A reader emailed me a story from The Blaze on education reform that I'd like to comment on:

Terry Moe, one of the leading experts in education reform in the country, professor of political science at Stanford University, fellow at the Hoover Institution, and author of the newly released Special Interest: Teachers Unions and America’s Public Schools, has a message for the teachers unions:

Rest In Peace, because your days are numbered...

...Moe argues that the incredibly massive revolution in information technology will deliver a death blow to teachers unions. In this profile of his life and impact on the education reform movement, Moe says:

“In the final analysis, what technology requires is a substitution of technology for human labor. Computers will do a lot of what teachers do now.” Jumping forward in his chair, he lights up: “Technology is cheap. Labor is really expensive. Education has always been very labor intensive, so if our education system can substitute technology for labor and still provide kids with high quality education, then great!”

Moe explains that technology will fundamentally change the politics of education. “In the future, we will have fewer teachers per student. This means fewer union members per student. Also, teachers don’t have to be concentrated in the same geographic place—because when students do their learning online, their teachers can be anywhere. This fragmentation and dispersion will make it harder for unions to organize.”...

After further analysis, I agree with some of what Mr. Moe argues but disagree about his fundamental point.

I agree that in the future, we will have fewer teachers and teachers will be geographically spread out, because skilled teachers will more aggressively use technology and cheap assistants to deliver higher quality instruction to more students at lower costs. In my vision of future teaching, rather than one-size-fits all bureaucratic statist-produced cookie-cutter teachers, you'll get expert lead teachers who produce the lessons and deliver the instruction via webcams and the internet to classrooms all over the nation, where cheaper and less trained and skilled teacher aids will support and assist in the instruction deliver by the lead teacher. Oh, I know there are some wrinkles still to iron out in the process like how to interact with all of these students, how to grade all the students the same, how to run activities and group projects and simulations, etc- but if Mr. Moe is correct and technology continues to advance as rapidly as it is, these wrinkles can be ironed out in time.

But having fewer teachers and having them geographically spread out will not necessarily mean that the unions will decrease in influence and authority- in fact, I imagine that the geographically-based lower paid teacher aides will become a powerful union of low-skilled labor who needs to continue to organize and collectively bargain while the high-skilled non-geographically based teacher leaders freelance and sell their skills to the highest bidder without collective bargaining or unions.

To read some of the books by Terry Moe, check out Special Interest: Teachers Unions and America's Public Schools and Politics, Markets and America's Schools.

Every month teacher unions from around the nation gather together to pray at the alter of the Democratic Party, offering up the usual sacrifices (unions dues) and saying the usual prayers (another term for Obama). As part of this monthly ritual held in every public school district in the nation, union leaders faithfully repeat the claim that Republicans are anti-education and that President Obama is pro-education. Let's examine this claim in light of the a recent release from the House Education and the Workforce Committee Republicans:

Late last year, the U.S. Secretary of Education took unprecedented action and announced a plan that would allow the administration to unilaterally dictate federal education policy without Congressional input.

Secretary Arne Duncan’s plan to grant waivers for certain requirements under No Child Left Behind in exchange for states adopting the administration’s preferred education agenda has been called “the most sweeping use of executive authority to rewrite federal education law since Washington expanded its involvement in education in the 1960s” by the New York Times. In the Washington Post, George Will likened the plan to “coercive federalism”...

...Already, this conditional waivers plan has generated great uncertainty for state and local education officials. States that opt in to the plan will be forced to dedicate time and limited resources to implement a host of new federal regulations. However, the requirements could be easily changed by Congress, Secretary Duncan, or the next administration, potentially rendering a state’s investment in changing its education system meaningless...

...Making matters worse, the secretary's waiver plan – similar to his ill-fated Race to the Top program – pressures states to adopt common academic standards and tests in reading and math, creating de facto national standards and national tests. This one-size-fits-all approach usurps the power of local superintendents, school boards, and parents who know more about what kids need to learn than bureaucrats in Washington...

...House Education and the Workforce Committee Republicans are determined to fix current education law the right way – with smart legislative policies that will have a lasting impact. Toward that effort, Republicans recently released two pieces of draft legislation to overhaul No Child Left Behind. In addition to provisions that support state-developed accountability systems and a smaller federal footprint in education, the legislation includes four provisions that rein in the authority of the Secretary of Education and preserve state and local control...

