Re: [xmca] a teacher's resignation

[Mike Cole <lchcmike@gmail.com>]

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:

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> 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
> > > >
> > > >
> > > > _________________________________________________________________
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> > > >
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