New Cleveland contract saves jobs, cuts training days, expands peer review. (Catalyst Ohio)
Colorado seemed certain to pass common core standards. Not anymore. (Ed News Colorado)
Having a working mother won’t harm children after all, study says. (Washington Post)
Rick Hess liked Obama’s speech, but doesn’t want words to lead to “over-reach.” (Hess Straight Up)
Randi Weingarten found something to like about Race to the Top, too. (Teacher Beat)
A Bronx Prep educator took part in a Capitol Hill briefing urging cross-discipline work. (ACSD In Service)
A new paper on teacher pensions finds that unions aren’t the only ones to blame. (Eduwonk)
Jeff S
Boo hoo…Joel is upset that the truth is beginning to get out. what’s the matter, Joel? Can’t take the heat? Maybe you ought to get out of the kitchen……and was that a threat in the e-mail? You and Bloomberg are liars….you have been liars for the last 8 years. You occupy a position for which you don’t have the slightest qualification. You ran around the country touting how all your reforms have bridged the achievement gap when it has been shown to be one big lie. You should have the decency to resign now before you do any more damage to the schools and the morale of the teachers working in the schools. Maybe you can find a job working for Ms. Rhee, another unqualified clown. I can hardly wait to see the pushback.
ASTRAKA
Jeff_s,
If you put this e-mail together with the Moskowitz emails, a clear picture emerges. Klein’s main interest is charter schools. He does not care about the children of this city and their parents. He definitely does not care about the teachers and their morale. He deserve the title that you give him when you talk about him.;> “his puppet the unqualified, arrogant, incompetent lawyer ruining the school system…..”
Michael Fiorillo
ASTRAKA and Jeff S,
Yes, Klein is integrity challenged, but you miss the point about his role.
Klein was explicitly hired to destabilize and break up the school system, and from that perspective has been quite successful.
Since we all know he was not hired for his skills as an educator, the question arises: what is he doing there? The fact is that he was explicitly hired to break up the system, based on the convergence of neoconservative and neoliberal ideology that sees public education as a “government monopoly.” Although he was not particularly successful at it, as Deputy Attorney General under Clinton, Klein sued Microsoft under the anti-trust laws. The same premise is at work now, with socially catastrophic results.
Give the man credit: although largely unsuccessful at the Justice department and Bertelsman, Klein has come into his own by undermining a vital public resource and giving it away to privateers.
Jeff S
The UFT had its chance when mayoral control was renewed…they could have inserted into the bill a provision that waivers of the requirement for certification in school administration would no longer be allowed for the position of Chancellor. Voila, this clown is history. So another case of the UFT falling asleep on the job.
Lisa Donlan
asleep at the wheel?
or in bed with the enemy?
if the guy can bluster about editorial push back with such certain arrogance, you can bet he has been handed many keys to many kingdoms.
the power, arrogance and ideological fervor of these clowns has caused literally every potential opposition force to crumble and suck up.
Crumbs at the table are better than nothing has been the mantra for the last 8 years of billionaire bullying!
History will not be kind to those who ”collaborated” as they themselves refer to it.
I’d call it ”getting our share” of the edupie!
I noticed that…
Jeff S,
At the school governance committee, it was brought up many times the issue of having a chancellor with an education background and the “necessary credentials” to run the school system. Unfortunately, it was debated by the members in the committee that a chancellor with education credentials isn’t any better than one without credentials. I and several other members wanted the school system run with an experienced educator, and solid reasons were provided to support our demand. Unfortunately, the chairperson of the committee managed to persuade the majority of the members to accept the status quo chancellor and it would be too difficult to convince the Board of Regents (R. Mills was in charge and favored anything Bloomberg wanted) to eliminate these waivers. So the chairperson advised us to devise plans/strategies that will challenge any of the chancellor’s future school iniatives.
Lisa,
The reason for Klein’s unfettered power to all these kingdoms is that the Master Key Maker (Bloomberg) has given his chancellor every key to every domain of power to run the school into the ground. Get rid of Bloomberg, then Klein will be gone!
Please note that Bloomberg is already tinkering with the charter law so as to eliminate partisan parties in the next election. What will this mean down the road for the Mayor4Life? Who knows. Nonetheless, once again the writing is on the walls. No union leader should be asleep at the helm.
Peter
All teacher r now hired by their principals, wonder how many of 1800 U-ratings were given to teachers by the principls that hired them? A braekdown by age, experience, gender nd race would also be interesting as well as schools w/ multiple U ratings.
