Teach Like It’s 1895

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 ChampionThe 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 Championthis initiative was implemented largely through teacher education and funded and directed entirely by wealthy white businessmen and industrial philanthropists. Continue reading →

The Plutocrat’s Lament

Writer Joanne Barkan argues that for plutocrats like Bill Gates, democracy is a nuisance…

gates-billionaire.jpg (400×266)EduShyster: You’re the author of a recent case study on what you call Bill Gates’ *charitable plutocracy,* his years’ long, and many millions-ed campaign to bring charter schools to Washington State. In the interest of the data to which Gates himself is so committed, can you reduce your argument down to a series of numbers? Oh, and please speak in bullet points.

Joanne Barkan:

  • Number of years required to pass a charter school enabling law in Washington State: 17 (1995-2012).
  • Number of statewide ballot initiatives required: 4 (1996, 2000, 2004, and 2012).
  • Total dollars spent by charter school supporters in the 2000, 2004, and 2012 ballot initiatives: $18.7 million. (Practically no money was spent by either side in 1996.)
  • Total dollars spent by charter school opponents in the 2000, 2004, and 2012 ballot initiatives: $2.04 million.
  • Money spent by the Gates Foundation *to give public charter schools in Washington State a strong start* in 2013-2015: $31 million.

And a few other data points your readers might be interested in:

  • Net worth of Bill Gates in 2015: $76 billion
  • Assets of the Bill and Melinda Gates Foundation in 2016: $44.3 billion.
  • Total receipts of the National Education Association in 2015: $388.8 million.
  • Total receipts of the American Federation of Teachers in 2015: $327.6 million.
  • Average salary of an elementary public school teacher in Washington state (except in special education) in 2015: $60,140.

Continue reading →

Teachers at a Cleveland Charter School Organize a Union – for Some Really Big Reasons

UCP

Teacher Jacqueline Lehane with her first grade students.

*These kids deserve amazing teachers and teachers who want to be here and who have the support and resources they need—like we had when we were kids.*

For Jacqueline Lehane, it was the teacher demerit system at her Cleveland charter school that was the last straw. Teachers who’d been heard talking in the hallway, or whose students had been spotted with an untucked shirt, would be called out via an official email entitled *Quick Hits,* on which teachers, school and network administrators were copied. *It’s just public humiliation,* says Lehane, whose *hits* included having a messy classroom after her first graders completed an art project. To Lehane, this top-down shaming was a symbol of everything that was wrong with the school. *Once I even asked a dean, ‘do people who are higher up than you treat you the way you treat us?’*

If all you know about unions is that they are protectors of the status quo, responsible for everything that’s wrong with public education, I’m guessing you have no idea how hard it is to actually organize one. By the time Lehane and her colleagues at the University of Cleveland Preparatory School, part of the I CAN network, voted 18-4 to join the Ohio Federation of Teachers, the teachers had spent two years trying to form a union. Administrators responded, first by attempting to intimidate teachers into changing their minds, then firing the teachers who they’d identified as leading the effort. Seven teachers at the school were fired as punishment—such a clear and blatant act of retaliation that the National Labor Relations Board ordered I CAN to reinstate the teachers and give them full back pay. (I first wrote about their story here.)
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Why the Washington State Supreme Court Ruling Matters

The origins of a surprisingly simple decision that could have major implications…

By Martha Carey
Something unusual happened in Washington state late last week. Charter schools came out on the losing end of a lawsuit. In fact, charter schools, as they are currently defined, funded and organized, were actually ruled unconstitutional by that state’s Supreme Court.  And the basis of that decision was surprisingly simple. The charter school law that narrowly passed Washington in 2012 was found to be in violation of the state’s constitution precisely because charter schools have private boards. Continue reading →

Students in New Orleans Speak Out

Students in New Orleans speak out, and ask some hard questions…

IMG_1120 Early Friday morning students arrived at their schools only to find that it was no regular morning. Pasted on the walls all around the schools were large black & white posters. But these were not your typical posters. These posters had facts, questions, and statistics regarding New Orleans public charter schools and their inhabitants — former students, teachers, principals, and CEOs. Some posters had questions on them that referenced the firing of over 7,000 teachers post-Katrina: *The black math teacher from 2004 who lived in your neighborhood, where are they?* And some questioned the salaries of school principals and administrators compared to the quality of the schools they run: *Your principal makes $100,000 a year, but why is your school only a ‘D’ school?* These are only a few of the many posters that were found at several high schools across the New Orleans area, including Lake Area, Sci Academy, Warren Easton, and Landry Walker. Continue reading →