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New News From Catalyst Hiring in full swing at turnarounds
At schools that will be run by the Academy for Urban School Leadership, hiring is almost done. District-run turnarounds, however, are playing catch-up. Plus, few teachers are rehired at turnarounds; hiring stats.
District ‘adds value’ to performance policy
Joining
a national trend, CPS is jumping ahead of the rest of the state and
will judge schools on the progress they make in raising student test
scores.
Comings & Goings
Who’s
joining High School Transformation, what’s changing at Academy for
Urban School Leadership and other news from inside, outside CPS.
Letter to the Editor: Six more groups against CPS turnarounds
Blocks Together not the only community group to oppose the “turnaround tsunami.”
Letter to the Editor: Teacher: “I am creative and effective”
A kindergarten teacher responds to story on the The Chicago New Teacher Center.
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Fri Jul 4, 2008 at 11:57 AM
New News From Catalyst
The Turnaround schools think they have problems now, just wait until September when the rubber will meet the road!
Fri Jul 4, 2008 at 5:51 PM
New News From Catalyst
People who will run turnaround need guidance by themselves.
No qualifications and no experience always equal to failure.
Who pays for such risky experiment?
No qualifications and no experience always equal to failure.
Who pays for such risky experiment?
Fri Jul 4, 2008 at 6:59 PM
New News From Catalyst
Bill Gates.
He's going to fund Transformation by holding computers for ransom and making customers pay to downgrade from Vista back to Windows XP.
He's going to fund Transformation by holding computers for ransom and making customers pay to downgrade from Vista back to Windows XP.
Fri Jul 4, 2008 at 10:20 PM
New News From Catalyst
Hello Sally;
Thanks for your wise,intelligent comment.
Some day I would like to be able to do the same thing.
Great!Intelligent!Funny!
Thanks for your wise,intelligent comment.
Some day I would like to be able to do the same thing.
Great!Intelligent!Funny!
Sat Jul 5, 2008 at 6:53 AM
New News From Catalyst
According to the Illinois State Board of Education website (access the ECS -left on the top)the new Principal at Orr ,Mr Poole applied for his type 75 certificate on 06/08/2008.
So according to the site he does not have any teaching certificate and no endorsements at all.
His type 75 certificate(General Administrative )does not show any other credentials and was received from the alternative program.
So according to the site he does not have any teaching certificate and no endorsements at all.
His type 75 certificate(General Administrative )does not show any other credentials and was received from the alternative program.
Sat Jul 5, 2008 at 6:54 AM
New News From Catalyst
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Sat Jul 5, 2008 at 6:59 AM
New News From Catalyst
Read Comings and Goings section above and you will see new schools on the list ...Transformation will be im plemented at Foreman,Schurtz.Steinmetz........
Sat Jul 5, 2008 at 7:06 AM
New News From Catalyst
Sorry
I try and keep up on things but this high school transformation took me by
Surprise. Would someone give me a paragraph or so, on what it means?
I try and keep up on things but this high school transformation took me by
Surprise. Would someone give me a paragraph or so, on what it means?
Sat Jul 5, 2008 at 8:17 AM
New News From Catalyst
Is it true that one of Sherman's A.P.'s has now become the principal of Morton or Howe or Fulton--the "turnaround" elementary schools?
Sherman has just not been that sucessful. So I don't get what the thinking behind the strategy is, unless its just raw experience. But I don't think its that either because she is pretty young, if I recall.
Sherman has just not been that sucessful. So I don't get what the thinking behind the strategy is, unless its just raw experience. But I don't think its that either because she is pretty young, if I recall.
Sat Jul 5, 2008 at 8:27 AM
New News From Catalyst
As an English teacher in a HS Transformation school, I want to put in a plug for it. First of all, and most importantly, it is entirely curriculum-based. That means to even talk about it you have to be a content-area teacher. And that, blessedly means, that the dumber your administrator the less he or she is able to say about it. So it creates the possibility of teacher-driven school improvement. Think about all the other initiatives we have seen come down from the brilliant thinkers in Arne-land: they are all nothing more than giving more power over schools and teachers to outside administrators. This is different. The Kaplan curriculum we use is relatively well-thought-out; as a department (in theory, at least) we decide what to use and what to reject; and it builds in a cohesiveness to our curriculum that frankly wasn't there before. I enjoy playing with it, and I appreciate the deliberative side of it, though only one of my colleagues shares my view; the others are essentially boycotting it.