R schools with “tough” principals, those who give multiple U-ratings more effective, higher achieving schools?
Jeff S
…and of course, when you streamline procedures for U’s, discontinuances and terminations, it allows Principals to more freely give U’s. If it was still required that a full hearing be held and full documentation was required, most Principals would find it very difficult to be so free to hand out these adverse ratings. Now once again, I know it’s a tricky thing. Nobody should want incompetent teachers in the classroom but the questions has to be asked, as the article leading off this thread states, how many of these new Leadership Academy Principals have the slightest clue as to just what should go into a good lesson and in the high schools, how many of them are able to determine whether subject matter, in every subject area, is being taught correctly. I mean if a person with a background in say English goes in to observe a math lesson and the math being taught is wrong, it doesn’t matter how well the teacher does other things. Nothing in secondary education, nothing, is as important as mastery of subject matter. Teachers such as that should get the boot almost summarily. But in many other cases, teachers are competent and are being marked U for various absurd reasons and they are all enetitled to some sort of fair appeals process. But not in the world of Joel Klein.
I noticed that…
How many principals (less than 5 years as an administrator) taught using the Point of Entry Model and truly understand its methodology?
Peter
Jeff
The U-rating/probationary discontinuance appeals process has always been an administrative hearing within the department and a recommendation to the chancellor, it has never been an impartial process.
In bygone days I would ocassionally win an appeal based a procedural defect, rarely on a substantive issue.
The rater did have to appear in person, now they can testify by phone.
As u know for decades a low performing teacher was better than no teacher, and when applicants for teaching jobs were few principals simply stuck with the teacher with borderline skills.
Now, with scores of applicants for each and every job the bar is much higher.
While I am only familiar with a tiny slice of the current crop of U-ratings a rating based upon failure, for example, to utilize all aspects of the workshop model, w/o regard to the efffectiveness of the lesson regadless of the technique is disturbing.
The vast majority of teachers that I see fall within, let’s call it that one standard deviation above/below the mean, in other words hardworking average teachers, the ocassional star and the occasional dud, but, can the current crop of principals differentiate?
I’m real old fashioned, I believe the principal should be a master teacher who can model lessons, set a high bar,and constantly push teachers and students to reach higher.
SunsetSlope
Forgive me: a comment this morning by a teacher at Rick Hess’s blog on Edweek seemed like something everyone should see. It begins with three lines from Pres. Obama’s 7/29 speech to the Nat’l Urban League:
“Surely we can agree that even as we applaud teachers for their hard work, we need to make sure they’re delivering results in the classroom. If they’re not, let’s work with them to help them be more effective. And if that fails, let’s find the right teacher for that classroom.”
and then the blog comment itself begins:
“. . . These things aren’t the hardest thing to say, or to grapple with. The hardest thing to grapple with is the question of where all the “new, competent, effective teachers” are going to come from. There is so much talk about getting rid of bad teachers — well of course — I agree! Not too hard to say really. But what is the solution once we get rid of them? Teach for America? If that is the solution being touted, than let’s come out and say it!
. . . I am so tired of hearing – “kill the unions” “fire bad teachers” when there is no substantive solution to addressing hard to staff schools – heck, even average schools like mine, who do not generally attract candidates who I would want teaching my own children.
It just sounds so empty – like anarchists who want to blow up the government but have no solutions of what to replace it with.”
Jeff S
Hi Peter…As a former Assistant Principal (Supervision), I went through a few of these hearings on the other side (defending a rating etc.)..they were not pleasant and I dealt with some very tough UFT reps. But I never took it personally and did what I had to do (and won each time no better yet the Principal’s rating was upheld, my role was to indicate what I had done to assist the teacher in effect the teacher’s training officer)….attendance usually easy to win on….subject area mistakes (my biggest complaint by far, honest people can differ on pedagogical things, frankly I never gave a damn if the aim was written in the form of a question) but nobody can dispute if a teacher teaching algebra doesn’t know what a quadratic equation is or how to solve one, that teacher should ever be teaching high school level math). I could certainly understand why a Principal might hesitate to have to go through 3 or 4 of these a year. (BTW I have no trouble with the UFT reps doing what they have to do, it’s their job and it was my job and the Principal’s job to see we had an air tight case and in those instances we usually did). I retired in 2002, before this mania of imposing say the workshop model on high school math teachers, I really don’t know how I would have reacted to inane mandates such as this.