...We cannot allow the Obama administration to implement a backdoor education agenda. It’s time to advance real change in our nation’s education system. The Student Success Act and the Encouraging Innovation and Effective Teachers Act provide states and school districts with a clear path forward that will help get more effective teachers in the classroom, enhance accountability, and raise the bar on student achievement.

Our Founding Fathers designed our legislative branch to implement and pass policies and to pass the laws which govern our nation- they clearly did not give the President the power to issue directives and orders establishing policies and laws, paid for out a giant slush fund (stimulus dollars, which were supposed to go for shovel ready projects that would put Americans back to work back in 2009). But this is what we have- a President who thinks he is smarter than the American public and their elected Representatives and Senators, and who thinks that he is supposed to be running our nation as a King, ordering his advisers and czars and secretaries to implement policies and rules and waiver plans without any Congressional authority to do so simply because HE believes it to be the right policies. Process and the means matter, and Obama is not going about implementing education policy the right way (with Congressional approval and direction).

Furthermore, by his actions President Obama does not demonstrate that he is any sort of 'friend of education', deserving of one-sided and considerable support by the National Education Association and its various state chapters. Pressuring states to adopt common core standards is the same sort of 'national standards' that the unions opposed so loudly during Bush's administration- the emphasis on national tests is the same sort of 'national testing' that brought howls from unions and magazine articles in education magazines- and the push for merit pay should be met with a storm of opposition by the education labor unions. On these issues and many others, the labor unions have decided to compromise their positions and policy stances so that Barack Obama can remain as President, and by doing so continue to destroy the property tax base and income taxes on which education depends for its funding.

The truth of the matter is that today, perhaps it is the Republican Party which offers the best path forward for public education in America. A rising tide floats all boats, and Republican policies which encourage economic growth- less regulation, more protection of private property, less fees, less red tape and bureaucratic interference, etc- will likely lead to increased tax revenues that will in turn lead to increased funding and money for education. Further, policies designed in the legislative branch and laws passed by our Congress will have more broad consensus and input from more parties and thus be better designed and implemented that dictates issued by an overbearing and close-minded Executive Branch.

My earlier post was about Michelle Rhee the person- what she did and what the results were of her actions. But this post will focus more on her actions with regards to educational reform and my thoughts on these issues.

Via Newsweek I saw this article- "Why Michelle Rhee Isn't Done With School Reform." Here are some selected passages from it:

...When I started as chancellor in 2007, I never had any illusions about how tough it would be to turn around a failing system like D.C.’s; the city had gone through seven chancellors in the 10 years before me. While I had to make many structural changes—overhauling the system for evaluating teachers and principals, adopting new reading and math programs, making sure textbooks got delivered on time—I believed the hardest thing would be changing the culture. We had to raise the expectations that people had about what was possible for our kids.

I quickly announced a plan to close almost two dozen schools, which provoked community outrage. We cut the central office administration in half. And I also proposed a new contract for teachers that would increase their salaries dramatically if they abandoned the tenure system and agreed to be paid based on their effectiveness....

Rhee offers up several structural changes to the system, increased efficiency in both facilities and in human resources, and changed the culture of the biggest aspect of education, the teachers. All of these proposals are fascinating, but it is the teacher's pay one that I am the most interested in.

According to wikipedia, Rhee had two proposals:

In 2008, she also sought to renegotiate how the school system compensates teachers. Rhee offered teachers the choice of: being paid up to $140,000 based on what she termed "student achievement" -- but losing tenure; or, retaining tenure -- but earning much smaller pay raises. This controversial move to end teacher tenure and promote "merit" pay was strongly contested by the teachers unions.

In 2010, Rhee and the unions agreed on a new contract that offered 20% pay raises and bonuses of $20,000 to $30,000 for "strong student achievement," in exchange for weakened teachers' seniority protections and the end of teacher tenure for one year. Teachers were observed by administrators and outside professionals for five 30-minute sessions during the year, and the teachers' performance was rated during those sessions. Teachers who received fewer than 175 out of 400 points were deemed ineffective and were dismissed. Teachers who received between 175 and 249 points were deemed minimally effective and given a one-year warning to improve their performance. Under this new agreement, Rhee fired 241 teachers, the vast majority of whom received poor evaluations, and put 737 additional school employees on notice.

