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NEA and AFT reaction to NCLB Waiver proposals

We brought news of the Administrations proposals to waive NCLB requirements in the face of a broken congresses inability to rauthorize it. Here's the official response from NEA

Obama, Duncan to provide relief from many NCLB restrictions
Van Roekel: Flexibility from rigid rules welcomed by educators

WASHINGTON - September 22, 2011 - President Obama announced a plan today to provide relief to states from many of NCLB’s more onerous provisions, such as meeting Adequate Yearly Progress requirements and other deadlines. “President Obama has taken a welcome step forward with this plan. It sets much more realistic goals for schools, while maintaining ESEA’s original commitment to civil rights, high academic standards and success for every student,” said NEA President Dennis Van Roekel.

“Teachers have been sounding the alarm on NCLB’s test-label-punish approach for more than 10 years. Now, there is an opportunity to move forward with real reform, especially for the most disadvantaged students,” said Van Roekel.

“Educators want commonsense measures of student progress, freedom to implement local ideas, respect for their judgment and the right to be a part of critical decisions,” said Van Roekel. “This plan delivers.”

Van Roekel notes that the waiver plan provisions get away from labeling schools as failures. “Instead, the Department of Education has adopted a term NEA also uses for low performing schools: Priority Schools. The waivers recognize the Title I schools that need the most help—and the students they serve—as a federal priority.”

Last week, Van Roekel completed a back-to-school tour for a first-hand view of how teachers are collaborating with key education stakeholders to significantly improvement student learning and success. “I’ve been visiting schools across the country and I know that teachers and education support professionals care deeply about their students and they want policies that work to benefit students,” said NEA President Dennis Van Roekel. “President Obama and Secretary Duncan have crafted a path that breaks through the logjam of bad NCLB policy and opened the way to better ideas that will work for students and schools.”

“NEA will continue to work with Congress and push for comprehensive NCLB reauthorization,” said Van Roekel.

See NEA’s letter to Sec. Duncan requesting regulatory relief for K-12 schools here.

Here's the response from AFT

Statement by Randi Weingarten,
President, American Federation of Teachers,
On Waivers for NCLB Requirements

WASHINGTON—No Child Left Behind needs to be fixed. Reauthorization, which is Congress' responsibility, is the appropriate avenue to do so. We applaud Sen. Tom Harkin (D-Iowa) and Rep. George Miller (D-Calif.) for their efforts to move that process forward, and we share their frustration that reauthorization is long overdue. In the absence of congressional reauthorization, we understand why the Obama administration is taking this action; we are keenly aware of the calls from parents, teachers and administrators for change—sooner rather than later. Waivers are an imperfect answer to the stalemate in Congress and, at best, can provide only a temporary salve.

Some of what the administration proposes is promising, some is cause for concern, and there are missed opportunities that could have enhanced both teaching and learning.

We are pleased that the administration's proposal includes more options prospectively for improving low-performing schools, recognizing that many of the remedies prescribed in NCLB were not flexible enough. The proposal also acknowledges the importance of adopting higher college- and career-ready standards, which could include the Common Core State Standards, to prepare kids for a 21st-century knowledge economy.

However, after all we've learned about how to construct and implement meaningful teacher evaluation and development systems since Race to the Top was announced two years ago, we're disappointed that the lessons learned are not evident in this package. Evaluation needs to be more teaching-focused, not more testing-focused. Successful school districts in the United States and in the top-performing nations understand that teacher evaluation systems should be based on continuous improvement and support, not on simply sorting, and it's a missed opportunity not to follow their lead.

What's the matter with teachers today?

GIVEN ALL the talk about the importance of education these days, you'd think teaching would be the most revered job in America.

Forget what our CEOs with the seven- and eight-figure salaries do or don't do. When it comes to economic success, our fate seems to rest on our five-figure teachers. If they fail to impart the intricacies of algebra and physics and C++, we'll be overtaken by all those ambitious nations coming up behind us, fast.

It's enough to think we'd have fat bonus checks all written out and ready to shower on the teaching corps' best and brightest. And yet . . .

Teaching is one of the most criticized jobs in America. Our economic malaise? We lay a big chunk of blame on teachers. Our slide in the international test rankings? Ditto. State budget woes? Ditto again.

As comedian Jon Stewart might say: Whaaat?

How can teachers be the cause of our troubles . . . (Stewart pause here) . . . AND the solution?

YES, IT'S A little crazy. But it's not new.

From the days of the one-room schoolhouse on the prairie, our relationship with teachers has been, well, complicated.

We idolize them, but second-guess their judgment. Love the ones we know, but disparage the ones we don't.

We tell them, again and again, that they do the most important work in the world, but rarely ask them what we need to do to improve schools.

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Nationally televised "Teacher Town Hall"

There will be a nationally televised "Teacher Town Hall" broadcast live on MSNBC from noon until 2:00 p.m., September 25, 2011.

Brian Williams (NBC News) will moderate the discussion with help from colleagues who will take questions from the audience in Rockefeller Plaza, NYC, and moderate and report an online conversation with teachers across the country

The program is billed as “for and about teachers” with a focus on the challenges and opportunities facing America's teachers, as well as examples of exemplary teaching from schools across the country.