My feeling still remains the same. I sure don’t want incompetent teachers in the classroom; the problem is just what constitutes incompetence and in the old days, you really had to make sure you dotted the i’s and crossed the t’s. Nothing wrong with that. I still cringe when I read this garbage that it’s impossible to get rid of an incompetent tenured teacher. First of all, if the teacher is incompetent, he or she should never have been granted tenure. But if indeed a teacher is incompetent, a Principal (and Assistant Principal who does the heaviest part of the job) has to be able to properly document a case and show just what was done to assist the teachers. My point is that few of the current crop of Principals have the expertise to do so and what with the abolition of the large high schools, in most cases went the subject area specialists namely the AP’s. Now you have Principals, as I have said here and elsewhere, who might (note the word might) be a proficient teacher in say English observing math classes. Just like I couldn’t walk in and observe an English teacher discussing Canterbury Tales with a High School English class and really know if the subject matter being discussed was correct (and if it wasn’t just how to assist the teacher), would such a Principal know if a math teacher was teaching wrong mathematics? And does a teacher who thnks the workshop model is nonsensical (as I do) and continues to teach math in a proper, traditional manner and who is a great teacher at that, deserve to be marked unsatisfactory because some idiotic Principal being told by whomever that teachers must use the workshop model, evaluates him or her? Despite the fact the contract seems to imply that Principals cannot be mandate a specific format for lesson planning and the like? That’s my biggest problem with what’s going on today.
Akademos
Two questions for Jeff S and Peter:
1) Didn’t the strong union defense of teachers come from largely broken systems? In other words, wasn’t there so much corruption in many school systems that you just couldn’t take administrators at their word on anything, and so in defense of this insanity it became very difficult to dismiss teachers who were not blatantly insubordinate? If so, then why isn’t the solution simply to get rid of the corruption (pretty much accomplished, but corruption by sloth and collusion has been replaced by corruption by abuse of power and idiocy) and then streamline and re-tooth the processes, not excessively and deleteriously micromanage and evaluate beyond reason, ability and accuracy.
2) Is part of the reason for union ambivalence, to put it mildly, that they have been or feel that they have basically been given a simple choice, be broken or give in? Or are factions simply greedy, power hungry, opportunistic, looking to their political futures, etc.? Or have some of them actually been taken in by the Kool-Aid?
Peter
Akademos
Au contraire, in the pre-Klein era high schools were not under the control of school boards and corruption was not an issue. Perhaps a third of school boards “meddled” in the supervisory hiring process, after 1997 the law gave superintendents full hiring authority for all supervisory positions.
Until the last ten years teaching was a low demand job, postions were commonly unfilled in hard to staff schools and teachers fled to more desireable schools. A “warm” body, regardless of ability was better than a vacancy. It was commonplace for positions to be filled with “coverages” for an entire school year.
Teaching has become a sought after job with scores of applicants for each job, Teacher for America, Teaching Fellows and traditional teacher ed programs are churning out candidates.
If you fire/force out a teacher you have scores of new applicants to choice from.
Discharging a tenured teacher is far more complex, however, the recent change in the law will expedite the process, whether more teachers will be discharged, or, as I suspect, many fewer teachers actually charged, time will tell.
As far as mayoral control Boston loves it, they have had a very pro education mayor
and in Detroit a totally dysfunctional school board is fighting to hold on to their power. LA has an elected school board, widespread layoffs, furloughs, etc., NYC has had NO layoffs. Is it the governance model or the “governors?”
For teacher unions fighting is easy, fighting “smart” is harder, and fighting and winning the hardest.
Especially when “winning” is hard to define.
Michael Fiorillo
Peter,
Does “fighting smart” (hmm, that’s a familiar slogan: where have we heard it before?) mean getting in bed with Bill Gates, only to have him attack our pensions the next morning? Thanks, but no thanks.
Regarding mayoral control, you neglected to mention Chicago, where the attacks on teachers and public education have been going on longest. As for the other cities: layoffs in LA are a different issue from governance of the system, Detroit is an ongoing apocalypse in which the dysfunctional school board is but one part of the city’s collapse, and Boston may just be the exception that proves the rule. Is it a coincidence that those pushing for school privatization, attacks on teachers, and a narrowed curriculum, from Duncan on down, are all proponents of mayoral control?