As a teacher whose students achieve superior results on AP tests (I've taught 3 different AP courses in recent years and steadily raised test scores and enrollment in these courses) and on common assessments (I've taught 4 other classes in recent years and had my students (including mainstreamed students) outperform other teachers on our common exams), I'm quite comfortable with being judged on student achievement. And my worth isn't just measured in the classroom- I run the most popular club in the school, volunteer on our teacher leadership team, run several charities, mentor students during my prep hour, and coach part-time. It would be nice if I was rewarded for this sort of effort rather than watching teachers who perform at a much lower level make the same amount as me.

To think that I could be being paid like the professional that I am- with several advanced degrees and extensive background experience- rather than as a factory drone that simply moves students through the system! It is an exciting thought, but I don't want to dwell on how it would benefit me personally- imagine how exciting it would be to my fellow teachers who also perform exceptionally in the classroom. Because I'm going to let you in on a little secret right now- there are a lot of exceptional teachers in education, who haven't been drained and wearied and discouraged by the system and who make my efforts pale in comparison. I'm driven by these other teachers, who I am in competition with for test scores and achievement, and we are driven in spite of the system and not by it. It makes me excited to think that these other teachers could be rewarded for their tremendous efforts in education!

And the downside? Bad teachers lose their jobs. Teachers who are unqualified, teachers who do a poor job of teaching their students, teachers who do not achieve measurable results, and teachers who everyone in the building knows are bad will lose their jobs. Oh, it's no big secret who these people are- ask anyone in my building who would be fired first, and they'd look knowingly at you, since they know who these people are. There are not a lot of them, but they are there, sucking up resources and sucking down students, bad apples ruining the bunch, souring students on learning, while giving teachers a bad name. They'd lose their jobs.The union shouldn't be protecting them.

So what's the next step? Continuing from the Newsweek article...

....When you think about how things happen in our country—how laws get passed or policies are made—they happen through the exertion of influence. From the National Rifle Association to the pharmaceutical industry to the tobacco lobby, powerful interests put pressure on our elected officials and government institutions to sway or stop change.

Education is no different. We have textbook manufacturers, teachers’ unions, and even food vendors that work hard to dictate and determine policy. The public-employee unions in D.C., including the teachers’ union, spent huge sums of money to defeat Fenty. In fact, the new chapter president has said his No. 1 priority is job security for teachers, but there is no big organized interest group that defends and promotes the interests of children.

You can see the impact of this dynamic playing out every day. Policymakers, school-district administrators, and school boards who are beholden to special interests have created a bureaucracy that is focused on the adults instead of the students. Go to any public-school-board meeting in the country and you’ll rarely hear the words “children,” “students,” or “kids” uttered. Instead, the focus remains on what jobs, contracts, and departments are getting which cuts, additions, or changes. The rationale for the decisions mostly rests on which grown-ups will be affected, instead of what will benefit or harm children.

The teachers’ unions get the blame for much of this. Elected officials, parents, and administrators implore them to “embrace change” and “accept reform.” But I don’t think the unions can or should change. The purpose of the teachers’ union is to protect the privileges, priorities, and pay of their members. And they’re doing a great job of that.

What that means is that the reform community has to exert influence as well....

We have to exert our influence. That is why I blog- to change the system so that students and good teachers both can win, and by winning will make our nation greater.

For more on Michelle Rhee, check out THE BEE EATER: Michelle Rhee Takes on the Nation's Worst School District.

In Pambazuka Kola Ibrahim and Ayo Ademiluyi offer solutions for fighting cults in Nigerian Universities:

What is needed to tame the monster of cultism across the campuses is to build a genuine mass based student movement that will be a counterweight to cultism. In this regard, the ban and proscription of student unions on many campuses is a deliberate attempt by the authorities of the tertiary institutions to give a free hand to cult groups which are controlled by them to strafe off genuine student activists. This is why campaign against attack on democratic student unionism must be championed by students across campuses...[continue reading]

Democrats Host Union-Bashers
by Candi Peterson
published in Labor Notes Magazine , No. 355 October 2008

Here in Washington, DC schools chief Michelle Rhee contends that her education reform plan will be done either with teachers - or to teachers. She argues that urban schools do poorly due to union contracts that prevent schools from firing bad teachers. Teachers' seniority rights, she says, stand in the way of the best education for our children.

Odd Bedfellows
Rhee and DC Mayor Adrian Fenty were invited to a forum before the Democratic National Convention in Denver last August to sell their management scam. They appeared with N.Y. Chancellor Joel Klein and Reverend Al Sharpton for a panel discussion that bashed teachers unions.

