of Billionaire Gates

Anthony Cody has done a masterful evaluation of Billionaire Gates and the lousy results he’s been getting as he throws his unaccountable billions around in American education. I hope he won’t mind me re-publishing it in its entirety.

Accountability for Mr. Gates: The Billionaire Philanthropist Evaluation

By Anthony Cody on April 5, 2013 12:24 AM

Bill Gates, who is more responsible than anyone for the absurd evaluations by which teachers are now being held accountable, had the gall to write this week in a tone of exasperation about the results of his own advocacy for these very practices.

Yesterday I asked when Mr. Gates, the great enthusiast for accountability for others, might hold himself accountable for his own handiwork.

As wealth has concentrated in the accounts of individuals such as the Gates, Walton and Broad families, they have used this to wield unprecedented power over the lives of those of us without access to such resources. They pay for research that creates the very “facts” upon which public debate is based. They pay for their own media outlets, and heavily subsidize others. Their money redirects existing grassroots groups, and underwrites new ones. They work with ALEC to write legislation, and funnel money through PACs to buy off politicians to move it forward across the country. They are utterly insulated from any sort of accountability. They do not face voters in any election. Nobody “evaluates” them. They cannot be fired. They may on occasion choose to engage in a dialogue, but they are not obliged to respond to the substance of the criticisms raised. As my question indicated, this accountability they demand from teachers is a street that goes one way only.

But let’s imagine we could turn the tables on Mr. Gates and evaluate his performance as a philanthropist. Might we establish some goals to which we could hold our billionaires accountable? We do not have any measurable indicators such as test scores to use, but since I do not find these to be of great value in any case, I will offer a more qualitative metric, based on my knowledge of the subject’s work. Since he has spoken glowingly of the salutary effect of feedback on teachers, surely he will welcome this feedback, even though it is unsolicited.

In the tradition of the Danielson and Marzano teacher evaluation frameworks, I offer the Cody Billionaire Philanthropist Evaluation Model, as applied to Bill Gates.

Standard 1: Awareness of the Social Conditions Targeted by Philanthropy
RatingBelow Standard
Mr. Gates does not demonstrate an understanding of the social conditions that are the focus of his philanthropy. Actions and statements by him and his representatives indicate ignorance of the pervasive effects of poverty, and the overwhelming research that indicates the need to address these effects directly. Mr. Gates has not attended public schools, nor worked in an educational context, and thus he has no personal expertise. He primarily cites research he has paid for himself, which tends to conform to his views. His representatives claim their Foundation lacks the resources to address poverty, and insists that educators bear the burden for overcoming its effects with minimal support.

Recommendation for Professional Growth:

We recommend Mr. Gates take a year off from his work as a philanthropist, and work as a high school instructor in an urban setting. His students should include English learners, students who are homeless, and those designated as Special Education. He should work alongside a fully credentialed professional educator, who will provide him with feedback, and reflect with him as he gains an understanding of how we create effective learning conditions for students.

Standard 2: Understanding of how Learning is Measured
Rating: Below Standard
Mr. Gates has concluded that measurement is the primary means by which social progress can be made. He has determined that test scores are an adequate means of measuring learning, and promoted a wide variety of ways by which these scores are used to measure learning, and reward teachers and students accordingly. This is based on a fundamental error. In fact, test scores measure only a small part of what we value.

Recommendations for Professional Growth:

Mr. Gates should first read Stephen Jay Gould’s Mismeasure of Man, for an understanding of the history of testing. He should also read Daniel Koretz’ book, Measuring Up, What Educational Testing Really Tells Us.

Mr. Gates should, with the help of an experienced educator, design a series of rich PBL projects that allows each of his students to demonstrate their learning through authentic products in real-world contexts. He should compare the work they are capable of producing to their standardized test scores, and reflect on the things that each mode of measurement captures.

Standard 3: Understanding of How Teaching is Evaluated
Rating: Below Standard
Compounding the fundamental error regarding the measurement of learning described under Standard 2 above, Mr. Gates has promoted the use of teacher evaluations based in significant part on test scores and VAM systems. Research does not support this use of test scores, and raising the stakes on test scores has promoted widespread teaching to the test. Mr. Gates has made statements that indicate he is unaware of effective evaluation practices, such as the Peer Assistance and Review program and others.

Recommendations for Professional Growth:
Mr. Gates should spend a week shadowing PAR consulting teachers as they work with teachers in Toledo, Ohio. He should review the research on forms of effective evaluation practices.