Sat Jul 5, 2008 at 11:10 AM
New News From Catalyst
My school is not in the Transformation program, though CPS pushed hard to get us in it. Our entire staff and principal opposed it vehemently. From what we've seen, I completely disagree that Transformation is teacher driven. There are several reasons why I don't ever want to teach in a Transformation building.
Lack of professional autonomy
Simply put, teachers should decide what to teach and how to teach it. We are the experts on our students, their families, and the learning community. The curricula that Board vendors offered as "choices" to my building were embarrassing; they in no way addressed the specific needs and unique challenges of our students and our learning community.
Deprofessionalization of teaching
Of the curricula options, one "choice" (out of the two or three being offered) was always scripted, i.e. stand in front of the class and read a script to the children. Now why would any teacher need training to do such a thing? Why not broadcast scripted videos to the students using actors and remove educators all together? The other curricula were nearly as inflexible. Instructors were to become mere delivery men and women, pouring mandated knowledge into the open vessels that are the children's minds. That does not promise to serve our students well, though it does eliminate the need for professional educators.
Privatization of public education
The vendor curricula cost $300 per student. That's $300 more per student than our current curricula. A large portion of that money goes to six-figure salary consultants. Why do we need to pay a private consultant that will supervise us doing what we already do? (Isn't that what administrators are for anyway?) Public school educators can and should be developing our own curricula. CPS is happy to pay private companies to do it, but refuses to pay the true experts - teachers in the classroom - for curriculum development. I guarantee the teachers in my building would revise their own curriculum at the cost of a mere $100 per student. Transformation is merely another method, along with charters and Ren2010, to privatize public schools.
Also, questions for the poster Transformation Opportunities:
How can Transformation be even remotely teacher driven at your school if all but you and one colleague reject it?
If there was no cohesiveness in your curriculum before, why didn't you revise it on your own?
What do Kaplan's six-figure consultants know about the needs of your students and families that you don't? How exactly are they better able, through curricula, to serve your student body than you are?
How do you decide what to use and reject if the curriculum is mandated for you?
Is a "relatively well thought out" curriculum good enough? And relative to what? Is that really worth $300 per student in fees for consultants? Couldn't CPS pay the teachers in your building to improve their own curricula?
Lack of professional autonomy
Simply put, teachers should decide what to teach and how to teach it. We are the experts on our students, their families, and the learning community. The curricula that Board vendors offered as "choices" to my building were embarrassing; they in no way addressed the specific needs and unique challenges of our students and our learning community.
Deprofessionalization of teaching
Of the curricula options, one "choice" (out of the two or three being offered) was always scripted, i.e. stand in front of the class and read a script to the children. Now why would any teacher need training to do such a thing? Why not broadcast scripted videos to the students using actors and remove educators all together? The other curricula were nearly as inflexible. Instructors were to become mere delivery men and women, pouring mandated knowledge into the open vessels that are the children's minds. That does not promise to serve our students well, though it does eliminate the need for professional educators.
Privatization of public education
The vendor curricula cost $300 per student. That's $300 more per student than our current curricula. A large portion of that money goes to six-figure salary consultants. Why do we need to pay a private consultant that will supervise us doing what we already do? (Isn't that what administrators are for anyway?) Public school educators can and should be developing our own curricula. CPS is happy to pay private companies to do it, but refuses to pay the true experts - teachers in the classroom - for curriculum development. I guarantee the teachers in my building would revise their own curriculum at the cost of a mere $100 per student. Transformation is merely another method, along with charters and Ren2010, to privatize public schools.
Also, questions for the poster Transformation Opportunities:
How can Transformation be even remotely teacher driven at your school if all but you and one colleague reject it?
If there was no cohesiveness in your curriculum before, why didn't you revise it on your own?
What do Kaplan's six-figure consultants know about the needs of your students and families that you don't? How exactly are they better able, through curricula, to serve your student body than you are?
How do you decide what to use and reject if the curriculum is mandated for you?
Is a "relatively well thought out" curriculum good enough? And relative to what? Is that really worth $300 per student in fees for consultants? Couldn't CPS pay the teachers in your building to improve their own curricula?
Sat Jul 5, 2008 at 1:07 PM
New News From Catalyst
11:10 I agree with your comment. I am so tried of popele amking money off of CPS with NO results.
I do have a question which has come up at my school. Maybe you or someone else could answer it for me. Our new principal espouses differenciated instruction. He wants everyone to teach it eventually. What if a teacher has shown excellent results backed by years of data (test scores etc) and chooses not to use differenciated instruction? Is this insubordination?
