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AMT: Bloomberg is Abusive Admin #1, needs to be recalled

April 22, 2011 pm30 3:25 pm

Anna-Maria Thomas, at the New Action website, names Michael Bloomberg the most abusive NYC administrator, and calls for his recall. What do you think?

Chairmen vs Assistant Principals

April 22, 2011 pm30 2:19 pm

Years ago, rumor has it, New York City schools had departmental chairmen, not Assistant Principals for Supervision.

At this distance, having chairmen makes sense. Non-evaluative. Expert in content and pedagogy. Still teaches. Can develop a non-threatening relationship aimed at improving and developing teachers. Not a transmission belt for administration.

Why did we lose them?

Was there something bad about them I am missing?

Remember when the Indians were always awful?

April 21, 2011 pm30 12:01 pm

Last place, year after year, never in contention? If you are as old as me, and follow baseball even a little, and you are not from Cleveland, you probably recall those awful 60s and 70s and 80s.

Not from Cleveland? Why “not from Cleveland”? Because reality was both not as bad as that memory, and worse.

The Indians had an amazing season in 1954. 111-43. That’s .721. Best. Ever. Al Rosen, and Larry Doby, Bobby Avila. And Wynn, Garcia, Bob Lemon, Bob Feller.  When the ’98 Yankees were amazing (amazing! .704) this was the team they were compared to. They got swept in the World Series, but still, over 700? And while they only won the AL that one year, they finished 2nd 6 more times in the decade.

At the close of the 1959 season, there they are, 89-65, runner-up to the champion White Sox, a really good, though slightly aging team. Know what’s next? Through 1993, that’s the next 34 years, one 3rd place finish, all the rest 4th or lower. 34 years lousy. That’s what so many of us remember. Doormats. We remember that, too. But it’s not true.

During their long skid, the Indians were actually consistently mediocre. There were winning seasons in ’65, ’68, ’76, ’79, ’81, ’86, and a 500 season in the mid-60s. There were only seven last place seasons, and never two in a row. A typical season was 74 – 85 .465 and 5th place out of 7 teams. Consistently mediocre, not always awful.

So what’s the point?

  1. Baseball trivia is fun.
  2. Memory is imperfect.
  3. Be careful of things you are sure of without having to look up.

An appeal on “Teacher Data Reports”

April 21, 2011 am30 9:51 am

This letter started making the rounds yesterday via e-mail and listserve. I have not yet seen it published. The writer is a Brooklyn elementary school teacher (5th grade).

Dear Mr. Mulgrew,
    I am a veteran public school teacher of 33 years and have taught a variety of subject areas and grades during my tenure. I began as a middle school special education teacher  and am currently a licensed teacher for the Gifted and Talented Program, grade 5 .  I have an exemplary record and have contributed in a positive way to many, many students most of whom I still keep in contact via that technological wonder, Facebook!
    I received my Teacher Data Report on Wednesday, April 13 and was demoralized beyond words. I was rated an “average” teacher in both E.L.A. and Math and “below average” in one area of the math. I sat and stared at the computer screen reading through tears of frustration insisting that someone made a terrible mistake. I am NOT “an average/below average” teacher!
    In June of each school year, parents line up outside my principal’s office begging to have their children in my class. If I was such an “average/below average” teacher, why would parents do that? Over the years many of my fifth grade students have been accepted into such prestigious middle schools as DeLaSalle Academy, Medgar Evers Prep School, Mark Twain Middle School for the Gifted and Talented, Philippa Schulyer Middle School and the Prep for Prep Program. I prepare all my students to take these entrance exams as well as introduce them to the interview process. I don’t think an “average/below average” teacher’s students would be able to pass such rigorous entrance exams.
    My principal told me to rip up my Teacher Data Report as she does not give it any merit, especially in my case. As a teacher of the Gifted and Talented, many of my students enter my class with perfect E.L.A. and Math scores. Where can I move them? What if my principal leaves and I am at the mercy of some Tweed Operative who only deals with statistics?
    I hope my Union, one that I have supported and believed in since the days of Albert Shanker, will alert the public to the offensive nature and inaccuracies of these Reports. Fight their release and get rid of them! My livelihood is being challenged on the basis of two exams, which are administered over four days. Three hours of testing can measure a teacher’s worth?     
    My evenings and weekends are consumed with paperwork. My preps? My lunch periods? I coach the Oratory Team and am the coordinating teacher for The Stock Market Game. I also coordinate many of the senior activities at my school. Should I give this all up and focus on test-taking? Teaching in Brooklyn certainly has it advantages. I have taken my class on many school trips to concerts, plays, museums and art galleries, all related to various areas of the curriculum. Should I stop and just focus on test-taking activities? Should I stop molding my students into becoming well-rounded young men and women and just focus on test-taking skills? If the answer is yes, then I fear I may have to retire.
    Please Mr. Mulgrew. Get the word out that Teacher Data Reports are flawed, inaccurate and do not measure the worth of a competent, motivated teacher. These Teacher Data Reports do not take into account students who have to overcome incredible obstacles just to make it to class every day. What about students who, through no fault of their own, arrive at school late, hungry and unprepared? A teacher can only do such much in the course of a day, a week, a month and a school year.
    Many of my colleagues are reconsidering teaching the testing grades and are applying for lower grade positions or out of classroom positions.  
    I do not deserve such abuse. I have dedicated my life to the children who have passed through my classroom door. Please help me.