As recommended above, he should serve as a classroom teacher for a full year, and have his performance rated based on VAM scores derived from standardized tests taken by his students. He should reflect with his colleagues on the validity of these ratings. He should also meet with a peer evaluator to set professional goals at the start of the year, and several times during the year meet with this person to reflect. At year’s end he should compare the models of evaluation he experienced, and reflect on which were of greater validity and value.

Standard 4: Understanding of Effective Instruction

Rating: Below Standard
Mr. Gates has repeatedly stated that he believes we ought to stop spending money on keeping class sizes small, and instead should use that money to provide performance bonuses for teachers. He has also indicated that we should “personalize” learning through the use of computers and videos that allow students to work at their own pace. This does not comport with what we know about child development, or the importance of personal relationships with students.

Recommendations for Professional Growth
Mr. Gates should spend a week shadowing children in elite schools such as the one attended by his own children, and study the way personalization is accomplished. He should then spend a week shadowing children at a Detroit school where class sizes have been significantly increased due to budget cuts, and the pressure of high stakes have focused instruction on test preparation.

In the year he teaches, he should be assigned at least one class no larger than 15, and another no smaller than 38, and reflect on the learning conditions in these two environments.

Summary of Evaluation Results and Recommendations: 
Mr. Gates falls below standards in all four of the areas that were observed. His philanthropic activities should be suspended immediately pending his completion of the recommended professional growth activities.

A panel of expert reviewers composed of students, parents and educators from communities that are the targets of his philanthropy should be convened to review his reflections at the end of his year of investigation and reflection. This panel should subsequently review and approve the re-initiation of philanthropic projects following this process.

This is the beginning of what might be a far more complex process of reflection for Mr. Gates. It might be seen as absurd, but my intention is sincere. His thinking is magnified in its effect by the billions he has to spend as he chooses. With such power comes a huge responsibility to learn from one’s mistakes. I do not know how Mr. Gates reflects on the successes and failures of his work – there is no evidence of thoughtful reflection in his public writing.

Fairness demands that accountability cannot be a one way street. If Mr. Gates demands that teachers be held accountable for their work, surely he must accept some accountability for his. What is good for the poor geese ought to be good for the billionaire gander, even if he does lay golden eggs.

What do you think of this feedback? Are there other standards we might use to judge the quality of the work of billionaire philanthropists? Have I been fair with Mr. Gates?

Published in: on April 6, 2013 at 10:52 am  Comments (1)  
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Utter, Stunning Failure by Rhee, Kamras, Henderson et al:

Mr. Teachbad” did such a great job analyzing the utter failure of these contemptible liars that I hope he won’t mind that I re-post it in full:

====================

16 MAR 2013       by 

Well, shit…THAT didn’t work. Now what?

This is stunning.

You remem­ber Michelle Rhee, right? She came to turn the DC pub­lic school sys­tem around. In 2007 she grabbed this city by the throat and shook it into sub­mis­sion.  Teach­ers were fired by the hun­dreds and prin­ci­pals by the dozens. Thou­sands have left the sys­tem because they did not want to work under the con­di­tions Rhee and Jason Kam­ras, her chief teacher tech­ni­cian, were imposing.

That was fine with her. Screw ‘em.  She would find new peo­ple who were will­ing to work hard and believed in chil­dren. Mil­lions upon mil­lions of new dol­lars were found and spent on telling teach­ers how to teach, reward­ing the lap­dogs and fer­ret­ing out the infidels.

Big change never comes easy. You can’t make an omelet with­out break­ing some eggs, etc. But if the right peo­ple have the resources and the courage to make and fol­low through with the tough deci­sions, great things can happen.

After five years, how is DCPS doing? A DC Fis­cal Pol­icy Insti­tute study released ear­lier this week has eval­u­ated the work of Rhee and her suc­ces­sor, Kaya “sucks-to-be-me” Hen­der­son. A write up of the study by Emma Brown can also be found at the Wash­ing­ton Post.

The prin­ci­pal find­ing of the study was that the “share of stu­dents scor­ing at a pro­fi­cient level at the typ­i­cal school fell slightly between 2008 and 2012.”

Whatch­utalk­in­boutwillis? Seri­ously? Read that again. Oh…my…God.

But hold on. That can’t really say every­thing. And what the hell is a “typ­i­cal school”? Let’s dis­ag­gre­gate the data.

Fair enough. The first thing to notice is that pub­lic char­ter schools are doing bet­ter than DCPS schools; not by a huge amount, but it is notice­able and across the board. So there’s that.

