Re: [xmca] a teacher's resignation

[Mike Cole <lchcmike@gmail.com>]

Welcome back, Regina.
I have the same question. Is there anything xmca members can be doing,
writing, etc???
ready in so cal
mike

On Fri, Jul 17, 2009 at 11:41 AM, Regina D Langhout <langhout@ucsc.edu>wrote:

> Hi all,
>
> I've been out of town and am now catching up on e-mails. I've read this.
> What can I do for you?
>
> Best,
> Gina
>
> On Sat, 11 Jul 2009, Mike Cole wrote:
>
>  OK!! (Neat poem, too).
>>
>> What next? In what order?
>> If you would like co-participation in any writing projects for national
>> media, let us know/ I am sure
>> you can find helpers here at XMCA. Maybe it would be possible to form
>> small
>> writing groups that
>> share info but target different national media.
>>
>> What I see so far in Education is paralysis. Others, better informed than
>> I
>> am, might comment on what
>> is happening. Like a stimulus package waiting for a shovel.
>>
>> Also, the curriculum you are describing sounds a LOT like what Regina
>> Langhout and her colleagues
>> at UC Santa Cruz are doing, so I am cc'ing her on this note.
>>
>> mike
>>
>> On Sat, Jul 11, 2009 at 11:10 AM, Louise Ammentorp <
>> lammentorp@hotmail.com>
>> wrote:
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>      Mike,
>>      Thanks for your comments.  I agree that bean counting approach
>>      to
>>      education did not begin with Bush or NCLB (I also agree with
>>      your critique of
>>      the letter) as well as your sentiment against sitting around and
>>      lamenting.  In fact, even though teacher ended up
>>      resigning, overall my project and her curriculum was hopeful.
>>      Her multimedia
>>      curriculum focused on the meaningful inquiry ?where I live". The
>>      teacher and the
>>      children never stopped at describing the problems and instead
>>      always involved the
>>      children problem solving and developing solutions. I
>>      agree we must do the same thing.  All of the suggestions: an
>>      op-ed piece, editorial,
>>      articles, etc. are great and I  will definitely follow-up on
>>      them. I am, like so many others, dedicated to doing "something
>>      more".  As
>>      a teacher educator, it is very exciting to teach high quality
>>      curriculum, yet very discouraging
>>      to send teachers out into the schools where they have little
>>      room to be innovative. Certainly continued research emphasizing
>>      the benefits of inquiry and project based education is
>>      fundamental.  I was so excited to see Linda Darling Hammond so
>>      influential in the Obama campaign ? it gave me hope.  I guess I am
>>      wondering if a sustained unified
>>      movement toward Vygotskian inspired pedagogy exists at the
>>      policy level?
>>
>>      Here is a poem from one of the sixth grade
>>      students from when I did my study (a few years ago). It is a bit
>>      more hopeful then the letter?..
>>
>>
>>
>>      Meant to Live For So Much More
>>      by Jessie
>>
>>
>>      We were meant to live for so much more
>>
>>      But we lost ourselves
>>
>>      Lost ourselves in our hatred, our burden,
>>
>>      Our money, our greed.
>>
>>      We were meant to live
>>
>>      But we lost ourselves
>>
>>      In the sorrow and the pain
>>
>>      Making our world, more insane.
>>
>>      People kill each other
>>
>>      People killing their fellow brothers
>>
>>      People don't care for one another
>>
>>      We were truly meant to live for so much more.
>>
>>      But we still act monstrous,
>>
>>      Devouring the lives of residents,
>>
>>      Burning down houses,
>>
>>      But where is our great president?
>>
>>      He cares about the war in Iraq,
>>
>>      When there is a war right here.
>>
>>      Gangs are fighting each other.
>>
>>      You see it on the news, here and there,
>>
>>      People come here for the American dream,
>>
>>      But once they get here it is not what it seems
>>
>>      We should be living peacefully.
>>
>>      Like an orchestra we should play in harmony.
>>
>>      If we look at our similarities
>>
>>      Instead of our differences
>>
>>      We can be more brotherly
>>
>>      To our neighbors.
>>
>>      We should melt our icy hearts.
>>
>>      We should crack our stony hearts.
>>
>>      We should destroy our black holes.
>>
>>      And bring new hearts.
