Operationalized pedagogical equitability

I’ve talked several times lately about how I’m making a concerted effort to recommit to teaching as a profession I’m going to retire from and increase my profile as a leader in my building. To that end, and among other things, I’ve joined a committee that is going to require some extra work of me throughout the school year– and, amazingly, is actually stipended– and I have a two-hour meeting fifteen minutes from now that’s going to be the first real meeting of that committee. We had a launch event of sorts a couple of weeks ago but that wasn’t much of anything; I’m actually having to do some preparation for this one.

And, Christ, the first meeting hasn’t even started yet and I’m already exhausted. There’s a certain way of talking about teaching that is so infected with bullshit corporate speak that it’s barely comprehensible, and these documents they’ve shared with us for our perusal are so thick with it that I want to wash my hands. Tons of nouns being turned into verbs, unnecessary adverbs, piles and piles of acronyms and simple things being saddled with unnecessarily complicated names, and lots of taking words and phrases and arranging them into shapes that don’t actually carry any useful meaning or promote any particular kind of understanding. Linguistic cruft. I’d copy and paste some examples but I’m pretty sure it’d end up getting me in trouble.

Like, there is absolutely a way to improve failing buildings. Every school can improve. But creating a 26-page report that no one is going to read and which is so overwritten as to be incomprehensible is not one of the ways you do that.

(They’re still not gonna close the honors academy, by the way, and that school is noticeably absent from this process for some reason. This means that the single best method of improving the scores of all our middle schools, simultaneously is off the table before we even begin. And when it gets right down to it, this is about test scores, not learning, and they aren’t the same thing.)

I have faith that once we’re past this initial phase and actually talking about our building we’ll be able to make strides toward accomplishing things; don’t get me wrong. I’m just made extremely tired by the way we’re getting into the process.

REBLOG: Pearson to become the gate-keeper for student teachers in Illinois.

You have GOT to be fucking kidding me. This– this nonsense RIGHT HERE– is why no sane person wants to teach any longer.

Fred Klonsky

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Sandra Deines (center).

-By Sandra Deines. Sandra is a member of the Skokie Organization of Retired Educators IEA Retired and a retired Park Ridge high school teacher.

Starting this fall Pearson will be in the business of deciding who becomes a teacher in the state of Illinois. 

The Illinois State Board of Education has adopted a rule that designates Pearson’s “edTPA” as the means by which student teachers will be evaluated and granted certification. 

As the fall semester begins, all student teachers in the state will be required to pay an extra $300 (on top of the tuition they are already paying) and arrange for videotaping so that they can submit a lengthy narrative that covers the planning, execution and evaluation of a series of lessons with one of their classes as well as a ten-minute video of themselves carrying out their lesson with a class.

Student teachers are required to get…

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