These self-styled education reformers can't document a case where slashing teacher seniority and tenure has led to higher student achievement. The platform presented at the Denver forum clashes with the Democrats' historical alliance with teachers union and stated commitment to workers' rights.

In Rhee's typical style, she vowed to impose her educational reform if contract talks with the union continue to stall. This doesn't fit the Democrats, which claim support for teachers unions and public education.

These anti-union plans support more privatization and outsourcing of public education while gutting hard-earned job protections. In exchange, teachers would be bought off with hefty raises and bonuses.

Fight Under-Funding, Not Teachers
Rhee and the people who invited her to speak before a crowd of Democrats, whose convention delegates were 25 percent union members, need to refocus. If half of the energy they spend fighting teachers went to fighting the under-funding of public education and budget cuts, our children would be much better off.

The nationwide assault on teachers unions from corporations and conservatives has intensified in recent years. N.Y. public schools have doled out millions of dollars to private contractors. DC is following suit, and millions more will be spent on hefty contracts with groups such as Teach for America and New Teacher Project - an approach that encourages a teaching force that will have a high turnover rate and an equally high number of novice teachers.

Without teachers unions and experienced teachers who are willing to speak out against budget cuts, understaffed schools, high-stakes testing and unsound educational practices, schools may become the personal plantations of principals beholden to corporate forces.

Our union allows us to pool our resources, knowledge and lobbying power to ensure better working conditions and better schools, and fight off attacks like the one we face in DC.

A Political Battle
The major party alternative to the Denver forum is certainly no better. Senator McCain regularly bashes teachers and public education. He supports private vouchers with no proven track record for raising student achievement. Obama meanwhile supports a compensation package developed with teachers, not imposed on them, and has said he would close failing charter schools. Rather than blaming teachers for the ills of our education system, he pledges more funding for public education.

For a long time, the obstacle to school reform has been political. We know how to make schools better. But we simply have not had political backing to separate education funding from local property taxes, which guarantees abundance for some schools and poverty for others. Seeing Rhee's deeply misguided ideas trumpeted in front of Democratic audiences makes one wonder which direction the party is heading. Posted by The Washington Teacher.

Much to my own discomfort, I forced myself to watch a clip of Anderson Cooper 360. Gag me with a spoon. Here's the video clip link. Just more of the same of Rhee on her soap box with unedited teacher bashing . Many who watched Michelle Rhee on Cooper's Thursday evening show were infuriated about the production of 'What's Next -Education ?' If you were watching, the answer to that question is more of the same. Stay tuned for more firings, more firings and more firings by Chancellor Michelle Rhee . It brings to mind Bill Turque's recent article in which he reported that Rhee vowed not to make teacher cuts despite a budget deficit that extends into 20011. Seems as though the WaPo had to offer a retraction to this mis- characterization as this isn't exactly what Rhee meant. The word 'vow' afterall just isn't in Rhee's vocabulary and gives us a hint of what's up ahead. So don't be surprised if DC teachers are amongst the group to get the axe along with security and central office staff in the upcoming RIF's.

In today's Sunday WaPo front page article by reporter Bill Turque, the title suggests that there will be an upcoming showdown between AFT President, Randi Weingarten and Chancellor Michelle Rhee. Well, I certainly hope not. I know headlines sell newspapers but I am sick of the Post's negative posturing. Let's get on with the business of negotiating a contract that supports student achievement and is fair to teachers. I venture to guess that maybe- President Parker didn't meet our end of January deadline since he didn't give a quote to the Post. Wonder what Parker will say tonight on the Sunday robo call ? I hope he hasn't missed another union deadline. Don't you ?

I encourage you to check out today's front page story on page A1

Education Heavyweights Prepare for D.C. Contract Fight
Teachers Union Head, Schools Chancellor Face Off on Tenure Protection, Reforms

"When the District's teachers union unveils its long-awaited contract proposal this month, a head-to-head struggle will be fully joined between two of public education's most prominent and strongest-willed leaders: Schools Chancellor Michelle A. Rhee and American Federation of Teachers President Randi Weingarten.

At stake is not only the fate of Rhee's ambitious attempt to transform the District's failing schools, but also a significant early battle in a nationwide campaign by a new generation of urban school reformers. They want to dramatically elevate the quality of teaching and learning, even if the effort sparks labor tensions with politically influential teachers unions. That could produce ripple effects for the Obama administration, which enjoyed heavy union support in last year's election but has also placed school improvement high on its domestic agenda.