I pass

April 21, 2011 am30 2:49 am

For years I avoided holidays altogether. Birthdays? The were always good. But not holiday. The muttering in incomprehensible dead languages. Fantastic fables. Us vs them mentality. Meaningless ritual. And then I agreed to come back to my father’s for Pesach, and only Pesach. Made it clear, but still got invites to others. Nope, not a chance, not interested at all.

Pesach was loaded with stories, fables, like the others, but not like the others. It is celebrated at home, with only family and friends. The meal is the thing.

And the stories, well there are those myths, but the story part is a freedom story. Pharaoh, we might say, but “Pharaoh” in an upright flat American accent we might hear sung… Or Moses… as the story was adopted by a modern group of people, Americans by birth but not quite Americans if you watched how they were treated. There were different voices intoning the images and symbolism of the stories from the Pesach table. I so thoroughly conflated the two, the Civil Rights movement with the Passover story, for years, for decades, that just today I discovered that “Follow the Drinking Gourd” was neither traditional nor Pesach-related. (It just gives some directions for escape. With a nice melody.)

Anyhow, it’s been this way for a while. Pesach is the only holiday I tolerate. I participate in the ritual. And I even complained, years back, to my father that as long as we are doing it, I missed stuff; the rituals were too abbreviated, or too many were skipped. But siblings have kids, and the kids’ short attention spans give cover to their parents’ restlessness, and the Seder became more and more abbreviated. I was probably silly to complain at all.

And it’s not like the seder was completely abandoned. There’s the warm up blessings. Four questions. The four sons (yours truly is a natural for the wise one). Plagues. Plagues… Even though my father abandons most of the Hebrew (is some of it Aramaic?) he alone chants/sings and spills. Dom. Sounds like nothing on paper, but the tune is ominous, like the sounding of some sad bell. Blood. Tsfardaye. (frogs, sounds like the word for French, everyone says that’s a coincidence, but I could use a real etymologist). Kinim. Dever… he says them quicker than I remember from my childhood, still a beat each, just a faster beat. Finally Makat B’horos. My father smiles at me here. Right, for the killing of the firstborn son. It’s funny, but with an edge. Then some more blessings, some songs, and food. Later the kids hunt for the hidden matzah (the afikomen).

But this year, I pass. After ten, twenty years? of me coming. Seder was moved; wasn’t at his house. It’s a long drive. But mostly, it just wasn’t my father’s seder. I’m sure he still presided. He likes that, and there’s no one else who really could. But presiding or not, he was a guest. And then look at me, same guy who complained about losing the comfort of ritual. I don’t know who he smiled at when he spilled wine for the killing of the firstborn. But it wasn’t me, and that’s not a bad thing.

A unit on rational functions?

April 10, 2011 pm30 1:41 pm

I couldn’t find a book with a unit on rational functions. So I made one up.

This year we decided to revamp precalculus. We have three groups mixed in precalc. Many seniors take the course, and we want them ready for calculus, if they go there, next year. But juniors also take precalc after algebra II/Trig, the ones who will take calc (with me?!) next year. And a small group of juniors, enrolled in the second term of trig, will take precalc concurrently (just one term) and jump to calculus next year (also with me?).

So we rearranged and expanded to make the second term of precalc be “what we want kids to get right before calculus.” It forced us to consider which particular skills were necessary, which needed reemphasis, and which had been arbitrarily thrown in.

We are working with the result: Trig (5-6 weeks), Exponentials/Logs (2 weeks) Rational Functions (2 weeks), Series/Sequences/Limits (5 weeks).

Our precalc book, Advanced Mathematics by Richard Brown, is fine for most of this. But we made a note about finding material for Rational Functions. And I have been lead on this course, so that meant me. And I forgot to look. Until we got close. And I could not find a unit on rational functions in any of the Algebra, Algebra II, College Algebra, or Precalculus books on my shelf or at school. Maybe I examined 30 – 40 books?  Those that had something generally had, as part of a chapter on “functions,” one section on rational functions. There were a few precalc books with two sections, the second focusing on asymptotes. And one, Hostetler’s Algebra II, had three sections – one on the graphs, one on the algebra, and one on partial fractions.

In addition, Functions and Graphs (it’s $9, every math teacher should have a copy) Gelfand/Glagoleva/Schnol has two extended sections about producing graphs of rational functions. This is from a Soviet correspondence course, and does not look like our text books at all. The answers are in the margins, and the questions are “how do we graph this?” and “how can we analyze the algebra to graph this?”

Why rational functions? Why a full unit? Asymptotes. End behavior. Algebraic Manipulation. Algebraic Skill practice. Transformation of Functions.

I am curious what you think about the idea (2+ weeks of this). Later on, I’ll post some of the worksheets I threw together. (they need considerable refinement, if we are to make this a permanent unit)

Demonstrate Saturday

April 8, 2011 am30 7:24 am

There are two events. First attend the “We Are One” rally at Times Square at noon (see message from UFT Director of Staff, Leroy Barr, below). Then head down to Union Square for an anti-war and anti-Islamophobia march. The march starts at 2 (an earlier rally conflicts with “We are One”)

Join us for “We Are One” rally this Saturday, April 9!