I do have a question which has come up at my school. Maybe you or someone else could answer it for me. Our new principal espouses differenciated instruction. He wants everyone to teach it eventually. What if a teacher has shown excellent results backed by years of data (test scores etc) and chooses not to use differenciated instruction? Is this insubordination?
Sat Jul 5, 2008 at 1:20 PM
New News From Catalyst
At HPA they paid for AVID four years ago.
I was one of the AVID teachers.
($70K? they paid for the program)
The results.
1. We received a few days of information on the program.
2. No follow up.
3. No Modeling.
4. Disbanded by attrition without any notice.
5. Students are confused why they were told to do something and it then disappeared.
6. AVID Coordinator jumped ship and went to a suburban high school to be an administrator.
7. No accountability.
These vendors got their money, hyped everyone up, gave out a few note books and we never saw them again. Sounds like the old time snake oil salesmen that traveled from town to town until they were caught. [1] [2][3]
We could have used the money to set up a new computer lab. Actually 70k you can set up two labs and we would have still been using them today. Any scripted or prepared curricula go against any/all Differentiated Instruction theories that are the norm in most large multi-ethnic multi-level school districts and educators.I do not see any rhyme or reason CPS does spend money on outside “fix alls” except to hide and divert attention from public money being given away to private entities rather than being used to help inner city students achieve success.
It is like the projects why help clean out the crime, drugs and unemployment when we want to steal the land anyway.
Why would cps want schools to succeed on their own the old fashioned way by giving teachers and students the support they need? Then how would cps be able to justify school closings and the removal of tenured teachers.
Differentiated Instruction resources
What is differentiated Instruction?
Differentiated Instruction
How do I effectively and efficiently reach all students
How to Differentiate Instruction
Sites that help classroom teachers adjust their teaching process ...
I was one of the AVID teachers.
($70K? they paid for the program)
The results.
1. We received a few days of information on the program.
2. No follow up.
3. No Modeling.
4. Disbanded by attrition without any notice.
5. Students are confused why they were told to do something and it then disappeared.
6. AVID Coordinator jumped ship and went to a suburban high school to be an administrator.
7. No accountability.
These vendors got their money, hyped everyone up, gave out a few note books and we never saw them again. Sounds like the old time snake oil salesmen that traveled from town to town until they were caught. [1] [2][3]
We could have used the money to set up a new computer lab. Actually 70k you can set up two labs and we would have still been using them today. Any scripted or prepared curricula go against any/all Differentiated Instruction theories that are the norm in most large multi-ethnic multi-level school districts and educators.I do not see any rhyme or reason CPS does spend money on outside “fix alls” except to hide and divert attention from public money being given away to private entities rather than being used to help inner city students achieve success.
It is like the projects why help clean out the crime, drugs and unemployment when we want to steal the land anyway.
Why would cps want schools to succeed on their own the old fashioned way by giving teachers and students the support they need? Then how would cps be able to justify school closings and the removal of tenured teachers.
Differentiated Instruction resources
What is differentiated Instruction?
Differentiated Instruction
How do I effectively and efficiently reach all students
How to Differentiate Instruction
Sites that help classroom teachers adjust their teaching process ...
Sat Jul 5, 2008 at 2:03 PM
New News From Catalyst
Dear "Everyone".Clearly ,it is going to be insubordination- you always could mediate the issue and reach the consensus.
Remember that the Principal asked you to do something because he was asked by his superiors.So do not blame her/him.
We are witnessing the huge privatization movement -so many people tried to get something from public funds because of the economy.I wrote it long time ago. There is a great amount of political connections and it is a way to make payments to supporters
After all check your spelling otherwise I am going to be blame for that(smile).Have a good day.
Remember that the Principal asked you to do something because he was asked by his superiors.So do not blame her/him.
We are witnessing the huge privatization movement -so many people tried to get something from public funds because of the economy.I wrote it long time ago. There is a great amount of political connections and it is a way to make payments to supporters
After all check your spelling otherwise I am going to be blame for that(smile).Have a good day.
Sat Jul 5, 2008 at 6:10 PM
New News From Catalyst
I have taught for enough years that it seems history keeps repeating itself. I remember being given scripts to read and being told that I was a bad teacher if I deviated from the script even to answer a question. I remember being told to stick to the basal and then being told the basals were bad and that we shouldn't use them. I remember one program where we had to test students several times a week and then hole punch mastered skills. The problem with that program was that you never went back to review what you had already taught. CPS has wasted so much money listening to everyone that has a theory instead of letting teachers be professional and use the method that works best for them and their individual students. There is no one program that will work for everyone. A good psychologist knows this. They wouldn't use just one method to treat everyone instead they pick and choose between the various methods to find the one that works best for this particular patient.