And I know it’s become a quibble, but what about democracy, and checks and balances? Mayoral control is designed to ride roughshod over both. Suburban districts get to elect their school boards, why not people in cities? Or are “those people” not to be trusted in controlling the institutions that affect their lives?
Peter
Michael
Bill Gates is a major player in public education, whether we/u like it or not, inviting him to address delegates at a teacher’s convention in his home town is a long way from getting into bed with him … give his speech a listen(www.aft.org), it was quite conciliatory. I agreed w/ parts, sharply disagreed with others. He did not attack teacher pensions, he attacked states that misreport their costs.
give Ken Wong’s book The Education Mayor, a look, a scholarly appraisal of the eleven mayoral control cities.
Elected school boards w/o the power to tax would be a disaster, it would allow the elected city officials to abrogate responsibility. Al Shanker proposed a designated school tax for NYC, maybe the time has come
In spite of our distaste for Bloomberg/Klein the system is funded significanly better than before Bloomberg, albeit eroding with cut after cut.
In the past the appointed central boards were patronage driven, with fair chancellors and bad chancellors. Community Boards ran the gamut. I worked w/ a superb board for years that truly represented the community while the poorest and the neediest were governed by the Ali Babas of the world. BTW, I love proportional representation, it resulted in quite diverse boards.
How do we govern a school system, provide adequate funding and assure parents and teachers a significant role?
Where are the Madisons and Hamiltons?
Akademos
Thanks for the input Peter, Michael F.
I think I was being too heavy when writing ‘corruption’. I’m not talking about criminal corruption, just inappropriate influences, nuttiness and dead wood re local politics, community leadership, school administrations, and the BoE. I’m also thinking primarily about NYC under Rudy Crew and before that. Also, wasn’t part of the reason that the job was not sought-after that many schools were just barely in control of students and the few persistently dangerous schools left the public with lasting and prejudicial impressions? Just having relatively static situations like this, to me, is evidence of some level of corruption or dysfunction. But I’m only going by impressions myself.
From what you’re saying, Peter, it sounds like there was never much of a focus on incompetence due to the desperation to fill vacancies. Are you sure none of the above played a role? I mean, let’s get real: I’m pretty sure that class management or lack thereof was taken as competence/incompetence in many instances in many NYC schools with discipline problems. (This is not really in contradiction to you.) And, though it sounds strange, what about the possible absence of a clear definition of incompetence within each wave of reform? There’s also incompetence versus not getting with the new program, but I guess that would be insubordination, depending on to what extent a teacher could be required to follow a method.
Finally, I don’t think there’s wide agreement on the line that separates ‘fighting smart’ and giving in. But I guess, in the inimitable and deplorable style of our billionaire Mayor, we can all have our definitions of functionality, collusion, and bad romance.
HM
IT’S TIME FOR ACCOUNTABILITY AT THE TOP!
Michael Fiorillo
Peter,
Having no background whatsoever in education, and having never gone to public school or sent his children to public school, Bill Gates purchased his status as a “major player,” and has used his billions to set policy and crowd out alternatives. Isn’t that something that a labor leader should be concerned about? Isn’t that something that the citizens of a republic should be concerned about? By being so cavalier about the dubious standing of these people to take over the stage, Weingarten has accepted the premises of oligarchic control of the schools (and by extension, everything else). That’s not my idea of what a labor leader does.
What you call conciliatory in Gates’ speech, I would call disingenuous, manipulative and cynical. As for your contention that he was attacking dishonest state reporting about pension costs, that’s a distinction without a difference: do you really think he was calling for adequate funding of those pension costs? That would cost people like him money they’d much rather spend buying policy and privatizing the schools (and the gene pool, which Gates is also doing through his foundation’s partnership with Monsanto).
As for your next-to-last question, “How do we govern a school system, provide adequate funding and assure parents and teachers a significant role?” I’d answer that we govern it democratically on the school and systemic level (thus giving that voice to teachers and parents), and that we fund it by taxing the rich, starting with a financial transactions tax. None of those are things that corporate ed deformers or their collaborators in the UFT leadership have much interest in.
And as to your last question, “Where are the Madisons and Hamiltons?” , I’d answer that we don’t need them: we need an aroused, engaged, educated citizenry. We need a New New Deal.
Akademos,
While Peter is correct in his description of the very different hiring climate in the ’80′s and 90′s, what also needs to be pointed out is that climate was itself partially a product of the catastrophic budget cuts of the mid-1970′s which resulted in the layoff of 15,000 teachers and a twenty-year period of austerity in the school system. This was also the period in which the current oligarchs who are buying and dictating educational policy were earning their billions.