Dear colleagues,

Join us this Saturday, April 9 at noon in Times Square for a “We Are One” rally organized by the New York City Central Labor Council and the New York State AFL-CIO. This event is one of many actions taking place in New York State under the “We Are One” banner.

Show your support and stand in solidarity with working men and women throughout the city, state and the nation. We will be delivering a simple message: We will not give up our voice! We will stand in solidarity! We are one. Respect our rights.

UFT President Michael Mulgrew is scheduled to speak at the rally.

Date: Saturday, April 9

Time: 12 p.m.

Location: Times Square: 7th Ave. at 42nd St.

Download the flier and spread the word! For additional information, call the New York State AFL-CIO at 212-777-6040.

In solidarity,

LeRoy Barr
Director of Staff

Something different: Sand Globes

March 30, 2011 pm31 8:22 pm
tags:

 

Why do I support my union? I have another question

March 27, 2011 pm31 10:07 pm

My post Tuesday, after hours of wordpress being down (read-only) and a stress-y day, my post was a bit intemperate. So I wanted to redo it, and found that I had little additional to say.

  1. I support my union because supporting your union is the right thing to do. I’ve never thought twice about it.
  2. How many ways have I written there’s only two sides, or there are no neutrals. Which side am I on. No question mark, since it is not a question. This was true a decade ago when it may have seemed stranger, and today, when it seems obvious. Hello, Wisconsin. Indiana. Michigan. Florida. Bloomberg. Gates. Duncan.
  3. I support my union, I support unions for the history, for the battles they fought to win such basic rights. And I support my union as a guarantee that my generation not swap those rights, and the legacy, blood, and lives of those who came before us, for a handful of magic beans.
  4. And I support my union, even when it is not doing the right things, as a place, the place, where the potential of collective action exists and resides.
  • I do criticize my union. Loyalty demands no less.
  • But my support never wavers. This is our union, it must continue, we must improve, and even fix it. For those who know better, but are foolish enough to question why we have a union, or why we pay dues, expect a quick tongue lashing.

So this is uninteresting, right? I support the union. Has nothing to do with whether I am a good teacher or not. Has nothing to do with a heart-warming personal story. Sorry. My mom once got fired for trying to organize a union, but she was just doing what was right. She helped organize at her next job, and at the job after that came in after a successful drive and helped organize for the first contract. Because they were the right things to do.

I’m partisan. I have a side. I am not open-minded. All good. All straightforward. No explanations needed.

But let’s flip this.

– – — — —– ——– ————- ——– —– — — – –

Why did I participate in EduSolidarity? When Steve Lazar contacted me, I could have said, go ahead, you, Jose, Ken, I’ll be supportive, but I’ll stand on the side.

I did not end up answering, after all, why teachers “like me” support unions.

I participated because it made a small splash. I participated because it involved more teachers in speaking out. I participated, completely tangentially, because I have an interesting web of great math teacher bloggers that I did not think the others would reach.

But mostly I participated to help make the space more apparent – the space where it is okay to talk about the good stuff about unions.

– – — — —– ——– ————- ——– —– — — – –

Better question: how can we get more members, especially newer members, to support their union?

That, in fact, is what I am in it for.

Teaching polar flowers

March 26, 2011 pm31 3:26 pm

(math, not arctic botany, sorry)

My precalculus course is mine to design (with collaboration from two other teachers). At the end of an extended trig unit (chunks of it were review for some kids, all of it was useful. But did I say “long”?  I meant that) it was time to move on. But I suggested, and we agreed, for a fun three days with polar coordinates.

The best day?  The last. That was the “messing around” day. Try things. Use the TI. Find something neat. Try to figure out why it was neat.

The next best day?  Day 2. Roses.

Steve Lazar says this is called “guided inquiry” – anyone know?  It sounds ok to me. What happened? I told them we would graph r = cosθ, and we did. I used a rough plot on the board, and I asked for assistance, and I slowly slowly plotted point after point, let the curve double on itself, and finished the circle (without proving we had a circle – need to think about that). Some of them plotted along, more just watched carefully. I dwelled extra-long on the negative values of r. Did we plot r = sinθ as well? I don’t recall. But we moved to r = cos3θ, and again, I actively engaged as much of the class as possible in determining the next point, and the next….

I turned to the calculators. We carefully set windows (this is the calculator skill I think my students are best at – almost none of them even think of using Zoom-Fit anymore), with all sorts of reminders to let θ run from 0 to 2π, and graphed r = cosθ, animated. And they saw the circle double over itself, and they oohed. And they graphed r = cos3θ and they saw the petals doubled over themselves, and they aahed.

And this is the clever part. We next graphed r = 1/4 + cos3θ. Ladies and gentlemen, check a graph if you need to. This was a sweet detour. Do you see the hidden petals emerging? Now, there is no question. Watching the animation is nice, but unblocking is cooler:  r = cos3θ is clearly a rose with 6 petals. After that, r = cos4θ was anticlimactic.