More impor­tantly, inter­est­ing pat­terns are revealed when look­ing at schools across these five years by income quin­tiles. Then, as now, the best per­form­ing schools are in the wealth­i­est parts of town and the worst per­form­ing schools are in the poor­est parts of town. That almost goes with­out say­ing. But have schools in the poor­est parts of the city begun to catch up? After all, that’s what this is sup­posed to be all about; clos­ing the achieve­ment gap. How’s that going?

There’s no easy way to say this, so I’ll just come out with it:

      Pro­fi­ciency rates have increased in the four wards with the high­est incomes. Pro­fi­ciency rates have fallen in the four wards with the low­est incomes.   

So, Michelle, Kaya and Jason…it appears you have man­aged to INCREASE the size of the Achieve­ment Gap in Wash­ing­ton, DC. And, Michelle, you are now try­ing to export your great ideas to the entire coun­try? If the three of you don’t feel stu­pid by now, you’re even dumber than I thought. You should all resign. Immediately.

But maybe there’s hope. There is a new plan. Not just any plan, but a strate­gic plan. The study notes that DCPS’s newCap­tial Com­mit­ment plan (yawn) sets the “ambi­tious goal of increas­ing pro­fi­ciency rates at the 40 low­est per­form­ing schools by 40 per­cent­age points by 2017….Given the DC CAS score trends over the past four years, it would appear that DCPS needs to under­take sub­stan­tial changes to the way it oper­ates to make this goal a reality.”

Wait. Didn’t we just do that?

——— Mr. Teach­bad

 

Two good cartoons on education

I will post these without comment.

no comment

and

 

Any teachers, students, or parents care to comment?

Published in: on February 24, 2013 at 7:51 pm  Leave a Comment  
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A coincidence that one of those space rocks was tracked, and one was missed?

There are obviously only two possibilities:

(1) either Nasa and all the other astronomers, amateur and professional, “got” one of the “incomings” and missed the other one*

or

(2) The Great God Toutatis is messing with our heads and bodies, and trying to send us all a message.

As well he should!

Only it’s in such a cryptic form of delivery that nobody agrees on quite what Toutatis is really trying to say.

We owe it to those who are learned in the interpretation of tortoise-shell cracks to tell us what explanation they find when they put it just the right tortoise shell into just the right fire on just the right day, because they are the only true and faithful interpreters of what He Who Must Be Obeyed is saying.

(Personally, my guess is that Toutatis is pissed because he no longer is allowed to get any of those offerings of burnt cows’ flesh that he sees and smells being prepared at any of our backyard barbecues! We apparently, instead, worship some other deities that are portrayed inside our houses, and we take the feasts of burnt organ and muscle meat back inside while we watch our new gods on those moving, shining gleaming glass boxes we have there… So he’s kinda hungry. Somebody will come up with some other supposed religious reason, but don’t you believe them! Heed Toutatis!)

{ ; + q }}   – or toungue firmly in cheek, because nobody can tell facial impressions by teletype

Guy Brandenburg, Washington, DC 
http://gfbrandenburg.wordpress.com/
http://home.earthlink.net/~gfbranden/GFB_Home_Page.html
============================

* In wartime, a lot of people get killed by ‘incomings’ that get missed. So it’s not always Toutatis’ fault. Sometimes it’s Loki. And he’s pretty pissed, too. Just sayin’.

Published in: on February 15, 2013 at 3:09 pm  Comments (2)  
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Are Kaya Henderson, Wayne Ryan, and Michelle Rhee Afraid of Going to Jail?

If we had a secretary of Education who actually knew something about education and learning, and not the dishonest idiot we have now (Arne Duncan), then there would be a real investigation into all the cheating in school system after school system across the country, aided and abetted by the likes of DC’s Henderson, Ryan, and Rhee.

And if we had such an investigation, including forensic statistical analyses of the wrong-to-right erasure pattterns, then not only would those three individuals be facing serious time for monetary fraud, then in addition, our DC Inspector General, Charles Willoughby should be facing public disgrace for whitewashing an enormous crime against the children of DC.

Monetary fraud? you may ask.

Yes, I reply.

Read Adell Cothorne’s complaint about the cheating scandal at Noyes and you will see a cogent monetary estimate.

(DC financial “czar” Natwar Gandhi also needs to go to jail for turning a blind eye to theft after theft from the DC public treasury.)

However, unless Obama dumps Duncan during his second term, Henderson, Ryan and Rhee won’t need to be wondering how they will look in orange jump-suits.

But we can dream.

