Teach Like a Champion’s pedagogical model is disturbingly similar to one that was established almost a century ago for the express purpose of maintaining racial hierarchy…
By Layla Treuhaft-Ali
As an aspiring teacher and a history major, I’ve become fascinated by teacher education, past and present. Which is why I decided to embark on a close reading of Doug Lemov’s Teach Like A Champion. The book, and its teaching techniques, looms large for any teacher who works in an urban school. Not only has the TLC model of teaching become a fixture of most *high-performing* charter school networks, but it is increasingly making its way into urban school districts as well. And that’s just the start. Teach Like a Champion’s approach also underlies broad efforts to transform the way teachers are educated, forming the *backbone of instruction* at an expanding number of charter-school-owned teacher education centers like Relay Graduate School of Education and Match’s Sposato School of Education.
As I was reading Teach Like A Champion, I observed something that shocked me. The pedagogical model espoused by Lemov is disturbingly similar to one that was established almost a century ago for the express purpose of maintaining racial hierarchy.
Teach Like A Champion advertises 49 discrete techniques that teachers can master to raise student achievement and help increase their students’ college readiness, with a strong emphasis on classroom culture and shaping student behavior, down to the most minute actions. As I was reading Teach Like A Champion, I observed something that shocked me. The pedagogical model espoused by Lemov is disturbingly similar to one that was established almost a century ago for the express purpose of maintaining racial hierarchy. Like Teach Like a Champion, this initiative was implemented largely through teacher education and funded and directed entirely by wealthy white businessmen and industrial philanthropists. Continue reading →
An economist finds that teachers unions raise teacher quality and increase kids’ educational attainment…
EduShyster: It’s a well-known true fact that teachers unions make it much harder to get rid of bad teachers. But you conducted a study for the National Bureau of Economic Research that purports to find the opposite. In fact, you titled your study The Myth of Unions’ Overprotection of Bad Teachers. Tell us about what you found.
Eunice Han: What I found is that the facts are the opposite of what people think: that highly unionized districts actually fire more bad teachers.
EduShyster: That sound you just heard was of jaws collectively dropping. While we give readers a chance to re-combombulate themselves (and arm themselves anew with anecdotes), can you walk us through your argument? And feel free to use a formula.
Han: It’s pretty simple, really. By demanding higher salaries for teachers, unions give school districts a strong incentive to dismiss ineffective teachers before they get tenure. Highly unionized districts dismiss more bad teachers because it costs more to keep them. Using three different kinds of survey data from the National Center for Education Statistics, I confirmed that unionized districts dismiss more low-quality teachers than those with weak unions or no unions. Unionized districts also retain more high-quality teachers relative to district with weak unionism. No matter how and when I measured unionism I found that unions lowered teacher attrition. This is important because many studies have found that higher quality teachers have a greater chance of leaving the profession. Since unionized districts dismiss more bad teachers while keeping more good teachers, we should expect to observe higher teacher quality in highly unionized districts than less unionized districts – and this is exactly what I found. Highly unionized districts have more qualified teachers compared to districts with weak unionism. Continue reading →
A new study finds that charter school expansion in Michigan has meant financial chaos for a growing number of school districts…
EduShyster: Your new study looks at why certain school districts in Michigan have descended into a state of, as I like to describe it, *smoking ruin.* To keep the suspense alive, tell us what you found DID NOT contribute to the severe financial distress of these districts.
David Arsen: The question we looked at was how much of this pattern of increasing financial distress among school districts in Michigan was due to things that local districts have control over as opposed to state-level policies that are out of the local districts’ control: teacher salaries, health benefits, class size, administrative spending. We also looked at an item that the conservative think tanks are big on: contracting out and privatization. We found that, overwhelmingly, the biggest financial impact on school districts was the result of declining enrollment and revenue loss, especially where school choice and charters are most prevalent. We looked at every school district in Michigan with at least 100 students and we followed them for nearly 20 years. The statistics are causal; we’re not just looking at correlation. Continue reading →
In Denver, running schools like businesses produces a predictable side effect: market cannibalization…
Editor’s note: the following piece was written by a teacher who recently left her position in the Denver Public Schools.
Lately, Denver has been in the news a fair amount for its *successful school reform.* But when I think about the impact that Denver’s reform had on my students, I can say for certain that it hurt them more than it helped.
The students at my school were among some of the neediest in the state in terms of free and reduced lunch funding, and some of the most affected by trauma. In other words, they were students who needed the most support. The budget cuts began in my third year there, and only got worse as students left to attend other *choice* schools that were opening nearby. For students, that meant the loss of our only school-staffed, non-academic elective other than art: drama. For teachers, that meant rationing paper, although we considered ourselves fortunate relative to schools that were rationing toilet paper and paper towels. Continue reading →
Discussing race in a time of hopelessness…
By Adell Cothorne
I would love to say my heart is heavy as I try to process the senseless executions this week of Alton Sterling in Baton Rouge, Louisiana and Philando Castile in Falcon Heights, Minnesota. Yet, saying my heart is *heavy* would be a lie. My heart is NUMB. I am NUMB.
I am numb because I cannot fathom how much more it will take for some REAL change to occur. I am NOT condoning violence. But I DO wonder how many men and women of color have to lose their lives at routine traffic stops or outside storefronts before something tangible and systemic is done to ensure the right to live.
One cannot pinpoint just one situation that brings us to where we are today. There are a myriad of situations and conditions which have made some members of our society view other persons as animalistic or *less than.*
We can go back centuries and read the works of one of our founding fathers, Thomas Jefferson. Yes, him again. In Notes on the State of Virginia, Jefferson hinted that African Americans’ skin color may be derived from bile and they produced a very strong and disagreeable odor. He also wrote of how African Americans were inferior when it came to reasoning, imagination, and the composition of complicated melodies. Trust me, there are PLENTY other noble statesman who can be called out for their racist thoughts, but Jefferson’s views were used as the bedrock for a racist nation in which we currently reside.
As a long-time principal in both urban and suburban school districts, issues of race and equity have been at the center of my life. These days, as I transition from principal to teacher at a predominantly white Catholic university, discussions of race occupy a central place in my classroom. Many of my students will teach in areas with a sizeable population of African Americans, including Baltimore City. A number of them have shared with me that this will be the first time they will interact with people of color on a consistent basis. Each class period usually involves a discussion on how race impacts teaching and learning. My students are preparing for future teaching careers in which race will be front and center, even as they try to make sense of a world in which violence against people of color is a daily occurrence. These are the sorts of questions and comments they have for me. Continue reading →