Some afterthoughts:

  • Do I need to show that r = cosθ is a circle?  Next time.
  • Better r = sin3θ than r = cos3θ, because, believe it or not, graphed on the TI, the cosine graph generated ridiculous snickering. And on the next day, for free polar play, a couple of boys tried to adjust the graphs to look a bit more – hm – anatomical?  I guess it is motivating, but, um, you know.
  • The prize graph that I share is the sum of an Archimedes spiral and a five petal rose. I usually choose 10 windings. It looks COOL to me, and to them. And then they play with the parameters. r = C + kθ + AcosBθ. You might try r = 1 + θ/4 + cos5θ.  I let θ go from 0 to 20π, and experiment with the window, trying both equal x- and y- limits, and squared off coordinates.
    I am sure other people have done this, but I made it up independently, when my first school gave me a TI and tried to get me to teach myself how to teach with it. Instead I taught kids to make goofy figures, and my AP took it away.
  • Recently Dan Meyer wrote on this topic. As a student teacher he punted on this lesson (procedure and pattern matching only). His suggested improvements ARE improvements, but much more was possible. Do I care about the number of petals on a rose, or do I care about understanding periodic behavior?  (No false dichotomy here, an answer of “both” is perfectly reasonable.) My answer: I don’t care about the petals. The pretty graphs are motivation for something else.
    On the other hand, my answer for “teacher in front vs kids on their own” is: Both. My answer for “hand graphing or calculator graphing” is: Hand first, then both. My answer for “working in groups vs working individually” is: Individually, with constant interaction/checking/questions with neighbors (desks are adjacent, touching) + I’m not stopping anyone from establishing small groups as they go. All of this is nuanced. All takes time to develop, refine.
    Students gaining control over an unusual graph/equation relationship is good. Controlling the technology they use, also good. The gain made is not floral, it is the ability to master and control a bit of mathematics at a time.

 

Why does a teacher like me support my union?

March 23, 2011 am31 12:25 am

I will answer, at greater length, as the sun rises. But for now:

1. I answer with injured pride. And offense. My answer is the same, if you think I am a good teacher, a bad teacher, or a decent, reasonable teacher. What do you mean, a teacher like me? And let me add this – when you, other teachers, hear that question, you should take offense, too.

2. Do you want me to convince someone to support the union? Or are you just asking why I support it? Because if you are just asking why, it is easy. Supporting your union is the right thing to do. Period. I don’t really think about it. Ever. I never debated whether or not I should support my union. I was raised that way.

3. My union has a lot of problems. The leadership screws up in big and little ways. But it is my damned union, and don’t think for half a moment that it gets anything less than my full support. I want to improve what could be made better and fix what’s broken. And if somehow you get the idea that it gets less than my fullest support, you are not reading. It is my union.

4. We are at war. With people more powerful than us. Richer. They own politicians, and buy more. They buy elections. They’ve written laws, and rewritten laws. They own most of the media, and influence the parts they don’t own directly. And they are after our hides. And what do we have? Ourselves. Ourselves united through our union. Are we a finely tuned machine? Even if we were, this would be an awful fight. And there we have it: we are in a treacherous fight, organized through a union that’s not in good fighting shape.

How could we do anything BUT support our union? Odds are against us. We are trying to weather this storm (wish us luck). Is there any choice?

Try this analogy:  Can you imagine anything more foolish than fighting a lion with a folding chair? (answer, yes, throwing away the folding chair)

Where’d this EduSolidwhatever day come from?

March 22, 2011 pm31 11:58 pm

March 22 is coming to a close in New York. We had a color day in schools – red for Wisconsin. I’ve got some nice pics, sending them in. But we had a blog action day, too. A hundred bloggers, and who knows how many facebookers answered the prompt: Why do teachers like me support unions?

A few days ago Steve Lazar, Chapter Leader at another small Bronx school, writes to Jose Vilson, Ken Bernstein, and me, complaining that he’s just been asked for the umpteenth time why a teacher like him (don’t know what “like him” means, but I’m guessing some combo of young, white, smart, energetic, well-educated, well-mannered) would support the UFT, and worse, be a chapter leader. Steve thinks we should do a blog action day to coincide with the wear red for Wisconsin (and the other states) day, March 22 (that’s now today). And we say yes.

We batted around a few ideas for a name. We thought about who should sign the appeal. Just Steve? Just us? A few more? Wide open? We shot for a dozen. And we broke up the work. For a bit there, I felt odd man out. My ‘contacts’ are mostly math people, content people. These other guys? All hooked into the Teachers Leader Network, and conferences that I don’t go to. Oh, and Ken Bernstein turns out to be Teacher Ken (a big enough deal that a parent in my school knew who he was).

But we pull together a nice list. Nancy Flanagan, Anthony Cody. Someone gets Deb Meier. Sabrina Stevens-Shupe. Doug Noon from Borderland. I add Ed Darrell, the second strong content blogger I ever met (on-line), and Kate Nowak, a highly respected upstate NY math blogger.

At some point we are discussing plans, and I feel odd man out again. The four of us are pro-union, but not necessarily in the same way. And the four of us can have very different perspectives on individuals we interact with. I had, at some point, some doubts. But they were unnecessary. Things worked out nicely.