>>
>>      If we change how we live,
>>
>>      We can live,
>>
>>      Live for so much more,
>>
>>      And we will find ourselves.
>>
>>
>>
>>      Louise
>>
>>      > Date: Thu, 9 Jul 2009 06:51:33 -0700
>>      > Subject: Re: [xmca] a teacher's resignation
>>      > From: lchcmike@gmail.com
>>      > To: xmca@weber.ucsd.edu
>> >
>> > Thanks very much for this letter, Louise. I fully agree wtih Kim,
>> although I
>> > think it unfortunate that executions in Texas were brought
>> > in. I understand the logic, just do not agree with the rhetorical
>> strategy.
>> >
>> > So what do WE do in such cases except bow our heads and regret the
>> outcome?
>> > NCLB is erroding but the bean counting iron cage philosophy it
>> embodies may
>> > be
>> > nearly rust proof. Note that it has crept into higher ed as well.
>> >
>> > How about an editorial for XMCA incorporating the letter and
>> materials from
>> > your thesis?
>> > How about a collective letter to the NYTimes Op ed Page or the Ed in
>> Review
>> > supplement
>> > in support of the school and Louise? How about doing something
>> more??
>> > mike
>> >
>> > On Thu, Jul 9, 2009 at 5:21 AM, Kimberly <mik88@verizon.net> wrote:
>> >
>> > > That heartfelt letter could have been written by any one of us
>> struggling
>> > > in
>> > > a system that is killing an entire generation of our children and
>> the
>> > > adults
>> > > who love them.  I think this is where educational research has its
>> moral
>> > > purpose.  Maxine Greene challenges us to "do philosophy," to move
>> beyond
>> > > esoteric analysis and become "wide-awake" to the world; to
>> confront issues
>> > > and critically question situations; to take a stance and act on
>> one's
>> > > convictions.  If ever we needed a light in dark times, it's now.
>> > >
>> > > Kim Cotter-Lemus
>> > >
>> > >
>> > > On 7/8/09 11:05 AM, "Louise Ammentorp" <lammentorp@hotmail.com>
>> wrote:
>> > >
>> > > >
>> > > >
>> > > >
>> > > >
>> > > >
>> > > >
>> > > >
>> > > >
>> > > > I recently completed my dissertation that focused on a six grade
>> teacher
>> > > and
>> > > > her amazing multimedia curriculum in an elementary school in
>> Newark, NJ.
>> > > I
>> > > > found the school to be a story of success - illustrating what is
>> possible
>> > > when
>> > > > teachers (and students) are given the freedom to bring their
>> passion and
>> > > > creativity into the classroom. Unfortunately her letter of
>> resignation
>> > > below
>> > > > reflects an all too familiar story of education in urban
>> America.
>> > > >
>> > > > Louise Ammentorp
>> > > > Assistant Professor
>> > > > Department of Early Childhood and Elementary Education
>> > > > The College of New Jersey
>> > > > 2000 Pennington Road
>> > > > Ewing, NJ  08628
>> > > > e-mail: lammentorp@gmail.com
>> > > >
>> > > >
>> > > >
>> > > > To: Secretary Arne Duncan
>> > > >
>> > > > CC: Commissioner Lucille Davey
>> > > >
>> > > > Dr. Clifford B. Janey
>> > > >
>> > > > Mayor Corey Booker
>> > > >
>> > > >
>> > > >
>> > > > June 13, 2009
>> > > >
>> > > >
>> > > >
>> > > > Dear Secretary of Education Duncan,
>> > > >
>> > > >
>> > > >  Very recently, I resigned from the Newark Public School System
>> > > > after almost 10 years. The conditions under which I left deserve
>> > > > specific attention, as the implementation of No Child Left
>> Behind at
>> > > > the federal, state and local level is failing Newark¹s children.
>> > > >
>> > > >
>> > > >  As I am sure you are aware, Secretary Duncan, NCLB was passed
>> into
>> > > > legislation in 2001, under George Bush¹s presidency. Had he
>> understood
>> > > > the term, I would have guessed he was being ironic, touting
>> education
>> > > > legislation, since the former president had every academic
>> opportunity
>> > > > available to him and still emerged unable to negotiate object
>> and
>> > > > subject pronouns.