Published in: on January 13, 2013 at 10:02 pm  Comments (8)  
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What a Delaware Politician Really Meant

A very funny critique of what a Delware Edu-Political boss actually meant:

http://transparentchristina.wordpress.com/2012/11/07/last-week-i-posted-a-letter-sent-by-secretary-murphy-to-all-of-delawares-teachers-today-i-will-parse-it-netde/

Published in: on November 20, 2012 at 1:54 pm  Leave a Comment  
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What I’m Reading These Days

Both my brother and I recently had major surgery (him: back/nerves/sciatica. me: intestinal/crohn’s disease) and are both suffering from insomnia, which we’ve never really had before. Perhaps the pain medications had something to do with it, but who knows?

In any case, it gives me an excuse to do a bit of home improvement (quietly, so as to not wake my wife) and a lot of reading.  I’m not usually in the habit of reading supermarket or drug store pulp fiction (tho I did enjoy the book Stephen King wrote about the time some disease killed 99.999% of the human race: what would it be like to survive in such a world? Strange, for sure, and SK does a lot of realistic conjecturing [as well as some unrealistic ghostly imagining, of course] and has a really keen ear for the way Americans of different types really do talk. But I read that years ago.)

 A few of the things I’m in the middle of reading, much of it on a Nook e-reader (which has both advantages and disadvantages btw)
* selections of works of Mark Twain (most recently, Man Who Corrupted Hadleyburg, his critiques of James Fenimore Cooper, and his take on the French Revolution and the Ancien Regime; his take on racism and imperialism, both American and Belgian)
* Last of the Mohicans by JFC. I’ll admit I skimmed a lot of it since his writing is so execrable. One could say in a simple declarative sentence of 2 or 3 lines, tops, what JFC will use 2 or 3 paragraphs for, using language perhaps nobody ever used. I wanted to see how it corresponded with the movie, which i enjoyed a lot. Did you know that Natty Bumppo refers to himself, repeatedly, as “a man without a cross”? And do you know what he meant? I had to look it up, and now you can. I will say the writing is better here than in Deerslayer, which IIRC is bout the american revolutionary war.
* Rise and Fall of the 3rd Reich by William L Shirer. Excellent, except he makes lots and lots of excuses for the supposedly anti-nazi German officer corps who actually created Hitler and his party, funded them, armed them, trained their assault forces, and so on. But he does an excellent job at showing how Hitler was a master of the well-placed and perfectly-timed lie, betrayal and murder, allowing him to ally with certain forces only to betray them soon enough, when it suited his purposes. Hitler was, in this sense, one of the largest gangsters ever to live — but one who was able to recruit to his side, or else neutralize, millions of Germans who had fought hard against him for decades. That is one of my biggest unanswered questions: Hitler did not murder the literally tens of millions of Germans who had been members of the German Communist and Socialist parties before he declared those parties illegal. Yet essentially none of them, when drafted into the german military, did anything whatsoever to sabotage his obviously illegal, racist, murdering, and unprovoked wars and attacks. Why did they not revolt?
* Mein Kampf — am only a few chapters in. A bit heavy going because you know that nearly every sentence is a lie; hard to tease out the bits of truth and exactly what he is omitting. Seems surprisingly well-organized book so far. A lot of Shirer comes directly from this book; hard to find too many sources who actually knew Hitler when he was a young bum and who were willing to talk. Generally, I come more and more to appreciate what an utter ASSHOLE Hitler was. I share absolutely none of his basic opinions. I certainly hope that if I had been born in Germany during the first few decades of the 20th century, I would have been an anti-fascist.
* For Whom the Bell Tolls by Ernest Hemingway, which I had never read, only other works like Old Man and the Sea, Sun Also Rises, and some stories on bullfighting in Spain. FWTBT is about some left-wing Spanish guerrilla fighters behind enemy (i.e., fascist) lines during the Spanish Civil War (1936-1939), which occurred when right-wing Spanish military officers, supported strongly by the Spanish and international Catholic Church, rose up and overthrew a legitimately elected national government, but were not immediately successful. It took three long years of war for the Nationalists, as the fascists were also called, to conquer all of Spain and to wipe out all of the opposition. Hemingway’s book gives an almost moment-to-moment, blow-by-blow account of what it was like to be part of a group of undercover fighters, surrounded by the enemy forces, who have been given the assignment of destroying a particular bridge in the mountains at the precise moment when the Loyalist (anti-fascist) government forces begin a major offensive to relieve the Fascist attacks on Madrid, which was still in anti-fascist, legitimate government hands. I was inspired to read this by watching part of Gellhorn and Hemingway. I liked the book a lot. I see there is a movie version with Gary Cooper; wonder how that will be.
* Cryptonomicon — excellent! A very long novel by Neal Stephenson that involves crypto during World War 2, with specific emphasis on Bletchley Park, Alan Turing, the bombe, the Battle of the Atlantic, and the Pacific Theater (esp the fight in the horrible jungles of New Caledonia, Guadalcanal, and the Philippines) as well as a bunch of modern-day computer geeks and math freaks who are trying to set up some sort of new information network in the Far East in the present-day (more or less)