And then Steve puts up a website. Uh-gly. But it might be functional. And then he makes it all nice. He adds a FB Group. And then a Community. I add an event page. All of us start reaching out. I hit UFTers. Bronx. But elsewhere. Ken is at Daily Kos, and reaches a whole different group. Jose has a huge following. Me, I try to find math bloggers, pro-union, in other cities. I know a few. I find a few. Big break: the UFT sees the initiative, like the initiative, latches on to the initiative. Hmm. Now we worry, for a breath, that they will take it over. Nope. Promote, Support, and we’re all good. It helped. Plus there were several Edwize pieces.

And today rolled around, and we watched the posts come in. We’re around 100 now, lots from New York, but also from DC, and California, and we just got from Wisconsin, and really, all around the country (plus Sweden). Me, I’ll add ‘after hours’ in the early AM.

And it’s 100 voices, with different messages, different takes. And they are worth reading. Do.

Posts are listed at EduSolidarity. Just click on posts.

Could I have been a great teacher without a union? No, never.

March 22, 2011 am31 12:07 am

by Lynne Winderbaum

So you ask me, “Why did you need a union? You had a good reputation as a teacher, good  reports from your supervisors, loved your job, and thanks to social networking, have students who keep in touch with you from a career that spanned nearly forty years. Couldn’t this have happened without your union?” No, never.

What we want from our existence is very simple really. We want to be able to support our families. We want to be able to take care of their health needs. We want to be able to protect them if we die or are too disabled to work. We want respect in the workplace. We want to be able to provide our children with an education that will give them a life better than the one we led. Women want the right to raise their children and return to their jobs. We want to be able to live out our old age with independence and dignity. Couldn’t this happen without my union? No, never.

It’s been a generation since organized labor has been losing strength. And with that loss came a stagnation of annual salary, loss of jobs, loss of pensions, loss of health coverage, loss of middle class America, and a growing inequality between the rich and poor that has never been larger. So the loss of clout has not benefited the American worker but it has unfortunately fanned resentment on the part of the labor force that no longer has this security against those who do. And meanwhile, the real beneficiaries of this internecine conflict are far off in a boardroom rubbing their hands, licking their lips, and bursting with glee as they deflect blame for Americans’ deteriorating standard of living to organized labor while they feast on government bailouts, obscenely large bonuses, and decreasing regulation and scrutiny.

Businesses exist to make a profit. In my view, there is nothing wrong with that. Nor is there anything wrong with acknowledging that the object of baseball is to score runs. It’s only if a team strives to win by cheating, bribery, and intimidation that there is dishonor in the path taken toward the goal. In today’s America, corporations send jobs overseas where labor is cheap and workers can be exploited, keep tax-evading offshore addresses, and fund without limit political organizations of their own creation that have patriotic names but serve as fronts to reward politicians whose cooperation they have bought.

Then they use part of that political clout and great wealth to stoke the flames of jealousy to turn workers against workers. When unions were strong, everybody shared in increased salaries and benefits. When unions are weak those who do not enjoy the benefits they truly deserve demand that nobody should have them. A race to the bottom is unleashed in which all workers are losing, and the corporate controllers of the levers of government gain richly.

That’s why my labor union is important to me. It is the only force that has stood in the way of the process of corporate enrichment at all cost, and the worsening standard of living of the worker. It has allowed us to have the basic benefits of job security and providing for our families that we all deserve. Collective bargaining has given each and every individual worker a voice in the workplace amplified many times over. This has forced businesses to agree to a level of fairness, safety, increased wages, benefits, and security for its employees.

When I began teaching in 1970, I received an annual salary of $7,950 with a bachelor’s degree. But despite the low salary, I was promised by the city that in return for giving them twenty or thirty years of my life, they would take care of me forever. After a very satisfying and rewarding career and after teaching thousands of junior high and high school students, I retired 39 years later. In 1976, earning just over $12,000 a year, I gave birth to my first child. Although my salary would not impress my private sector peers with similar graduate degrees, the fact that I could take a leave of absence for eight years to raise my children and return to my job at Junior High School 109Q seemed like a right that should be there for every woman who wants it. My union negotiated that for me. I returned to teaching in 1984 at my same school. By that time, I was earning only $24,000 despite now having two master’s degrees. But money wasn’t the issue—it was the compensation of never having to worry about paying for the health care and dental needs of my family that made the lower salary seem fair. It was the guarantee of equitable treatment in the workplace, due process, and a rulebook that governed how everyone played that allowed me to concentrate on my job without fear. It allowed us to fight for true reform in the workplace: safety and security for our students, class size limits, mandated services for special education students and English language learners, proper textbooks and materials, and a broad curriculum.

For over thirty years I spent every Sunday writing my lesson plans for the week. That left my weekday evenings for marking tests and correcting papers. Prep periods were for creating or duplicating material for my classes. But thanks to our solidarity, I was reassured to know that in return for an honest day’s work teaching as many as 170 students, my union promised me that I could not be fired without cause, that I would work in a safe environment, that I could apply fairly for an overtime job that could not be given under the table to the principal’s friend’s son, that I could not be harassed by my supervisors, that I could take time off with pay when my parents died or when my children graduated from college.