Where was their concern for education and the achievement gap then? Or is their professed concern really just a mask for pursuing other (putatively “non-profit”) venues for their class interests?
http://nyceducator.com NYC Educator
In fact the argument that Gates was merely attacking dishonest reporting is ridiculous. The Wall Street Journal reported that Gates was providing “backup” for Joel Klein, who gave his typical teacher bashing speech about the “mediocrity” encouraged by union contracts. According to the WSJ, “Undermining public education, (Gates) said, is a system that channels too much money to pensions for retired teachers.”
Furthermore, it’s amazing that any thinking person could seriously put forth one speech given to a group of teachers and make determinations in isolation. To do that, you need to ignore speeches given everywhere else.
O course you engage Gates. But there is a distinct difference between engagement and appeasement.
After billionaires set in motion programs that result in massive school closings, in hundreds of working teachers losing their jobs and livelihoods, you do not applaud them. You do not ridicule teachers who decline from doing so. Frankly, after that performance, you have a lot of gall crying “vituperation.”
You do not enable them by embracing their agenda, by supporting their moves to rate teachers based on test scores, despite an utter absence of evidence to support its validity. You engage them, of course. You do not allow them to walk all over you.
You do not enable what happened in DC. Nor do you bring it to New York.
Pogue
The Daily News editorial staff is at it again…
“Truth in Testing” is mainly about…
No current official (BloomKlein) having to take any accountability for their multi-year fraud against children.
It’s the “state Education Department’s” fault. (can we get anymore general?)
Tisch and Steiner are to be commended! (Good job, Tisch. Weren’t you part of the “state Education Department?)
Statistics show progress – twist numbers all you want, they ARE bogus and defrauded children, teachers, and parents.
Only radical action will help NYC kids – continue the fraud, blame the union, and stay the course towards that iceberg over there.
Daily News editorials = Cowardly and corrupt.
Jeff S
You know though, they can twist the figures any way they want. I heard the I am the Mayor for life and too bad if the public voted twice for term limits Mr. Bloomberg on the radio yesterday trying to spin the statistics. Okay, you can spin statistics any way you want.
However, here is something they cannot spin no matter how hard they try. The inept, arrogant, unqualified lawyer masquerading as an educator, Mr. Klein, went around the world telling everybody within and outside ear shot, tht his “reforms” had helped to bridge the achievement gap. That is one of the things he kept repeating calling this the biggest civil rights problem in America today and that he was solving it. Well, no matter how they try to spin things, the statistics clearly show, unfortunately, the achievement gap has not gotten any better, as a matter of fact, it has widened.
So Mr. Klein has been exposed for the liar that he is. If he had the slightest bit of decency, on Monday morning he would tender his resignation for the lies that he simply can’t refute. Come on Joel, for once in your life, do the honorable thiing and get out before you cause any more harm to the schools and kids of this city.
edwina
You’ll notice that Klein’s preoccupation is with press coverage. Whenever a 311 call or NY1 inquires, Tweed panics big time. That’s all they care about–not the actual results–just the press coverage.
NY1 and the NYT are the real chancellor of the NYC DOE!!
Klein was hired for one reason: not to improve PUBLIC schools but to open as many CHARTER schools as possible. How else do you explain a noneducator who never had an ounce of interest in education being hired to be CHANCELLOR OF PUBLIC SCHOOLS??? Where else would this have been acceptable? Notice how he paid a world of attention to charter schools and their operators, i.e. Eva Moskowitz and Whitney Tilson among others.
Klein belongs in JAIL for knowingly neglecting our public school system in order to PRIVATIZE our schools. He didn’t listen when educators were screaming that his policies and “reforms” weren’t working. Neither did Bloomberg.
Now after all that time wasted, money spent and worst of all millions of students CHEATED out of a decent well-rounded education, we are nowhere.