>> > > >
>> > > >
>> > > >  The target populations of NCLB are underserved populations,
>> mainly
>> > > > communities of color. As we all know, George Bush authorized
>> more
>> > > > executions in his 8 years as Texas governor than the other 49
>> states
>> > > > since the death penalty was reinstated under states¹ rights in
>> 1976.
>> > > > Again, targeted mainly at communities of color. I¹m not a
>> politician,
>> > > > but considering these two factors, I wouldn¹t even hire George
>> Bush to
>> > > > monitor recess for kindergarten, much less trust him to enact
>> > > > legislation that affects public education for the whole country.
>> > > >
>> > > >
>> > > >  A cursory look at NCLB shows that the authors either don¹t know
>> > > > any children or don¹t like them. Missing from the text are words
>> like
>> > > > fun, joyful and play. I saw very little that proposed innovative
>> > > > teaching methods to make school a place where students actually
>> wanted
>> > > > to be. Many politicians say they don¹t like NCLB, but thank God,
>> they
>> > > > claim, it pointed out the discrepancy between race and class and
>> public
>> > > > education. This, I¹m willing to bet, was pointed out for the
>> longest by
>> > > > teachers, parents, Parent-Teacher associations, and unions and
>> > > > federations working on behalf of teachers.
>> > > >
>> > > >
>> > > >  I want to share my experience with you, since for 8 years, I
>> had
>> > > > the unique experience of working under the leadership of a
>> principal,
>> > > > Mr. Leonard Kopacz, who focused on creating an institution that
>> served
>> > > > the needs of our students and their families in spite of NCLB.
>> Here¹s
>> > > > the kicker: we were never in compliance, but we were an
>> extremely
>> > > > successful school and our test scores improved during those 9
>> years,
>> > > > raising our scores from the bottom 3% in 1999 to an average 10%
>> higher
>> > > > than the Newark Public School city average on the GEPA in 2007.
>> > > >
>> > > >
>> > > >  Thirteenth Avenue School, located in the West Ward of Newark,
>> New
>> > > > Jersey, is surrounded by the most dire conditions of poverty.
>> Drug
>> > > > abuse, gangs, and theft is rampant and many of my sixth grade
>> students
>> > > > over the years had witnessed homicides, lost family members,
>> lived in
>> > > > homeless shelters, under the terror of physical and sexual
>> abuse, or in
>> > > > a temporary foster care situation. Despite all of this, our kids
>> and
>> > > > their parents were some of the kindest, most generous, loving
>> people I
>> > > > have had the honor of meeting. They want their school to
>> achieve, they
>> > > > want their children to learn, to be disciplined, to be
>> successful young
>> > > > adults.
>> > > >
>> > > >
>> > > >
>> > > >
>> > > >  Under Mr. Kopacz¹s administration, our school, The Pride, was a
>> > > > close knit community. We had one of the highest attendance rates
>> in the
>> > > > district, and teachers didn¹t mind the extra work required, that
>> is
>> > > > always required, because we understood that our boss had our
>> back and
>> > > > was going to give us the resources we needed to do our jobs. You
>> know;
>> > > > teach. This is in spite of the fact that we also suffered the
>> same
>> > > > circumstances of many inner city schools: lack of resources,
>> external
>> > > > conditions beyond our control, overpaid and underqualified staff
>> who
>> > > > just showed up to collect a paycheck. But we did it, and we did
>> it
>> > > > well.
>> > > >
>> > > >
>> > > >  Under the leadership of Mr. Kopacz, my colleagues and I took
>> our
>> > > > children on educational, field trips to reward good behavior.
>> The sixth
>> > > > grade, was out of the classroom at least 8 times a year, which
>> gave the
>> > > > students an incentive to behave and try to do their work. I
>> mention
>> > > > this, because despite the abundance of research available
>> stating that
>> > > > taking students out of the classroom improves classroom behavior
>> and
>> > > > performance, Newark has recently implemented a laborious, time
>> > > > consuming, dopey process that can only be construed as a tactic
>> to
>> > > > discourage teachers from taking their students out all together.
>> > > >
>> > > >
>> > > >
>> > > > I planned only two trips last year, and despite faxing the
>> information
>> > > > back and forth no less than four times, the Board failed to
>> provide us
>> > > > with a bus to go to the Museum of Natural History. I stood in
>> the lobby
>> > > > for half an hour with 30 students and four parents who took off
>> work to
>> > > > chaperone during one of the worst economic crises of our time.