We were a force! When we went on strike in 1975, 100% of my school’s staff walked a picket line—no questions asked! We were solid. We were united. The mailmen would not cross our line to deliver the mail. The coal man (yes, coal heat) would not cross our line to deliver the coal. Workers of all unions stood together to protect the rights we had won for ourselves and our families.

This Friday I will be in Union Square to pay respects to the memory of the 146 workers who burned to death one hundred years ago in the Triangle Shirtwaist Factory fire. There were no regulations to provide safety standards that would have spared their lives. Unions were formed to protect us. The stories of abuse of workers in the early twentieth century are historical fact. Later in the day, I will be at a rally at Tweed to fight back against the false reforms that are threatening public education. I worry that the swing of the balance of power back to the corporate bosses has ushered in a new era where they can tell workers to toil in unsafe conditions, keep silent on illegal practices, give up salary and benefits, and work extra hours to compensate for layoffs–or be fired. The atrocities of the past and the abuses of the present are part of our heritage. If we allow them to be forgotten or ignored, we devalue the sacrifice that made the American workers respected, powerful, able to provide for their families, and able to control their destiny in their professional lives. We devalue the sacrifice made to create unions.

Do not be jealous of teachers. Do not resent us. Everyone should have what we have. And there is no budget crisis that would justify taking from the American worker while CEO’s and their corporations enjoy tax breaks and pillage public money for privately run, unproven school “reform”. Do not let public education, the bedrock of American success, be destroyed by corporate interests. If workers support each other, we can embark again on a path that will improve all of our lives.

That’s why I joined my union.

Do teachers like you support unions?

March 21, 2011 pm31 9:44 pm

But what if you have no blog to answer on?

A bunch of us are answering that question “YES!” on our blogs tomorrow (Tuesday, March 22, 2011)

You can play, too. Send me a post, and I will try to find it a home, a blog that will publish it. (my email is the same as this blog name, but at gmail dot com.)

edusolidarityIMAGE

You could also facebook, or twitter. Tumblr is great, it’s really just a blog with a cool/funny name. But no matter what you decide:

Please, one way or another, publish a piece on March 22 entitled “Why Teachers Like Me Support Unions.”

If you publish your post yourself, please share it through the form at http://edusolidarity.us. (If I publish it for you, I’ll take care of that.) Posts should also be shared on Twitter using the tag #edusolidarity. There is a Facebook group and a Facebook event where you can sign up.

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Help! AP Calc – book? tech? organization?

March 19, 2011 pm31 4:07 pm

Help!

I am likely teaching two moderately-sized sections (40 – 45 students, combined) of AP Calculus AB next year. I have never taught any level of calculus before. I likely have fairly wide latitude in organizing the course, in choosing materials (possibly including text) and in choosing what technology to go in for.

I am firmly committed to minimizing test prep, to minimizing testing, and to minimizing intrusive technology.

How should I orient myself? Where should I go? What should I read?

And any other advice for starting out, or for consideration between now and then?

Thank you!

Hope Returns to a Philly Classroom

March 19, 2011 am31 9:32 am

It’s nice to win one these days.

Hope Moffett had the audacity to speak out against the district’s unwarranted closing of Audenried HS. Hope is a teacher, TfA for a matter of fact. So the district removed her from the classroom, trumped up some charges after the fact, (added to them that she had publicly shared the fact that she had been exiled!), and moved rapidly to fire her.

Hope did not stay quiet. The order not to talk about someone’s charges? That’s to protect that person’s privacy. Hope did not care about her privacy, she cared about her school, colleagues, students. The Philadelphia Federation of Teacher backed her. With a strong statement. And a rally. And then with lawyers. Politicians joined in.

[I’ve been following this amazing story on The Notebook, the goto blog for Philly schools news – jd]

And the district folded. Hope was retroactively suspended for a week, but in one classroom in Philly, Hope returns on Monday.

Seattle overtests, parents object, teachers say no

March 19, 2011 am31 9:00 am
tags:

Seattle has an adaptive test called the MAP. They give it to all their kids, a few times a year. This computer based thing wastes time, stresses kids, and is used (inappropriately, according to its designer) to evaluate teachers.

With the dumping of Broad-trained Superintendent Goodloe-Johnson, there is hope of losing the awful test as well.

Here, from Seattle, are 15 reasons why the test has to go. (Summary below the fold)

Here’s the SEA (Seattle teachers union) getting on board.

Read more…

No freshmen for me

March 18, 2011 pm31 11:46 pm

In my small school we have 350 or so students. Generally, teachers elect to teach the same class year after year, with an occasional shift. Me? I had taught freshman algebra and a senior elective (combinatorics one term, logic the next) for a bunch of years.

And then I got tired of freshmen. Not like I won’t teach them again.

– – — — —– ——– ————- ——– —– — — – –

Which is what happened at my first school. I saw a program for a new term, and this was now 6 terms in a row loaded with the most difficult grade – ninth – and I announced to my AP, full voice, in a full office – that if I saw a freshman class on my program again I would walk straight out and never come back. No one said a word. No sense of decorum, right? But for the rest of my time there, I never saw a freshman class again.