Wait! We’ve gotten somewhere. We’ve got a weaker school system, courtesty of the vast numbers of inept administrators that are running many schools into the ground. We’ve got less senior teachers who were an enormous asset to the system and not the burden which is what Klein would have you believe. We’ve got teachers signing on to teach for two-year terms and leaving thanks to programs like “Teach for America”. We’ve got substandard curriculums(Teacher’s College & Everyday Math) plaguing many of the schools here. We’ve got schools buildings loaded with rookie teachers. We’ve got communities being destabilized by the loss of their local public schools in order to accomodate charter operators. We’ve got public schools forced to share space with charters causing much grief at those schools for parents, teachers & students. We’ve got testing-factories for schools now. Superintendents with no real power. No one to turn to if the school’s principal is doing a poor job. I could go on and on…
Yeah, we’ve gotten somewhere…..in a mess.
I really wish the papers would FINALLY start reporting what educators have been saying all along.`
Michael Fiorillo
The Bloomberg/Klein ed deformer spin is already starting to take shape.
In today’s New York Times they’ve trotted out Geoffrey Canada (their pet social entrepreneur) to lay it out: “We are going to look at the mirror and say we have got to do better.” The Times reporter also carried more water for Bloomberg by writing, “…the new scores also strengthened some Bloomberg administration arguments, underscoring for example, the weak performance of some schools it sought to close.” Naturally, nothing is said about their hyped charter schools, whose scores declined even more than those of the public schools.
No wonder Kitchen Sink has been so quiet lately.
Even Michael Mulgrew, whose credibility, along with Randi Weingarten’s, is going up in flames, is in on the act. He too is parroting the administration line: ” Clearly we have a great deal of work to do.” This said in response to the Unity Caucus Charter School’s test scores falling off a cliff.
Thus, the Obama, Bloomberg, Klein, Mulgrew, Murdoch and Zuckerman talking points: “Crack the whip harder and faster. It’s the teacher’s fault.”
http://highschoolmathideas.blogspot.com/ Math Teacher Bklyn
Read the editorial in Sunday Daily news and see how them blame everything on the Teachers Union. The mayor cannot do nay wrong according to the daily news. Then read the article in the Sunday NY Post about we all just got to work harder.
Wow all of this is crazy
Akademos
I read that numerically sensationalist piece in the Times: ‘When 81% Passing Suddenly Becomes 18%’.
It’s not even an article, it’s a lame, sensationalist, superficial take on content that requires serious in-depth journalism.
It used to be a sign of being educated that one read a newspaper.
Last night CNN felt the need to hook viewers into watching the real news by promising pictures of Chelsea’s wedding.
Vote NO
Michael F.
The Times reporter also carried more water for Bloomberg by writing, “…the new scores also strengthened some Bloomberg administration arguments, underscoring for example, the weak performance of some schools it sought to close.”
The NY Times omitted the fact that most of the schools which have been closed were high schools. The exams in question were for grades grades three to eight.
If anything, the revelation about the poor scores on these exams, strengthens the arguments that the high schools should not be closed. The emphasis on corrective action should be occurring in the earlier grades before the students get to high school.
Akademos
Absolutely right VOTE NO! I’ve already posted a few times about high school freshmen coming in at mid-elementary school levels. That is a major part of this story that the NY Times carelessly or knowingly glossed over.
Unbelievable? No, predictable. The Times should carefully rethink the purpose of its existence.
BXTeacherman
How can we save our public schools? The Unity Caucus is complicit in all of this. Facing the spinsters and the billionaires they (we) have crumbled and contributed to our own demise. What can be done? How do we save this sinking ship? Is it too late?
http://ednotesonline.blogspot.com/ Norm
Some papers even carried the line that grad rates have risen under BloomKlein. Sure – drive by diplomas. Note that around 75% of the grads need remediation and BloomKlein bragged that it was a lower rate than it used to be – I think down from 80 or 85%. They are a comedy team worthy of Martin and Lewis.
And talk about carrying water – Peter on the UFT. No matter how big a hole they dig, he keeps working the backhoe. Sort of similar to this:
“The knock on the editorial board around the Wilson Building [Washington Post] is that they are so far in the tank for DCPS Chancellor Michelle Rhee that they would endorse Charlie Manson to keep her around.” Alan Suderman, The Washington City Paper’s Loose Lips
So if Manson becomes president of the UFT, don’t get run over by Peter’s backhoe.
Math teacher Bklyn
I teach the remedial math classed at Brooklyn college this summer.They are actually trying to abolish remedial classes and if you need remedial classes that you must go to a community college first to get those classes.
So they can even get into a basic senior college from nyc high schools with their “passing” scores on the regents you need at least an 80.
Despite some tense confrontations between protesters and police, nothing ever got physical and a lieutenant just said there were no arrests. 28 mins ago
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.