It’s bullying.
Almost every teacher with whom I’ve spoken thinks teacher bonuses are a bad idea. Almost every administrator with whom I’ve spoken thinks teacher bonuses are a bad idea. Almost every board member from multiple districts with whom I’ve spoken thinks teacher bonuses are a bad idea. Even some individuals with the State Department of Education have told me in conversations that there is no solid evidence to prove that teacher bonuses are an effective means to attract the “best” teachers to our neediest schools.
But there they are. The Department of Education acting as bully instead of as partner in attempting to bridge the divide between some of our “highest-performing” and “lowest-performing” schools. And I put those phrases in quotation marks because the means for labeling schools “highest-performing” and “lowest-performing” are so nebulous and generally only guided by one metric: test scores.
This is a department and an administration that has proven time and again that it just doesn’t get it. Their view of education reform is one in which Wall Street drowns out the opinions of those who are guiding our schools forward every day: the educators actually in the classroom. It’s been disappointing having what I thought were genuinely positive face-to-face conversations with some in the Department of Education only to have them turn around and pull foolishness like this. Read the whole thing. The News Journal’s Nichole Dobo has done some excellent digging and sequencing of events for this story.
I have much more to say, as well, but let me leave you with this: This cannot be tolerated. If the Department of Education’s goal is to see unfathomable levels of division and rancor in Christina’s schools by forcing this ill-thought-out bonus program on them, then they’re doing a good job. If the Department’s goal is to pull those $2 million dollars should the District be “non-compliant,” then will the Department ask itself: Are we really doing what’s best for kids? These types of threats are more characteristic of the grade-school playground bully than a state agency that should be charged with working WITH our highest-needs schools and students in tangible ways to achieve positive results.
All I can say is I’m deeply disappointed in what the Department of Education has become and where it seems to be going.
Reblogged this on Transparent Christina and commented:
spot on!
Reblogged this on Kilroy's delaware.
The moment a non-classroom person mentions the phrase “what’s best for kids”, I immediately tune them out; teachers never use this phrase – our career choice implies it.
Usually I’m being sold the latest and greatest ed-du jour, compelled to assume more accountability over the unaccountable, or simply directed to take on another duty. “What’s best for kids” is then utilized to guilt me into ‘developing professionally’/being accountable…like in the real world/acquiesce even more of my personal time, or it’s merely used to insult my intelligence, efforts, and/or career.
Doesn’t matter, someone just might get punched in the throat if I pay too much attention to what’s being said.
Give special caution to what immediately precedes or follows someone telling you what’s best. Unless, of course, it’s a kid.
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Mike calm down, your union dues are taking care of it.