And my behavior may have been off, but my request wasn’t. Classroom management was a big issue in our school, and the freshmen were the toughest to manage, and I was a newer teacher with particularly problematic management skills. It was unfair to me and a disservice to the kids to have me teach the toughest classes in the building. Most teachers and kids so paired up would race to see who left the school first – the average teacher hung on about two years,  the kids about the same.

In the next few years I sometimes sat in that office where I once announced my displeasure, and when a kid who had done something to get thrown out of class, but not bad enough to go to a dean, came in, I would size them up. And engage them. At first about what they did wrong. And then with some math. But I had a special routine with a freshman. You knew how they looked and how they walked in who they were. Confirmed by the class they got tossed from. Having ascertained that I had a freshman in front of me, I would ask “What grade are you in?” “Ninth”  (I already knew) “Ooph, I hate ninth graders” [grimace] “but as long as you are here, let’s do some work.” And we would.

Occasionally I covered a class with kids who’d had that conversation. I still can hear the audible whispers: “shhh, he hates freshmen.”

– – — — —– ——– ————- ——– —– — — – –

At my new school, first year, there were nothing but freshmen. So I taught them. And decided that the foundation skills in algebra were important. So I taught them the next year and the next and always asked for them and never threatened to leave if I got freshman classes.

But after six years I was tired. Teaching freshmen takes much more energy than teaching seniors.

There are high school habits to be taught, middle school habits to be broken. There are scared kids to be supported, and acting out ones to be reined in. There are raging hormones and crazy emotions.

And there’s bringing the skill levels from fifty middle schools from four boroughs to a more common place. There are habits of writing math, habits of speaking about math to be adjusted and reformed.

So I took a break. And strangely, the most carefully rotated classes in our entire school became freshman algebra. We don’t fight so much about plum classes; although I won’t say not at all. But Algebra rotated reverse seniority, one teacher each year. And now it is coming back at me. Plus I asked for it. It’s time to start teaching the littler kids again.

 

 

Blog Edusolidarity – Join us Tuesday, March 22

March 15, 2011 pm31 8:45 pm
edusolidarityIMAGE

Please publish a piece on March 22 entitled “Why Teachers Like Me Support Unions.”

As we all know, teachers and our unions, along with those of other public sector employees, face unprecedented attacks in the national media and from local and state governments. It is easy for politicians and the media to demonize the “unions” and their public faces; it is far more difficult to demonize the millions of excellent teachers who are proud union members. Those of us who are excellent teachers and who stand in solidarity with our unions are probably no stranger to the question “Well, why are you involved with the union if you’re a good teacher?” It’s time for us to stand up and answer that question loudly and clearly.

On Tuesday, March 22, teachers in NYC will wear red in solidarity with our brothers and sisters who are under attack in Wisconsin, Ohio, Indiana, Tennessee and elsewhere. We also stand with teachers in places like Idaho, California, and Texas who are facing massive layoffs. We would like to take this stand on the web as well. We encourage you to publish a piece on March 22 entitled “Why Teachers Like Me Support Unions.” In this piece, please explain your own reasons for being a proud union member and/or supporter. Including personal stories can make this a very powerful piece. It would be great to also explain how being a union member supports and enables you to be the kind of teacher that you are. We want these posts to focus not only on our rights, but also on what it takes to be a great teacher for students, and how unions support that.

After you have published your post, please share it through the form that will go live on March 22 at http://edusolidarity.us. Posts should also be shared on Twitter using the tag #edusolidarity. There is a Facebook group and a Facebook event where you can sign up.

In Solidarity,
Ken Bernstein – Social Studies, MD – teacherken
Anthony Cody – Science Instructional Coach, CA – Living in Dialogue
Ed Darrell – Social Studies, TX – MillardFillmore’s Bathtub
Nancy Flanagan – Educational Consultant, MI – Teacher in a Strange Land
Jonathan Halabi – Math, NY – JD2718
Jamie Josephson – Social Studies, DC – Dontworryteach
Stephen Lazar – Social Studies/English, NY – Outside the Cave
Deborah Meier – Professor of Education, NY – Deborah Meier’s Blog
Doug Noon – Elementary, AK – Borderland
Kate Nowak – Math, NY – f(t)
Sabrina Stevens Shupe – Educational Activist, CO – Failing Schools
Jose Vilson – Math, NY – The Jose Vilson

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Illinois Education Association to Boycott Koch Brothers

March 13, 2011 am31 4:01 am

Fred Klonsky, teacher, blogger, and former local president offered the resolution, and it was adopted.

Thank you, Fred!

Bx Science teacher starts “New Principal Scholarship Fund”

March 13, 2011 am31 1:37 am

Teachers won a clear decision in their special complaint against Bronx Science administration, but the DoE refused to accept it. Most of the signatories have transferred or retired. And the atmosphere remains lousy.

But now a new voice is trying a new approach – a “New Principal Scholarship Fund” to be turned over to the school on the replacement of the current principal. Read more coverage in last week’s Riverdale Press. (full text of the article below the fold): Read more…

PFT rallies to defend Philly teacher who spoke out

March 12, 2011 pm31 4:15 pm

Hope Moffett works at a school that the Philadelphia superintendent wants to close. She spoke out, publicly, strongly, against the closure. As a result, she was suspended, and the District was moving to fire her. Would the Philadelphia Federation of Teachers step up? We have the answer: absolutely.