The 14-month struggle between Rhee and the 4,000-member Washington Teachers' Union, AFT's local affiliate, is a potential watershed for Weingarten. She wants to protect her 1.4 million-strong national membership from the spread of what she calls Rhee's "scorched earth" approach and roll back the broad public perception that teachers unions are an impediment to reform because they harbor mediocre or incompetent instructors.

In speeches and commentary, Weingarten has outlined a view of how teachers should be paid, evaluated and, if need be, fired that is fundamentally different from Rhee's. She has denounced Rhee's core objective to weaken tenure protections and link individual pay and job security directly to student achievement. She asserts that such systems breed resentment and discourage the kind of collaboration among instructors that truly improves schools. What she doesn't explicitly say is that individualized rewards for performance could also pose a threat to her union's future.

For the former labor lawyer, elected to the presidency of the nation's second-largest teachers union in July (the National Education Association has 3.2 million members), it will be a high-profile test."Randi is the most important teachers union figure in the country today," said Thomas Toch, co-director of Education Sector, an independent Washington think tank. "She's a pivotal figure in this conversation. The stakes are very high for her in D.C." (Posted by The Washington Teacher). Article courtesy of WaPo.

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There is one state in the United States that has continued to boom in spite of Democrat policies. Obama, Reid, Pelosi, and Peters high-tax, high-regulation policies haven't managed to take a dent out of this state's booming economy, even though they have deepened and lengthened the current US recession and damaged the economy of every state in the union except it. Truly, this state is the one state that has managed to prosper even through the mandates and controls and commissions and regulations and bureaucracy that has bogged down the rest of the United States and is destroying our economic drive.

The one state that is still booming, the one US state still growing, the one state in the United States that continues to have a booming economy: Texlahoma.

You see, Texlahoma has defied Democrats and avoided their snake-poison prescriptions for economic disaster, liberalizing their economy rather than socializing it, and championing human liberty in the face of increasing centralization, bureaucracy, and communism that marks the modern day Democratic Party.

Texlahoma cut taxes, at all levels, which led to increased revenue for the state, as predicted by the Laffer Curve. Texlahoma allows sensible energy exploration and development, letting the most environmentally friendly citizens in the world explore and develop natural resources rather than having its citizens importing them from other much-less environmentally friendly nations. Texlahoma has disbanded the public employee labor unions, since these unions are designed to correct for the corruption and abuse by private employers and are not needed when union employees work for a government of the people, by the people, and for the people. Texlahoma has allowed private schools to compete for customers in their educational system, awarding each student a certain amount of dollars that will go to the school that they want to go to, and further awarding monetary bonus' for grades, sports, achievements, clubs, and many other merit-based reasons. Texlahoma does not play games with race, sex, religion, or sex, and treats everyone equally, and judges them based on their conservative character only. Texlahoma has toll roads competing with public roads, creating an efficient, vibrant, dynamic transportation grid in what were once known as 'Forgotten Counties.' Texlahoma does not have any business taxes, excise taxes, or sales taxes- only the income tax.

The people of Texlahoma are blessed with freedom and liberty. Defying the Supreme Court as much as possible, they have restricted the right to abortions and championed a lifestyle that looks to human life as the next hope of the world. They have relaxed gun control laws, everyone has a concealed weapon, and crime rates are non-existent. Cops don't harass citizens, real criminals are kept in prison, and it is a truly great place to live and work.

Sadly, Texlahoma isn't a real state. As designed by Oklahoman A. P. Sights in the early 1900's, forty-six counties in Texas and twenty-three in Oklahoma would join to form Texlahoma. People in rural places such as northern Texas and western Oklahoma were especially desperate for decent roads, but politicians in the faraway state capitals weren't listening, so the Texlahoma proposal was created. Legislators of the new state could focus on building better roadways and providing all the other services that these "forgotten" counties believed they weren't getting. "Cactus Jack" (John Nance Garner IV) championed the idea. Sadly, it never came to be, but sometimes, it is fun to imagine a state where the people still believe in the Founding Principles of our nation and practice life, liberty, and protection of property. It is a happy fantasy much different then the increasing tyranny of our current government as set up by liberal Democrats.