* Origin of Species by Darwin. Man, this is an excellent book! I’m only about half way through. Neither he nor anybody else knew anything about genetics as we understand the topic today, with DNA, RNA, chromosomes, genes and so on; but he does an excellent job of pointing out what he admitted were gaps in the current state of knowledge of biology and zoology that nonetheless led him to his theory, which I think I can summarize thusly:
>> every creature (animal, plant, bacteria, virus, etc) tries to make copies of itself and stuggles to survive and not to be eaten
>> that drive to reproduce produces so many offspring that if all of them were to survive, then any one species would in a surprisingly small number of generations produce so many descendants that they would cover the entire planet, which is clearly impossible and never happens
>> these descendants, while similar to each other, do vary somewhat. Some of those variations make it so that their possessors are slightly more likely to survive and pass along descendants than their peers do
>>we know that these variations do pass along; in fact, farmers and breeders and completely uncivilized peoples with only the beginnings of agriculture or animal husbandry have been using this principle unwittingly for a long time. For instance, they only allow the strongest or meatiest or most docile rams or bulls or vegetables produce descendants, and have been “improving” (or at least modifying in the way that those people preferred)  those species as they prefer for millennia; this is called “artificial selection”
>> what nature does is very similar and is called ‘natural selection’
>>one big problem remains: precisely how does one decide if two types of animals or plants or yeasts or bacteria are in fact different species or are merely varieties/races/strains of the same species? In many cases, different species cannot produce offspring at all, no matter how hard they try. In other cases (like horses and donkeys) they can indeed produce offspring, i.e. mules or hinneys, but these descendants are sterile and can’t have any offspring whatsoever. Whereas if two different varieties of the same species are crossed, often times they and their descendants have ‘hybrid vigor’ but are quite different from either of their parents.
>>In any case, he assumes that the world is unimaginably ancient, and that evolution (descent by modification and natural selection causing gradual changes in species, such that the vast majority of all species that have ever existed are now extinct) takes a long, long time; but since the world is ancient, that time has indeed been sufficient for lots and lots of change. All you have to do, to see how much change has occurred, is to walk along the beach at Lyme Regis…
* Astrographs, Telescopes, and Eyepieces by Richard Berry et al (published by Willmann-Bell, willbell.com) Excellent technical account of the design and probable outcome of optics of all common, and many uncommon, types of telescopes and their associated eyepieces. The only drawback is that they have very little analysis of how these optical devices actually perform in real life, in the field or in an observatory; nor does it give you much of an idea of how critical the manufacturing tolerances are if you choose to make one of these items yourself. (That’s what I do for fun!) I have discovered that with a regular Newtonian telescope, you can make all sorts of errors and be really sloppy in your tolerances, but your scope will still work great. It only has two mirrors, a large one that is supposed to be a paraboloid and a much smaller one that is supposed to be optically flat. Even if your supposedly-paraboloidal mirror is really closer to a section of a sphere, or shaped more like an ellipsoid or a hyperbolid, or has lots of scratches, or isn’t really any one of those precise shapes, if your focal length is long enough, you will still see way more stuff, more clearly, in the sky, then you would with your naked eyes or even a small refractor or pair of binoculars. Whereas, if you make errors in spacing, focal lengths, or radii of curvature in a multi-element telescope like a Lurie-Houghton catadioptric scope, then it won’t work at all. Images will be horribly distorted. Been there, done that, and that’s even though everything looked to me to be, individually, AFAICT closer to perfection as it had any reason to be. Many years of work down the drain, and I am still drawing a blank on what do I do now to fix it? I haven’t a clue as to where to begin. What if the glass was not what we thought it was?

People Need to Send Ms. Wysocki Flowers

 Congratulations for Having Some Guts!

People need to send Ms. Wysocki cards and flowers to congratulate her for her bravery in standing up and agreeing to have her story told.
I found the school address and phone number, and after asking, was told that private citizens are indeed allowed to do so.
She teaches at Hybla Valley Elementary School, as reported by Bill Turque in the article.
The address of the school is 3415 Lockheed Boulevard, Alexandria, VA, 22306, and the school phone number is 703-718-7000.
There are a couple of florist shops not far away:
Sun Flower Florist and The Virginia Florist.

 

Or you could use a different florist entirely.

No proposals of marriage, though. That would be tacky.

Published in: on March 7, 2012 at 7:27 pm  Comments (2)  
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