Connecticut United for Strong Public Schools is a new state-wide group of students, parents, educators and public education advocates working across Connecticut to ensure a quality public education for all children
CEA Educational Issues Specialist Michele O’Neill was one of many who raised concerns about Relay at today’s State Board of Education meeting.
In spite of serious concerns raised by teachers, CEA leaders and staff, state university deans of education, and community members, the State Board of Education today voted to allow the controversial Relay Graduate School of Education to begin operating in Connecticut. Relay provides a shortcut to teacher certification whose methods and outcomes have repeatedly been called into question.
“Relay teachers do not receive the same training other teachers do,” said CEA President Sheila Cohen. “Instead, they are given a crash course in teaching that focuses on increasing student test scores, not student skills. There are no do-overs for the students whose classrooms are managed by unprepared, inexperienced teachers who weave their way into the profession through these dubious, subpar teacher training programs.”
I wrote this poem eleven years ago. I return to it today and just want to weep. What are we doing to our children? Who will save them? Who will carry the torch of knowledge for the next generation and for the generation behind us?
No one to close the windows
when the rain storm pellets their beds.
No one to lock the doors at night
and keep intruders from walking in.
No one to warm up dinner and
feed their craving little bodies.
No one to scare away the dragons
who star in their dreams at night.
The children are
thrown away –
labeled incorrigible –
beyond our abilities to help.
The achievement gap widens.
The terrain becomes more barren.
The house falls into further decay.
The green in the landscape
When will no child be left behind?
Then, I came across this beautiful hand drawing today and it gave me new hope. This is drawn by a 15 year old girl from the Philippines and brings hope for change. Let it start here in our own country and in our own hearts.
I am reblogging these important questions to ask. The BIG QUESTION is – are our children being taught by professional human teachers, or are they being taught by inhuman technology? What do you want for your children and grandchildren? I want a human in control of teaching and learning in every classroom in America.
As we enter this new era of blended/hybrid classrooms, the clamor of ed-tech entrepreneurs pitching their digital curricula is getting to be truly overwhelming for parents. Rather than critiquing individual programs, I have laid out a set of ten questions that parents should be asking their child’s teachers and school administrators. Feel free to share and/or print it out and bring it with you to back-to-school night. I’d love to know what the response is.
1. Does the program require aggregating PII (personally identifiable information) from students to function properly? And even if it doesn’t REQUIRE it, does the program collect PII?
2. Does the program supplement face-to-face human instruction, or function as a substitute for it? How many minutes per day of face-to-face human instruction is being sacrificed or substituted?
3. Does the program encourage active student-to-student engagement and face-to-face discussion? How does it accomplish this? Or does it…
This is how bad our schools have become. They are children-unfriendly and teacher-unfriendly.
“I left not because I was in an under represented community and not because many children had challenging issues but rather because the lack of support and understanding about what it means to be a teacher was draining the life out of me.” ~ a NYC pre-K teacher who chooses to remain unnamed.
I have been following you for the last 10 years and am in awe of your continued efforts to turn public education in the right direction.
I read your article this morning about a teacher who had had enough.
It could have been my story.
I am a retired NYC Department of Education pre-k teacher in an under represented community. I taught pre-k for 16 consecutive years in the same school. I was fortunate that I was able to introduce many innovative programs to support my students not just in academics but the more important social/emotional piece that schools often neglect.
I brought to my classroom American Sign Language, Yoga, Mindfulness, Cooking and Baking, Caterpillars into Butterflies and as much art and music as I could fit in a day.
My students thrived. Sadly, each year it became more and more difficult to…
First, a brief background: Competency based education (or CBE) has been a rapidly developing alternative to traditional public education. While proponents tout it as “disruptive innovation” critics examine how disruptive translates into “dismantle”, meaning that CBE is a system by which public schools can, and will be, dismantled. This is not ancillary. It was designed to create a new privately-run profiteering model by which education can be delivered to “the masses.” Think: Outsourcing.
CBE delivers curriculum, instruction and assessments through online programming owned by third-party (corporate) organizations that are paid for with your tax dollars. Proponents of CBE use catchy language like “personalized” and “individualized” learning. Translation? Children seated alone interfacing with a computer, which monitors and adjusts the materials according to the inputs keyed in by the child. See Newton’s Datapalooza here.
This is an amazing read. I have it on my Kindle. You can download it, buy it for your Kindle, or buy it as a book on Amazon.
Must Read – for all of the teachers out there who have been through reform hell and back. Must Read – for all the parents out there to get a glimpse of what it is like being a teacher fighting against reform. Must Read – for all students who know there’s something wrong and are searching for the truth.