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Remainders: New York signs on to common standards

  • New York has quietly adopted “common core” aka national standards. (Curriculum Matters)
  • New research finds black males are more likely to get a rookie high school teacher. (EdWeek)
  • Voices against national standards worry about routinization, lack of rigor. (Room for Debate)
  • Those in favor say debate can lead to consensus and poor kids will win. (Room for Debate)
  • Al Shanker is no longer with us, but now his namesake institute has a blog. (Shanker Blog)
  • Shifting leadership helped a “principal from hell” go unnoticed. (GothamSchools)
  • The new leader at the Chicago teachers union is cleaning house — and hiring up. (District 299)
  • The teachers’ contract isn’t the problem; state legislation is. (Education Next via Rick Hess)
  • The school that canceled prom when a same-sex couple tried to go lost its court case. (Daily News)
  • The “Drunken Pirate” case of a teaching license denied due to Facebook is historic. (New York Times)
  • Akademos

    The most important common standard to have is for true educators to be in charge of and accountable for school systems.

    Bloomberg and Klein have failed to meet the lowest of expectations regarding progress, accountability, community outreach, active listening, abiding by the law, decency, and reason, outside of breaking apart the mess that was the BOE. Granted, we need people with gumption, savvy, and clout to push forward when unions, communities, schools, and city administrations become deadlocked and all efforts are systematically hamstrung, but we still need people who actually have a good idea of what education should be. It is vitally important those people know HOW to implement standards, WHAT those standards are, WHAT appropriate curricula are, HOW to assess according to those standards, WHAT TO DO AND WHAT NOT TO DO with the resulting scores, WHAT to advise administrators, HOW to manage and support staff, HOW all of this comes across to students, parents, and communities, HOW tactics and testing can affect motivation and pysches short-term and long-term, etc., etc., etc.

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