The closing of Audenried HS is not justified. Hope, a TfAer, said so, clearly. The data were wrong. Audenried, recently reopened, was improving.

The district reassigned her first, and then created charges later. One of the charges was that she shared the letter reassigning her.

And the PFT? First they made a statement. Then a longer, stronger statement. Now they have gone to court, and won a temporary injunction against firing Hope. Next? A demonstration in her defense.

1. If you are in Philly, that’s a Monday rally, 4PM, against bullying and intimidation
2. Nice to see the union moving defense of a member front and center
3. Credit to excellent coverage in The Notebook, the go-to blog source for school news in Philadelphia. Here’s all their Hope coverage.

Stand with Wisconsin, Tuesday March 15, Union Sq NYC, and all 50 states

March 11, 2011 pm31 9:34 pm

On Tuesday, March 15, join fellow Americans in all 50 states who will be standing with Wisconsin and for the American Dream. New Yorkers will be participating in a rally on that day at Union Square on the north side, near 17th St. starting at 5:30 p.m. Go to our “Stand together with workers in Wisconsin and elsewhere” campaign page on the UFT website to keep up-to-date about upcoming solidarity events plus how you can use Facebook, Twitter, texting and other social media to urge your friends and colleagues to stand up for working people and against extremist attacks on unions.

Rally for Wisconsin tomorrow, Sat March 12, 2011, Union Sq, NYC

March 11, 2011 pm31 8:48 pm

Rally Saturday to Stand with Wisconsin!!!

by New York Collective of Radical Educators (NYCoRE) on Friday, March 11, 2011 at 7:55am

Stand with Wisconsin!!

Rally Saturday 1 p.m.

Union Square

Stand in solidarity with hundreds of thousands protesting in Madison, WI this Saturday

 

Wisconsin Republicans have rammed through the elimination of collective bargaining rights for Wisconsin’s public sector workers through slick, undemocratic legislative maneuvering.  They lacked the required quorum to pass the entire so-called “budget repair bill” so they split off the parts dealing with collective bargaining rights and illegally passed the bill through committee with almost no public notice.

 

But the fight in Wisconsin is FAR FROM OVER!!  As soon as word of the Republicans maneuver leaked, Wisconsin’s state capitol was besieged with protesters–with thousands forcing their way through windows and past police into the capitol building.  The bill only passed when police forcibly and illegally dragged protesters out of the Assembly hearing room.  Wisconsinites predict the biggest rally yet this Saturday and the bill itself sits on shaky legal ground and faces a likely challenge.  Many rank-and-file unionists clamor for a general strikeand some union leaders, including Joe Conway, president of Madison Fire Fighters Local 311.  The struggle in Wisconsin is ongoing and needs our support!

 

Meanwhile, budget cuts and anti-union legislation is spreading like a virus from Wisconsin to Michigan to Puerto Rico.  But our side is fighting back.  We in NYC have a duty to stand with the workers of Wisconsin and elsewhere as they continue their struggle

 

Join the rally on the South side of Union Square at 1 p.m.

 

What:  Rally in support of Wisconsin workers

When:  Saturday, March 12 1 p.m

Who:  Workers, students, teachers, parents of New York

Where: Union Square

Teachers: layoff ≠ firing

March 8, 2011 pm31 9:16 pm

The ideas are simple –

layoff – there is not enough money, you are ‘let go’ until the situation improves, when you get called back to work

firing – something is wrong, and you are ‘let go’, permanently

In many jobs, including teaching in NYC, firing someone requires cause related to that individual’s activities or performance. Layoffs result from economic hard times, not cause. And in NYC schools, and in many other places, when layoffs are necessary they are conducted by reverse seniority, and callbacks are conducted by direct seniority.

In NYC, Bloomberg has been trying to modify how teachers are fired, to weaken protections. He has had some success, but he’s looking for much more.

With the budget shortfall he has seen opportunity, the way the rich often do when the rest of us are suffering. In this case he knows that he can declare a fiscal emergency and lay teachers off. But he wants to rewrite the layoff law to be a firing law, creating an end-run around teachers’ contractual protections.

Bloomberg has intentionally conflated lay-offs and firings. He has made clear that his layoffs would not result in callbacks when the budget improves. Isn’t that really firing?

Bloomberg and ERN talk about recruiting new teachers at the same time as “layoffs” are occurring. Isn’t that firing?

The Flanagan bill would terminate teachers, not lay them off. That’s firing.

The ERN ads use the word “layoff” but the language describes –  firings.

The NYC print media has been bad.

But here’s one to chew on:  In Providence, the mayor issued termination notices, not layoff notices, to all 2000 teachers. It was reported on NPR, where the story included this:

Providence’s new mayor Angel Taveras … says he chose terminations instead of layoffs because…

Clear? It’s clear to me. Should be clear to you.

But how come it got reported on Gotham Schools like this:

Providence’s mayor explains his decision to lay off all of his city’s teachers.

when NPR had it right?