My WTU executive board colleague, Erich Martel (teacher @ Wilson SHS) sent me a copy of AFT President Randi Weingarten's editorial in the WaPo yesterday. Randi makes some key points on improving DC Schools. Key amongst her recommendations are the need for collaboration- (sound familiar), teacher mentoring, solid professional development, support and respect in the workplace, strong discipline and a rich curriculum, etc. Those of us involved in our local unions are often accused of not proposing solutions for reform which just isn't true. Certainly public schools and teachers unions can work collaboratively in the best interests of students and teachers. Montgomery County public schools works collaboratively with their teachers' union which by the way initiated teacher peer assistance and review. Here's what Randi had to say in the December 22nd Post, page A20 "Improving DC's Public And Charter Schools":

"The District's public school system must refocus if it hopes to make real and sustainable educational changes ("A Union of Interests," editorial, and "Charter Schools Make Gains on Tests," front page, Dec. 15).

To improve teaching and learning, school leaders and teachers must work together in a supportive, respectful environment. It's worked in Montgomery County, where superintendent-union collaboration has led to sustained student achievement. In the District, several charter schools are seeing progress because of basic but essential programs that the American Federation of Teachers has promoted for years, including a strong discipline policy, a rich curriculum, after-school and Saturday classes, and modernized buildings.

Real education reform in Washington should be measured by what is being done to improve teaching and learning. Is there a substantive plan for a rigorous and rich education? Do teachers receive mentoring and solid professional development? Are the adult stakeholders working collaboratively to achieve sustainable reforms? Unfortunately, the discussion has devolved into one issue: teacher tenure. Let's have that discussion, but it's not the only topic worth discussing." (posted by The Washington Teacher).

RANDI WEINGARTEN
President
American Federation of Teachers
Washington

Another school year is approaching, which means of course another year of sitting around lunch rooms listening to teachers complain about all the changes that are taking place in the education world. Let's take a moment to look back at all the changes that have taken place in education policy over the past year. Via the Detroit News:

Tenure law reformed: In a remarkably short amount of time, this Legislature passed long overdue reforms to the state teacher tenure law. It will now be more difficult for new teachers to achieve the protections from tenure. It will take five years and three consecutive effective ratings on annual evaluations before new teachers earn tenure. Under the new law, if a teacher earns three consecutive ineffective ratings on evaluations, districts can fire the teacher. And teachers now must be evaluated largely on how much their students learn, based on tests and other measures. Another important change is the elimination of seniority in determining teacher layoffs.

Proficiency standards raised: The state Board of Education approved raising proficiency levels on standardized tests earlier this year, a move that has created a lot of pushback from teachers unions and other educators. Yet these tougher standards should improve the level of learning in the state. Studies show that students rise to the challenge of higher benchmarks over time. The Michigan Department of Education is planning to set the new cut scores — the level at which a student is considered proficient in a subject area — in September. Scores on the Michigan Educational Assessment Program test and Michigan Merit Exam will surely plummet at first, but state Superintendent Mike Flanagan says these new standards are essential.

Best practices encouraged: When they cut school funding this year, the Legislature and governor offered schools a way to earn back lost funds. Schools meeting four of five specified metrics can gain an additional $100 per student. These best practices include developing a dashboard that measures district effectiveness, requiring districts to make competitive bids for services, ensuring that employees cover more of their health care expenses and producing a consolidation plan with cost reductions. Snyder supported $470 per pupil cuts as a way to balance the budget but also to increase accountability from districts.

New district for failing schools formed: The governor announced in June the creation of the Education Achievement System, a new statewide school district that will eventually operate of all Michigan's poorest-performing schools. Lawmakers are in the process of introducing legislation that will give the system more authority as it gets going. More than 30 failing schools in Detroit Public Schools will enter the new district in the 2012-13 school year. The system holds promise because it directs funds straight into classrooms and gives significant control to principals, teachers and parents.

In response to the WaPo Saturday story "DC Schools Chief Makes Times Magazine Cover" it is interesting to note that most readers do not favor Rhee's education reform strategies and recent appearance on the cover of Time. Twelve on line posters gave Rhee a thumbs down. This seems to be dramatic shift in public opinion against Rhee as evidenced by not only these posts but other on line comments as well. I have posted a number of the noteworthy ones.(Posted by The Washington Teacher).

Here's a post just in from the trenches. DCPS related service providers speak out about our real working conditions that you rarely hear about in our mainstream press as well as the cronyism and nepotism and politicism that are still pervasive even under the helm of our school chancellor. Check this out from a DC School Psychologist.