Sat Jul 5, 2008 at 7:24 PM
New News From Catalyst
I don't disagree with the posters who are opposed to Transformation. I know of schools where--in English at least--there is a departmental coherence that is meaningful, and any canned curriculum--i.e., Springboard, Kaplan, or the others--would be worse than the status quo. However... I have never taught in one of these schools. I taught in one school where we spent a lot of time planning and tried hard to come up with a common curriculum, but the intransigence of individual teachers killed the project. In general, I have found that teachers are either too into teaching what they like, or too into test prep.... to put together a serious four-year curriculum. I don't exclude myself from the indictment, but I appreciate how Kaplan-Transformation gives us a basis for trying to get past our limited personal ideas of what we are willing to or what we need to teach.
Unfortunately, there are principals--and there are certainly higher up donkeys who see these canned curricula as silver bullets or replacements for professional expertise. That's CPS, of course. It doesn't matter what we as teachers do to help, those in charge will find a way to make it not work.
Unfortunately, there are principals--and there are certainly higher up donkeys who see these canned curricula as silver bullets or replacements for professional expertise. That's CPS, of course. It doesn't matter what we as teachers do to help, those in charge will find a way to make it not work.
Mon Jul 7, 2008 at 12:32 AM
New News From Catalyst
The first scripts to come out since the Daley Years began in 1995 were published by Paul Vallas and mandated for all K-12 classrooms by 1997. There were scripts and superscripts beforehand going back to the founding days of public education in Chicago. The most rational way to operate school systems -- and this has been in place for generations -- has been through curriculum guides.
This latest corporate ripoff under "Transformation" is simply another form of privatization. Instead of sharing working models of curriculum materials, Arne Duncan has once again enriched the privatizers by trying to force teachers to follow another round of mindless scripting.
The differences nowadays are huge from the past. The most impressive one is right here. Teachers can swap original lesson materials and ideas that actually work in real classrooms today. Infinitely.
But that wouldn't yield profit for the crony capitalism that's behind corporate "school reform" in Chicago today, nor would it permit the expansion of the teacher bashing corporate propaganda that is seeing its latest iteration in "Transformation" and "Turnaround" -- both of which require the same kinds of marketing hype that has long gone into every failure since the Mayor Daley Miracle began in 1995.
This latest corporate ripoff under "Transformation" is simply another form of privatization. Instead of sharing working models of curriculum materials, Arne Duncan has once again enriched the privatizers by trying to force teachers to follow another round of mindless scripting.
The differences nowadays are huge from the past. The most impressive one is right here. Teachers can swap original lesson materials and ideas that actually work in real classrooms today. Infinitely.
But that wouldn't yield profit for the crony capitalism that's behind corporate "school reform" in Chicago today, nor would it permit the expansion of the teacher bashing corporate propaganda that is seeing its latest iteration in "Transformation" and "Turnaround" -- both of which require the same kinds of marketing hype that has long gone into every failure since the Mayor Daley Miracle began in 1995.
Mon Jul 7, 2008 at 1:39 AM
New News From Catalyst
We're going backwards - googled the name, and he comes up in a 2003 cite at a Tennesee high school, where he had just finished his first year as a coach.
By 2006 he's listed as a mentor in a school improvement program in Memphis.
This is like the Obama school of politics. If you haven't done anything, you can boast that you haven't done anything wrong = success!
Wish we'd known this is what it took to turn around schools; think of the money and time we'd saved going to school, clocking in extra class hours and teaching for decades.
By 2006 he's listed as a mentor in a school improvement program in Memphis.
This is like the Obama school of politics. If you haven't done anything, you can boast that you haven't done anything wrong = success!
Wish we'd known this is what it took to turn around schools; think of the money and time we'd saved going to school, clocking in extra class hours and teaching for decades.
Mon Jul 7, 2008 at 6:56 AM
New News From Catalyst
A shared curriculum is not a bad thing. It helps each teacher build on those of the previous grade level but this is not the same thing as a script which prevents a teacher from being creative and meeting the needs of individual children. If scripts are allowed and encouraged, then the next step will be to eliminate teachers and have a computer or a robot teach the class. This has been talked about for years and our argument against it has always been that teaching is an art and requires professionalism and being able to change your lesson plan at the last minute.
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