Teachers may join the conversation online and in a live chat during the Teacher Town Hall, by logging in at: www.educationnation.com

NCLB waiver news

With reauthorization of No Child Left Behind unlikely in a gridlocked, dysfunctional congress, the Obama administration is looking to issue waivers from it's increasingly impossible requirements, in return for more "reforms". As we try to digest what is being proposed here's some good articles to being you up to speed.

Washington Post

President Obama will excuse states from key parts of No Child Left Behind, the federal education law, if they adopt certain education reforms in exchange for greater flexibility in deciding how to measure school performance.

The Obama administration offered the first details Thursday of the highly anticipated program, with as many as 45 states expected to participate.

The Disaptch talks about Ohio potentially opting to take a waiver

Ohio has said it will consider applying for a waiver; state education officials plan to go to Washington, D.C., next week to learn more about how waivers will work.

Any state that seeks a waiver would have to agree to enact tougher standards, focus on struggling schools and scrutinize educator performance.

Dana Goldstein at the Nation has an interesting article on The Future of No Child Left Behind

But the Obama administration remains committed to a narrower slate of reforms focused on curriculum standardization and value-added evaluation of teachers. As Rick Hess of the American Enterprise Institute demonstrates in his recent blockbuster essay, these policies will continue to be controversial on both the left and right, as teachers’ unions and many parents resist test-driven instruction. Meanwhile, much of the Republican base has tired of bipartisan education reform, with the GOP primary field embracing a reactionary “parental rights” ideology that resists almost any federal effort to improve schools.

Over at the Wonk Book, another interesting piece on NCLB's lasting legacy.

But, if history is any lesson, a standardized testing backlash won’t translate into less testing. “Every time there’s been a reaction against tests, the solution has usually been ‘well, we’ll make better tests,’” says William J. Reese, author of “America’s Public Schools: From Common Schools to No Child Left Behind.” “That’s always becomes the dream: it’s not the testing, it’s the specific test. That will probably be a likely remedy.”

Finally, here's a good read from the Quick and the Ed.

Harder to deal than to teach

After we published this story about the hypocrisy of Senate Chief Of Staff Matt Schuler getting an appoinment as the executive director of the Casino Control Commission, we got an email from a reader that we found so hard to believe we had to do some checking.

Our reader pointed out that it requires more training to become a prospective Ohio casino dealer than a Teacher for America teacher.

Right from the Teach for American website

All corps members must attend a five-week training institute in full before they begin teaching. Corps members must attend the institute to which their region is assigned.

A lot of teachers are rightly insulted that a 200 hour training course can now be substitued for years of higher education, professional development and training. It turns out casino's think you need more than 5 weeks just to deal Blackjack and Poker!

The Dispatch

The school hired seasoned dealers to teach blackjack, poker and craps. And it set up a school at the casino to teach the trainees, supported by funding from the state.

"We trained over 400 people to start up the operation, and now we're down to training about 40 people every six weeks," Hubbard said.

6 weeks! We thought we would check that claim out. The Blue Ridge Community and Technical College is a state-supported institution within the West Virginia Community and Technical College system and provides accredited training for prospective casino employees. Here's their curriculum

Introduction to Casino Games: This course covers the general responsibilities of the dealer and is a pre-requisite for other table games training courses. Emphasis is placed on correct chip handling techniques, identifying the value of each color chip, learning to read the total value of a bet, and pit procedures. 40 hours (4 hours per day, 5 days per week, 2 weeks) Cost: $200.00

Blackjack: This course covers the fundamentals of dealing Blackjack. Emphasis is placed on card totaling, chip handling and cutting, card shuffling and card placement. Attention is given to game and accounting procedures, accuracy, and speed. 80 hours (4 hours per day, 5 days per week, 4 weeks) Cost: $400.00

Roulette: This course covers the fundamentals of dealing Roulette. Emphasis is placed on chip handling, table layout, accurate and quick mental multiplication, and accuracy in clearing the table. 80 hours (4 hours per day, 5 days per week, 4 weeks) Cost: $400.00

Poker: This course covers the fundamentals of dealing Poker. Instruction is provided in the fundamentals of rake/antes/blind bets, game rules and regulations, dealer’s responsibilities and game security. 80 hours (4 hours per day, 5 days per week, 4 weeks) Cost: $400.00

Craps: This course covers the fundamentals of dealing craps. Emphasis is placed on the knowledge of the procedures on a variety of bets, accurate and quick mental multiplication and chip handling. Special attention is given to game procedures, accounting procedures, accuracy and speed. 160 hours (4 hours per day, 5 days per week, 8 weeks) Cost: $700.00

Midi Baccarat: This course is designed to train students in all aspects of dealing Midi Baccarat. Students will learn about the equipment used, the rules and object of the game, check handling and odds. Extensive hands on training is used to assist students in mastering all aspects of this exciting game. 80 hours (4 hours per day, 5 days per week, 4 weeks) Cost: $400.00

To take all these casino card game training courses would consume 13 weeks, 6 times longer than TFA thinks it takes to train a classroom ready teacher. If the course were offered for 8 hours a day it would still take 6.5 weeks to complete, and week and a half longer than the TFA training

There's something deeply wrong when we think it takes longer to traing card dealers than teachers.