>> > > >
>> > > >
>> > > >  Under the leadership of Mr. Kopacz, I was able to develop a
>> > > > literacy through photography program funded mainly through
>> grants that
>> > > > I received. Mr. Kopacz often found funds to assist in these
>> endeavors.
>> > > > This curriculum incorporated art, technology, literacy,
>> communication
>> > > > skills and was the NCLB f word, fun Students in the lower grades
>> > > > couldn¹t wait to get to 6th grade a partake in this project that
>> > > > evolved over an 8 year time frame. This year, it essentially
>> fell
>> > > > apart, along with the school. Just to give you an idea of a
>> small but
>> > > > fundamental problem, the Board couldn¹t come up with a class
>> schedule
>> > > > that was ³in compliance² and changed it no less than 4 times in
>> the
>> > > > first 5 weeks of school.
>> > > >
>> > > >
>> > > >  Under the leadership of Mr. Kopacz, my colleagues and I took
>> our
>> > > > students on field trips to art galleries in New York City and
>> Central
>> > > > Park. Under the leadership of Mr. Kopacz, my colleagues and I
>> were able
>> > > > to found and run a drama club for students between the ages of 9
>> and 12
>> > > > that added to the morale of our school community. Under the
>> leadership
>> > > > of Mr. Kopacz, our classes had cook outs in the community garden
>> he
>> > > > established in our court yard, (featured in a program on PBS).
>> Under
>> > > > Mr. Kopacz, after school programs flourished, and our children
>> were
>> > > > exposed to various guest speakers and presentations. They
>> attended New
>> > > > Jersey Performing Arts Center at least once a year. Our students
>> > > > enjoyed actor and artist residencies. School work adorned the
>> walls and
>> > > > was updated frequently. Our hallways were safe and quiet. Our
>> students
>> > > > were civil and respectful, and in most cases happy.
>> > > >
>> > > >
>> > > >  Half of the reason for our success was a no tolerance
>> disclipline
>> > > > policy. You put your hands on someone, you were out. You
>> disrupted
>> > > > class, you were out. Additionally, Mr. Kopacz, unlike the
>> > > > administration following him, had the genius to understand that
>> if a
>> > > > student was sent to him, maybe we, the teachers, just needed a
>> break.
>> > > > And maybe that student needed to write down some times tables
>> and have
>> > > > a stern, but fair discussion with the principal.
>> > > >
>> > > >
>> > > >  Suspensions and a no tolerance policy is effective for two
>> > > > reasons. The student either learns a lesson and comes back
>> > > > understanding the relationship between actions and consequences
>> or, if
>> > > > that student is beyond what can be expected in terms of
>> discipline from
>> > > > the classroom teacher, that student is not in the classroom
>> taking away
>> > > > instructional time from everyone else. That student needs
>> special
>> > > > attention.
>> > > >
>> > > >
>> > > >  Unfortunately, our school didn¹t receive any funding from NCLB
>> for
>> > > > a counseling initiative beyond the one social worker who had a
>> magical
>> > > > relationship to time and managed to end the day accomplishing
>> actually
>> > > > nothing and the one guidance counselor, who had to pick up all
>> the
>> > > > slack from the social worker, who were employed at our school to
>> assist
>> > > > these students. Fortunately, the crisis counselor saw the need
>> for a
>> > > > mental health wellness clinic in our school and with the help of
>> a
>> > > > former teacher at our school, raised most of the funding for it.
>> Dr.
>> > > > Janey later allocated some funds, but it has been by and large a
>> > > > grassroots effort.
>> > > >
>> > > >
>> > > >  This year, suspensions were curtailed drastically. Instead, we
>> > > > were expected to write incident reports, because we have so much
>> time
>> > > > to fill out sheets that ask for irrelevant information. And that
>> are
>> > > > never followed up on. And waiting two, three, or even four days
>> before
>> > > > addressing an incident in the classroom really sends a message,
>> if the
>> > > > incident is addressed at all.
>> > > >
>> > > >
>> > > >  So, our discipline policy was destroyed, letting the
>> problematic
>> > > > students know there was no ramifications whatsoever. Graffiti
>> started
>> > > > appearing all over the walls. Fights occurred in the hallway, in
>> the
>> > > > streets after school, in the cafeteria. I personally pulled
>> apart two
>> > > > young men who were fighting in the street in front of the
>> principal who
>> > > > did nothing about it. When I left, gangs were congregating in
>> larger
>> > > > and larger groups outside the building after school, and picking
>> fights
>> > > > with our often younger students. Female teachers were attacked
>> in two
>> > > > instances, and nothing was done. The Newark Police started
>> visiting the
>> > > > school regularly.