Candi:
"As always thanks so much for all you do, keeping everyone informed and working tirelessly on our behalf. First, please write to the Obama campaign and respond to Obama's most ill advised praise for our Chancellor and the "great" Mayor for all they are doing for education in this city. They ( Obama and his campaign advisors ) need to see/ read those voluminous articles to the contrary.

Michelle Rhee went to the Democratic National Convention and berated the democrats as shameful for only being concerned about unions and NOT about education of the inner city students ! Can you believe the gall ??? Here in DC we have classes with 35 and 45 students, some reform that is. Her only methodology for reform in fire, fire, fire, hire non-educators - anyone she can find, and let the classroom teacher:student ratio's be damned! Obama just might lose votes by aligning himself with those two DC lightening rods for public contempt.

Most people recognize the "destruction of public education ", and it's replacement with poorly conceived privatization, to be a republican initiative. Just as their repetitive attempts to dissolve the US Department of Education keep coming to the surface. Remember when Service master replaced all school custodians.... and what was the benefit there other than more privatization ?

Secondly, every new DCPS administration comes along with the battle cry of "down with the pernicious practice of friendship, kinship, cronyism and nepotism" as the #1 problem with DCPS staffing. Well, the 5 new School Psychology heads ( including the two who subjected us to the most elementary " ethics training " session recently, are all tight friends, schoolmates, cronies from way back and also long associated through family friendship with one of the administrators under Dr. Phyllis Harris as reports have it.

Additionally, these "program managers" are the least seasoned, least experienced of all the psychology workforce. But then, that's what apparently qualifies one to work under the current regime. When reading the published Human Resource job description for program managers, there is such a massive list of responsibilities that they clearly don't have time to hold "peer review/ case conferences" in addition to staff developments, which rarely develop anything because of a pervasive lack of psychological acumen and creativity." Anonymous DCPS School Psychologist. Posted by The Washington Teacher.

Here is some news that you won't read anywhere else.

RNC Chairmen Michael Steele met today with a group of Republican teachers at an event hosted by the National Education Association, the largest union in the country. It was perhaps the first time in recent memory that the head of the Republican party met with teachers at the NEA headquarters.

"You are all Republicans?" he asked when he got to the podium. After a loud happy chorus of "yes!" he asked "And you are in the NEA?" The crowd yelled "yes" again, as everyone at this particular NEA gathering was in fact a Republican teacher. "That's freaken awesome!" Steele said in delight.

The Republican National Committee (RNC) is not opposed to teachers- Steele wanted us to all be aware that the RNC and the Republican party is never opposed to teachers, in spite of how they might view or talk about the teachers union. "The RNC would like to thank all you teachers for what you do," he said.

The first thing he talked about was how he viewed healthcare, and he tried to relate it back to teachers. He suggested that our nation not "lurch blindly into healthcare," referring to the speed and secrecy which the Democrat's healthcare bill may be introduced. The most important thing he said though about this issue was that we need to view healthcare through the lens of the patient-doctor relationship, and not to make it a patient-bureaucrat relationship. This healthcare debate, he said, is about choice or orders, the individual or government, cost not access, and we need to keep those thoughts in mind.

Speaking to Republican teachers, Chairmen Steele focused most of his comments on education. He "had the privilage to teach," he said, refering to his time teaching history and economics, and he knew that teachers have "the hardest job in the world." When he was Lt. Governor, he said that he "wanted to get into the classrooms and see what was really going on- and not deal with bureaucrats, or unions, or politicians, but instead deal with the teacher/student relationship." He got into the classrooms and talked with thousands of teachers, and this gave him an insight into how to improve the education system.

But when he sat down with the NEA, it became "all personalities and politics, and not issues and problems." Steele talked about how the NEA and the Republican party need to work together to build bridges and find consensus on issues, and move towards making progress on improving our educational system.

Steele several times looked around in surprise at being at the NEA building, which is usually not friendly to Republicans, but about 30% of the NEA is Republican, and they are becoming more organized and active in their union.

Speaking from his position as head of the RNC, he said that what we need to do as a country is put in place more policies that let teachers do their jobs and let them be the great teachers that they are, and those are the sort of ideas that the NEA and the Republican party should both be embracing.

Disclaimer: I am not writing in my official capacity as WTU General Vice President, but rather as an announced candidate in the 2013 WTU elections and WTU member.