>> > > >
>> > > >
>> > > >  While discipline was thrown out the window, so was rewarding
>> good
>> > > > behavior. Field trips were close to impossible to organize,
>> teachers
>> > > > were expected to pay for all kinds of incentives, and told they
>> > > > wouldn¹t be reimbursed, and often, there was no monitor in the
>> lunch
>> > > > room, so lunch just became a kind of free for all chaotic mess.
>> Mr.
>> > > > Kopacz always insured there were rewards, from radios, to
>> bicycles, to
>> > > > other kinds of gifts that kids who work hard in this environment
>> > > > deserve. Our students never even met the new principal since he
>> was
>> > > > often pulled out of the school to go to meetings to discuss
>> stuff that
>> > > > didn¹t really matter anyway.
>> > > >
>> > > >
>> > > >  While our school was visibly going down the drain, the Board, I
>> > > > guess, was too busy revamping our school structure, or what had
>> been
>> > > > successful for 8 years, with revolutionary ideas like having the
>> > > > writing teacher be the same as the reading teacher, which now
>> required
>> > > > one person to get students three to four years below grade level
>> up to
>> > > > NCLB requirements. Previously, I was the writing teacher, and my
>> > > > colleague was the reading teacher, and that was a huge reason
>> why our
>> > > > students excelled and improved like they did.
>> > > >
>> > > >
>> > > >  I could honestly write another 6 pages alone on how the food
>> > > > supplied and paid for by the state was I am sure, in violation
>> of some
>> > > > human rights amendment somewhere, but I¹m sure that¹s evident in
>> the
>> > > > high rates of disease and obesity evident in those communities.
>> Or you
>> > > > could watch SuperSize Me.
>> > > >
>> > > >
>> > > >  Teaching was an incredible part of my life, and because I was
>> an
>> > > > excellent teacher, I learned a lot from the families of Newark.
>> They
>> > > > deserve educational institutions second to none, it¹s amazing
>> that in
>> > > > the year 2009 the educational discrepancy in this country is
>> still
>> > > > alive and kicking.
>> > > >
>> > > >
>> > > >
>> > > > Sincerely,
>> > > >
>> > > > Tracey Noelle Luz
>> > > >
>> > > >
>> > > >
>> _________________________________________________________________
>> > > > Lauren found her dream laptop. Find the PC that¹s right for you.
>> > > >
>> > >
>> http://www.microsoft.com/windows/choosepc/?ocid=ftp_val_wl_290_____________
>> ___
>> > > > _______________________________
>> > > > xmca mailing list
>> > > > xmca@weber.ucsd.edu
>> > > > http://dss.ucsd.edu/mailman/listinfo/xmca
>> > >
>> > >
>> > > _______________________________________________
>> > > xmca mailing list
>> > > xmca@weber.ucsd.edu
>> > > http://dss.ucsd.edu/mailman/listinfo/xmca
>> > >
>> > _______________________________________________
>> > xmca mailing list
>> > xmca@weber.ucsd.edu
>> > http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>> _________________________________________________________________
>> Lauren found her dream laptop. Find the PC that?s right for you.
>>
>> http://www.microsoft.com/windows/choosepc/?ocid=ftp_val_wl_290_____________
>> __________________________________
>> xmca mailing list
>> xmca@weber.ucsd.edu
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>>
>>
>>
>>
> --
> Regina Day Langhout, PhD
> University of California, Santa Cruz
> Department of Psychology
> 1156 High Street
> Santa Cruz, CA 95064
> (831) 459-2535
>
> "The role of the social sciences is to be troublesome, to disconcert
> the habitual arrangements by which we manage to live along, and to
> demonstrate the possibility of change in more adequate directions...
> [Social scientists need to] get us into immediate trouble in order
> to prevent our present troubles from becoming even more dangerous.
> In a culture in which power is normally held by the few and used
> offensively and defensively to bolster their instant advantage
> within the status quo, the role of such a constructive troublemaker
> is scarcely inviting."                  -Robert Lynd (1939)
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca