There are deep frustration among parents commended that fundraising are not helping
parents children in any way. Parents rather that
educational outcomes should be a no
one priority not fundrasising, is now the key priority in many schools, and that
many
principals are distracted by the need to find money for basic
educational and teaching
resources. School principals, burdened by a lack of global
funding to cover their
schools needs, are forced to "beg" for funding
from Parents and Citizens associations
attached to the school.
Aabsolutely surprised at a lot of the parents are concerned. The government should
fund absolute necessities that were
needed in the classroom for the day's education to
occur."
PISSAM researcher will hav a survey to asked parent to write down some of the "worst
case scenarios" or extreme requests from schools.
It is here that some of the responses point to a deep dysfunction in the funding system
as a whole.
"Raising money that was not used for the advertised purpose ie,
money to purchase
playground equipment being used on a telephone system
instead," one response reads.
parent members being approached by teaching staff and being
challenged as to why
the Parents did not give them as much money for
their pet project as they had asked for
in their requests (some
requests are exorbitant)," another reads.
The idea that a principal would have to ask parents
to pay for toilet paper
is demeaning and demoralising for the teaching
staff.
"The relationships between home and school should be positive and
strong and what
we find is there is often a stress in that relationship
because of the need to have
educational outcomes when the funding is
not there," she said.
Principals are educational leaders and that is what we want
them to continue to be.
Our concern is that their focus will move off
that into funding and not where it needs to
be."
Intimidation and acrimony
Surveys willresponses & will be reveal that in some schools, a lack of
funding is helping to
foster a climate of intimidation and acrimony
between parents and teachers.
One parent who sits on a Parent Council executive at a Sydney primary
school, who
wants to remain anonymous, is deeply concerned about the
way money issues are
destroying the relationship between teachers and
parents at the school.
"This year has been one of the toughest years in supporting the school with Parents &
funds," the parent said.
"It has been one of the most contentious and argumentative years,
one that has been
quite vocal, time consuming and difficult bringing
children, parents and teachers into an
us versus them mentality.
"The issues have been around funding and things we would expect the
DET to fund
when the Parent and Children have been asked to contribute.
"The large number of illness during the year have depleted funds from other budgeted
items towards casual teachers.
"This had necessitated a request from the school to supplement their
global funds and
on two occasions we have been requested to support
global funds over $35,000 and
$15,000 respectively."
At one school the principal presented a "wish list" to the Parent and Children for more
than $150,000 over the next two years.
New South Wales Education Minister Verity Firth says there is no need for parents to
fund library books or library resources.
Not so say the respondents to this survey. One representative wrote:
"Having to
purchase library books to cover course materials when new
courses are introduced or
others changed."
Parents with children at some NSW public schools are feeling under
incredible pressure
to come up with funds for electronic whiteboards
for every classroom, even if they do
not have the funds.
Respondents say principals are dictating what is required, sometimes with little or no
input from parents.
In one Sydney school the principal has denied the right of a Parent and Children
member
to sit on the finance committee, after relations became strained
over money issues.
At the same school, the Parent and Children funded a gifted and talented teacher
for
several years to help challenge the more gifted students, but when
the teacher
resigned, the position was no longer funded. Broken Hill resident and Parent and
children publicity officer Helen Walton says the survey results hows free education is
a myth. "Some of the results surprised us in terms of the fact that there
are Parents and
childre out there being requested to pay for teaching staff,
which is a definite no-no in
terms of P and C fundraising," Ms Walton
said.
'Working in partnerships'
The Parents and Citizens group at some Public School in Auburn Canterbury Ashifield
Marrickville a lower socio-economic area of Sydney - had their Christmas
party on the
The teachers were preparing a huge Christmas feast for the parents as a thank you for
all the fundraising and hard work. It is a working-class suburb in the heart of Sydney's
sprawling western suburbs. Parent and Ccuncil says there is no pressure to
raise
money at her school as the principal acknowledges the parents
have little money to spare.
The students are provided with a free breakfast every morning and
parents are asked
to raise about $6,000 per year to help pay for
excursions and a few other items like
kitchen equipment for the school
hall.
There are no voluntary contributions at Primary School and
parents are not
asked to pay for library books or educational
resources.
The lack of pressure helps to foster a good relationship between the Parents
and Children and the principal.Schools there are room for improvement. We work in
partnerships
with the school for the better education outcomes of the children," she
said.
Primary School, however, does not have a band or music
programs like other
Sydney schools, primarily because the parents
cannot pay for it.
The requests from the local public schools are
appropriate and not excessive.
However the Parent disagrees. Requests for air conditioning to be installed at the
school
- and the electrical circuitry that supports the air conditioning units
- in a town
where temperatures regularly hit the 40s is a sign that the
comfort of students is seen
as a luxury and not a necessity by the
Department of Education.
Our survey shows no matter what NSW region you live in, the requests are becoming unreasonable. The current situation cannot continue.
"We would send the message that obviously what needs to happen is
there needs to be
a review of the funding that occurs within the
education system, having a look at the
equity between private and
public systems and the resources that are actually required
within the
public system," she said.
A solution?
PISSAM has, has a solution. She says Parents need to send a clear message to the
Department of
Education and to schools that they will only fund the "extras",
otherwise
parents assume the role of the department.
"I'd have to say at the moment, from my experience, there's a good
relationship, that at
our Primary school at Belmore & Lidcombe & Lakemba doesn't support a
particular
initiative we might present an alternative," "But in general the executive at our school
knows not to ask for
money for text books
or those sorts of things that the Government
supplies money for."
A total overhaul of the funding arrangements for public schools will fix the situation.
"It has been 10 years of a very conservative government and we hope
in the lead-up to
the negotiations of the new funding agreements that
the new government will see the
light and see how important it is to
fund public schools in Australia."
Students Talk About Their Education During TV Town Meeting with Secretary Duncan
This past Tuesday, young people from across the nation had an
opportunity to speak their minds about the state of American education
in a lively hour-long “National Town Hall Meeting with Students”
hosted by Secretary Arne Duncan.
The live television broadcast and webcast allowed students to talk
about their views on how we are preparing them for college and careers;
about how they can get more involved in community service and civic
life; and about their response President Obama’s September back to
school speech, where he challenged students to take more responsibility
for their own education.
Arne’s discussion with the studio audience of students from
Wakefield High School in Arlington, Va., and the satellite remote
audience of middle and high school schoolers from Cleveland-area
schools was enlivened by phone calls from young people in California
and New York, video questions and commentaries from students in
Massachusetts, Pennsylvania, and North Carolina, and blog postings from
others across the country.
The conversation ranged from abstract topics such as the value of
volunteering to the specifics of financial aid for college. Many
students talked about their personal commitment to excellence, such as
the young woman from Wakefield who said: “I am just trying to keep
moving forward, pushing myself, telling myself I can do it no matter
what.”
Arne expressed hope and pride in today’s students. “Our students
are inspiring, smart, committed, working hard to build positive futures
for themselves,” he said.
This entry was written by jjohnson, posted on December 18, 2009 at 11:15 am, filed under News. Bookmark the permalink. Follow any comments here with the RSS feed for this post.
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Secretary Duncan Calls on State Legislators to Help Lead School Reforms
Secretary Arne Duncan spoke at the fall forum of the National
Conference of State Legislatures earlier this month. He urged state
legislators to help lead the school reform movement and identify state
laws that are impeding reforms.
Specifically, he called on legislators to rewrite state laws to:
Ensure that students—especially disadvantaged students—are taught
by an effective teacher and that all policies related to the teaching
profession promote effective teaching;
Offer high-quality alternative certification routes to becoming teachers for military veterans and career changers;
Give districts the ability increase learning time by extending the school day or school year; and
Expand the number of charter schools and to increase accountability so bad charter schools are shut down.
Duncan praised state legislatures for leadership on several fronts
the past few decades. In the 1980s, statehouses were in the forefront
of the movement to set academic standards. Today, Louisiana is leading
efforts to measure the effectiveness of teacher preparation programs by
tracking the graduates’ success in improving student achievement.
Florida, Texas and Colorado are preparing to follow suit.
This entry was written by jjohnson, posted on December 23, 2009 at 10:09 am, filed under ESEA Reauthorization. Bookmark the permalink. Follow any comments here with the RSS feed for this post.
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Elevating the Teaching Profession
“It’s time, once and for all, to make teaching the revered
profession it should be,” Secretary Arne Duncan writes in the current
issues of “NEA Today” and AFT’s “American Educator.”
It’s not a new idea. Al Shanker called for strengthening the teaching profession 25 years ago. So did John Kennedy 50 years ago.
Why hasn’t it happened? Duncan points to an array of
roadblocks—current approaches to teacher preparation, compensation,
evaluation, promotion, professional development, tenure, and the
“factory model” of education.
“Teachers want to challenge the status quo,” Duncan says, “and they
want to be treated as skilled professionals.” And teacher union leaders
are “courageously and candidly speaking out” and “challenging the
status quo.” Both NEA and AFT are supporting initiatives that can help.
“No area of the teaching profession is more plainly broken today
than that of teacher evaluation and professional development,” Duncan
says. The Obama administration is pressing for “far reaching changes”
in these two areas through key federal programs—Race to the Top, School
Improvement Grants, the Teacher Incentive Fund, and Title I and IDEA
funds under the American Recovery and Reinvestment Act.
“Our guiding principle,” Duncan says, “is simply that teachers
should be treated as professionals: they should have the support,
tools, and opportunities to perform at their full potential by having
timely and accurate data about their students to inform instruction;
they should time to consult and collaborate with their peers; and they
should be evaluated, compensated, and advanced based in part on student
learning. Student growth and gain…are what we are most interested in….”
This entry was written by pkickbush, posted on December 21, 2009 at 12:19 pm, filed under Headlines, News. Bookmark the permalink. Follow any comments here with the RSS feed for this post.
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University Students Talk About Why They Want to Be Teachers
“Teaching is one of the few professions that is not just a job or even an
adventure—it’s a calling,” Secretary Arne Duncan said recently. “Great
teachers strive to help every student unlock their potential and develop the
habits of mind that will serve them for a lifetime. They believe that every
student has a gift—even when students doubt themselves.”
What motivates someone to become a teacher? We asked students at the
University of Virginia’s Curry School of Education why they wanted to enter
the teaching profession. Listen to their answers.
This entry was written by pkickbush, posted on December 18, 2009 at 12:22 pm, filed under Headlines, News. Bookmark the permalink. Follow any comments here with the RSS feed for this post.
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.
Wall Street Journal Op-ed: Banks Don’t Belong in the Student Loan Business
They get billions in federal subsides that can provide financial aid to needy students.
The following op-ed by Secretary Arne Duncan appeared in the Wall Street Journal and is posted on its website.
Since I arrived in Washington, I’ve been looking at
every line item in the budget of the U.S. Department of Education with
two questions in mind: Is this program helping students learn? And is
it a good use of taxpayer money? In the case of the Federal Family
Education Loan (FFEL) program, the answer to both questions is no.
Under the current FFEL program, banks make loans to students. While
those students remain in school, the federal government pays the
interest on their loans; otherwise the interest accrues. Once the
borrowers leave school or graduate, the lending agency collects on the
loans. But if the student defaults, my department pays back the
loan—plus the interest owed. The FFEL program, in short, is a great
deal for bankers but a terrible one for taxpayers.
Over the next decade, according to the Congressional Budget Office,
the Education Department is slated to subsidize banks to the tune of
$87 billion to enable them to make federal student loans. All of this
money would be put to better use providing financial aid directly to
millions of needy students who want a college education. The Education
Department will be able to accommodate the new loans through an
existing federal public-private partnership. Through that partnership,
the federal government makes loans directly to students and uses
companies that will provide better service to borrowers at a lower cost
to taxpayers
Critics contend that the government is trying to nationalize a
private industry and do away with competition. Our real aim is to
simply stop using banks as the middle man for student loans.
The banking industry would continue to compete in the marketplace to
finance mortgages, business start-ups, and other forms of credit. But
we are intent on stopping subsidies to bankers who make student loans
at no risk because they know the federal government will bail them out
in case of default.
By working with private sector companies with expertise in the
field, we are prepared to initiate all new student loans in the
existing federal Direct Loan program. Right now, the Education
Department already owns and services 80% of the student loans made last
year. It owns such a high volume of loans chiefly because it had to
take emergency action in 2008 to ensure students had access to loans
when lending in the nation’s credit markets was frozen.
Our experience handling the bulk of student loans makes me confident
in our capability. This year alone, an additional 500 colleges and
universities joined the Direct Loan program. Just last month, the
department’s independent inspector general’s office issued a report
documenting that the Education Department had taken the right
management steps so that all loans can be serviced by the Direct Loan
program.
In a recent survey by the National Association of Student Financial
Aid Administrators, schools that have made the switch to direct lending
overwhelmingly reported the conversion was easy and quick. That is just
one reason why that association of financial aid experts, along with
organizations representing the nation’s largest public and private
universities, community colleges and college students, support the
department’s Direct Loan proposal.
The private sector would continue to play an important role in
servicing loans. Last summer, the department’s Federal Student Aid
Office awarded contracts to four companies to service federal student
loans, following an intense competition among the best companies in the
loan servicing business. These companies are paid more when borrowers
are in good standing, and those that keep defaults down and provide the
best customer service will be given the most work.
We are preparing to make the switch to direct loans as easy as
possible for colleges and universities. We appreciate their feedback,
and their ideas will help us transition smoothly from FFEL to direct
loans once Congress has passed a bill authorizing the switch to 100%
direct loans
As for the $87 billion we’ll save from ending the troubled FFEL
program, the administration seeks to use that money for important
programs that will improve our economic future. We propose to
substantially increase scholarships in the Pell Grant program and other
financial aid for low-income students. We would start new programs to
raise college graduation rates and strengthen our community colleges.
We will expand our investment in early childhood education. Plus, $10
billion would be set aside to reduce the deficit.
Now is the time to allocate resources to students—not to banks—so
they have access to college and other educational opportunities. We
cannot in good conscience let $87 billion in subsidies go to banks when
our students desperately need financial help to realize the dream of
getting a college education.
Mr. Duncan is the U.S. secretary of education.
This entry was written by pkickbush, posted on December 18, 2009 at 6:44 am, filed under Headlines, News. Bookmark the permalink. Follow any comments here with the RSS feed for this post.
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NCLB Listening and Learning Tour: A Conversation About Education Reform
On May 5, 2009, Secretary Arne Duncan launched
his "NCLB Listening and Learning Tour: A Conversation About Education
Reform." He is visiting communities across the country to hear from
parents, teachers, students, citizens, and others about the No Child
Left Behind Act and education reform. Below are highlights from the
tour.
Last week Congressman Bobby Scott, Brigadier General Brian Layer,
and Newport News Public Schools Superintendent Ashby Kilgore joined
Secretary Duncan for stops at the An Achievable Dream network of
schools in Newport News, Virginia. The stops were part of the
Secretary’s “Listening and Learning Tour” across America. Since May,
he has visited communities in nearly 30 states to solicit feedback
around federal education policy in anticipation of the reauthorization
of the Elementary and Secondary Education Act.
An Achievable Dream is a unique partnership between Newport News
Public Schools, the City of Newport News, and the local business
community to give students who are at risk an equal chance to succeed.
Students at both the An Achievable Dream Academy and the An Achievable
Dream Middle and High School campus attend school for eight hours a day
and 210 days a year, compared to the six hours a day and 180 days a
year in most schools. Also, there are three mandatory 10-day
intersessions where students participate in enrichment and accelerated
activities, or remediation if necessary.
Character education is the foundation of An Achievable Dream and is
taught every day. Banners with motivational phrases and the
well-defined rules of the school are hung throughout the school
building. Guest speakers and extracurricular activities are planned
around character development themes, including close interaction with
soldiers from Fort Eustis Army Base.
At An Achievable Dream Academy, Secretary Duncan and Congressman
Scott greeted students and soldiers from Fort Eustis assembled in the
gymnasium for a community circle. They read to 1st graders in the
Verizon Reading Room and talked with 5th graders enrolled in the
school’s mandatory Speaking GREEN class. Speaking GREEN teaches the
difference between casual/slang conversation and work-place appropriate
conversation. In response to the Secretary’s question on why An
Achievable Dream Academy was the right school for them, a 5th grade
student offered, “I am here because I want a better future. What I
learn here will help me be successful in high school, college and in
life.”
Following the stop at An Achievable Dream Academy, the Secretary and
Congressman Scott convened a roundtable discussion with local business
and community leaders, educators, students and parents at the An
Achievable Dream Middle and High School campus. The discussion
centered around ways to improve teacher recruitment, professional
preparation and induction programs; strategies to prepare students for
college and the world of work; and replicating effective dropout
prevention models.
Although educators and administrators testified to the quality of
the State’s traditional and alternative certification programs, many
detailed the difficulties in attracting and retaining talented
educators. They urged investment in “grow your own strategies” in
tandem with local universities that provide high school students with
exposure to the teaching profession. Participants stressed the need to
“celebrate” the profession, end the “teacher bashing,” and incentivize
the next generation of teachers through competitive salaries and
meaningful career growth opportunities.
Community leaders talked about the importance of involving parents
in schools and ensuring that “no family is left behind.” They noted,
though, that involving all parents effectively is a significant
challenge. Local business leaders urged educators to continuously
court the business community due to their vested interest in America’s
educational system. As one local business leader put it, “we want to
invest in what works… we have not yet begun to scratch the surface with
the business community in this country.” Superintendent Kilgore
passionately talked about the need to replicate and expand models that
work to close the achievement gap. “An Achievable Dream is an
incubator for us. We take what works here to help other children
across the district succeed.”
A single mother who raised five boys simply said, “An Achievable
Dream was the path to get my kids to college. This school helped me do
that and I am grateful for what they have done.”
Al Sharpton and Newt Gingrich joined Secretary Arne Duncan last week
along the Chesapeake Bay in Baltimore for the second stop of their
education tour. They visited classes and talked with students and
teachers at the KIPP-Ujima Village Academy, Holabird Elementary School,
and Hampstead Hill Academy.
Each school is an example of a successful learning environment that
is meeting the educational needs of a diverse range of students.
KIPP-Ujima Village Academy is a charter school that asks teachers and
students to commit to longer school days and school year; Holabird
Elementary School hired a new principal and empowered her to make
budget and staffing decisions; and Hampstead Hill Academy converted
from a public school to a charter school.
The former House Speaker and the civil rights leader are joining
Duncan on this tour to find out what works in education and help rally
support for:
higher learning standards
lifting restrictions on the growth of high-quality charter schools
turning around low-performing schools
improving principal and teacher quality
greater transparency and accountability in all schools.
More stops will be scheduled as the tour progresses.
This week, Secretary Duncan took his national “Listening and
Learning Tour” to New England, with visits to Rhode Island and
Connecticut. Since May, the secretary has traveled across the country
to nearly 30 states in an effort to receive feedback on federal
education policy and input on the Obama administration’s education
agenda.
While in the Ocean State, Secretary Duncan visited Hamilton
Elementary School in North Kingstown with U.S. Senators Jack Reed and
Sheldon Whitehouse and U.S. Representative Jim Langevin. Lily Eskelsen,
vice president of the National Education Association (NEA), and
Lawrence Purtill, president of the Rhode Island NEA affiliate, also
participated in conversations with 75 educators and administrators.
The dialogue in Rhode Island largely focused on the concerns of
education support staff—who are, too often, overlooked in discussions
of effective schools. These professionals help teachers in the
classroom, transport and feed students, ensure that schools are safe
and clean, and connect with parents. Sen. Reed, whose father served as
a custodian in nearby Cranston, R.I., shared that he has a unique
appreciation for the role of support staff in creating a community of
adults who are dedicated to the wellbeing of children in a school.
Secretary Duncan heard from cafeteria workers who relayed their
ideas about how to make school lunches more nutritious and teachers’
aides who were interested in receiving more opportunities for
high-quality professional development. Secretary Duncan noted that
although Rhode Island is a relatively small state, it has a chance to
do exciting things in the national “Race to the Top” to improve
education.
During the Listening and Learning event at Norwalk Community College
(NCC) in Connecticut, Secretary Duncan was joined by NCC President
David Levinson, U.S. Representative Jim Himes, and Superintendent of
the Stamford Public Schools Joshua Starr. Secretary Duncan urged the
gathered educators, administrators, policymakers, and community and
religious leaders to challenge the status quo, adding that the state
has a real opportunity to break through on closing its academic
achievement gap—which is one of the largest in the country.
Dr. Edward Zigler, who also was in attendance and frequently has
been called “the father of Head Start,” noted that he is more hopeful
today than he has been in the past 50 years about the administration’s
commitment to early childhood education. Gwen Samuel, chairperson of
the State of Black Connecticut Alliance, made an impassioned plea to
the secretary to support programs that make it easier for parents to
get involved in their children’s schools, and noted the importance of
communities engaging in shared leadership. “No one group works
alone,” Secretary Duncan agreed. “If folks can collaborate—and we need
to collaborate—we have the chance to see dramatically better results.”
On October 14, 2009, ED’s General Counsel, Charles P. Rose, visited
Renton High School in Renton, WA, for Listening and Learning meetings
with teachers and parents.
The Renton school district serves a diverse population of 14,000
students. Although Renton High School has been in restructuring status
for the past five years, the school has made progress toward elevating
achievement and preparing students for college and careers. Their
success is made possible by a hard-working staff of teachers and
administrators and dedicated parents.
During Rose’s visit, he heard from many of these very teachers and
parents on a variety of issues, returning to the Department with a
wealth of on-the-ground feedback.
Teachers spoke candidly about reforms they deemed helpful and others
that they viewed with less enthusiasm. Many lauded the value of
high-quality data and professional development in improving
instruction, while others expressed concerns about adequate yearly
progress (AYP) benchmarks and the Elementary and Secondary Education
Act’s reliance on test scores. Parents provided insightful comments of
their own about the need for uniform assessments, expressed support for
efforts geared toward increased learning time, and suggested that the
Federal government reassess Federal poverty measures to more fairly
reflect regional differences in the cost of living.
Rose thanked all of the teachers and parents who attended the
Listening and Learning meeting and who demonstrated their extraordinary
commitment to Renton High School and its students. He has since taken
their questions and comments back to Washington where they will
contribute to the continuing efforts of ED officials to enact
meaningful education reform.
On October 14, 2009, ED’s General Counsel, Charlie Rose, visited
Aviation High School in Des Moines, WA, for a Listening and Learning
meeting. A magnet school in the Highline school district, Aviation
trains its students for careers in aerospace and related science and
technology fields. The school enjoys substantial support from business
and community partners that include the Port of Seattle and the Gates
Foundation, and attracts students from across the Seattle metropolitan
area, many of whom commute more than two hours to attend.
During his visit, Rose heard from more than 40 students, parents,
teachers, administrators and school partners about Aviation’s unique
approach to learning. Many spoke about Aviation’s rich ties with the
local aerospace community, the value of programs that pair students
with professional mentors, and the importance of alternative
certification programs. Several stakeholders also spoke about the need
for greater facilities funding in public education, particularly as
Aviation looks to build a new campus.
Most of all, attendees championed Aviation’s focus on problem
solving, and encouraged the Department to invest in innovative models
like theirs. Highline School District Superintendent John Welch also
noted that although Washington State has no charter laws, innovative
schools like Aviation still manage to thrive.
At the conclusion of Rose’s visit, he spoke directly with students
in the school’s robotics lab, witnessing live demonstrations of their
projects and listening to them describe how Aviation High School is
helping them pursue their dreams.
Yesterday Secretary Arne Duncan participated in a statewide
leadership forum at the University of Delaware with Gov. Jack Markell
and Delaware Secretary of Education Lillian Lowery. He discussed the
importance of improving schools and the state’s plan to turn around
failing schools. See media coverage of the forum and highlights of remarks
by Duncan and other speakers. Read about Delaware’s plan to provide a
world-class public education to every student in the state, Vision 2015.
Later in the day, Duncan traveled to New Jersey, where he joined
Gov. Jon Corzine for a tour of Rosa International Middle School in
Cherry Hill. They visited classes and talked with students, teachers,
and administrators, including Principal Ed Canzanese, science teacher
Christine Weigel, and humanities teacher Carolyn Grossi. While there,
Duncan and Corzine participated in a roundtable discussion with
students, parents, and teachers and congratulated the school for its
Blue Ribbon Schools award. The Blue Ribbon Schools Program recognizes schools that make significant progress in closing the achievement gap.
Secretary
Arne Duncan visited Glenrock, Wyoming, to hear about education
challenges facing rural communities and ideas for reauthorizing the
Elementary and Secondary Education Act in ways that address rural needs.
On September 18, Senator Mike Enzi joined Secretary Arne Duncan for
a stop at Grant Elementary School in Glenrock, Wyoming, as part of his
NCLB Listening and Learning Tour. The discussion—which included
Glenrock area teachers, administrators, parents and students, as well
as state leaders—focused on education challenges facing rural
communities and ideas for how the Elementary and Secondary Education
Act should address rural needs.
Teachers and administrators testified to the difficulties in
attracting and retaining talented educators in rural areas and asked
about ways to incent qualified teachers. They expressed concerns about
the emphasis on testing and current accountability measures under NCLB,
as well as the unique challenge rural communities face in complying
with the highly qualified teacher (HQT) regulations. The local high
school principal likened the HQT challenge to fielding a basketball
team where all the pool of available players are all undersized. “You
field the team that you have available in rural communities,” he said.
Last
night Secretary Arne Duncan hosted a virtual national “listening and
learning” event before a live studio audience of 60 parents and
educators at the WETA television studio in Arlington, VA.
In addition to hearing from the audience, Secretary Duncan responded
to phone calls, emails, and video submissions from across the nation. (See photos.)
Dave from Iowa asked about standards. A mother in California asked how
to improve teaching for children with disabilities. A caller from
Nevada questioned whether teachers should be evaluated based on student
test scores. A parent from Tennessee asked how to gain buy-in from
teachers for a longer school year.
The town hall-style meeting was broadcast live on many of the
approximately 800 public access, PBS, and Dish Network stations that
are registered broadcast partners.
Secretary Duncan and his leadership team will visit all 50 states
this year to listen and learn from students, teachers, and communities
in preparation for working with Congress on the reauthorization of the
Elementary and Secondary Education Act (ESEA).
We had a great day in Anchorage yesterday, our first of three days
in Alaska to gather input as part of the “Listening and Learning”
education reform tour.
Our first stop, the Alaska Native Heritage Center, was much more
than a visit to a museum. We saw children and adults learning about
Alaskan history, native dances and sports, and more. We watched women
making coats by hand. We saw subterranean homes. Student and adult
guides explained how the homes were made and described unique design
features, including the narrow tunneled entrances, which keep out polar
bears. We saw whale bones and heard about salmon runs and the many
types of fish (red, silver, pink salmon, kingfish, halibut, others).
One of the student guides said his father caught a 97-pound salmon this
year. He said his family hauled in 128 salmon on a recent fishing trip.
This should last them one month this winter.
At our second stop, Cook Inlet Tribal Council, Senators Murkowski
and Begich joined Arne for the listening and learning event. More than
50 people attended — teachers, state department of education and
university of Alaska officials, parents, and media. In his opening
remarks, Arne announced the three-year $1.2 million grant to Anchorage
public schools to help reduce the dropout rate and prepare students for
college and careers. There were many good questions. Afterward, Arne
and ED chief of staff Margot Rogers met with Governor Sean Parnell.
Arne seemed to accomplish everything he wanted on the first day in
Alaska, except seeing a moose. But maybe in Hooper Bay today.
Secretary Arne Duncan continued his national discussion on education
reform yesterday in Orlando, Florida. He toured Lake Nona YMCA Family
Center and North Lake Park Community School. He also met with YMCA
President and CEO Jim Ferber, North Lake Park Principal Wendy Wagner, a
student representative, elected officials, and community and business
leaders.
Secretary Duncan launched the Listening and Learning Tour in May to
get input from a broad group of stakeholders around federal education
policy. To date, the tour has included stops in Colorado, Indiana,
Montana, Michigan, New Jersey, West Virginia and Vermont. The goal of
the tours is to solicit feedback on the No Child Left Behind Act and
the Obama Administration’s education agenda, including such issues as
early childhood, higher standards, teacher quality and workforce
development.
In preparation for the reauthorization of the Workforce Investment
Act, ED is holding conversations around the country with stakeholders
whose work is directly affected by the Act. Share your comments about
WIA.
Secretary Arne Duncan will discuss education issues with parents,
educators, and students across the country in a televised town hall on
September 15 from 8-9 pm ET. You are invited to participate and post a
comment.
Secretary Arne Duncan continued his national discussion on education
reform yesterday in Orlando, Florida. He toured Lake Nona YMCA Family
Center and North Lake Park Community School. He also met with YMCA
President and CEO Jim Ferber, North Lake Park Principal Wendy Wagner, a
student representative, elected officials, and community and business
leaders.
Secretary Duncan [...]
Speaking before a crowded room of principals today at the National
Association of Elementary and Secondary School Principals leadership
conference in Washington, D.C., Secretary Duncan commended principals
for their tremendous work during challenging times. He praised them for
being extraordinary “CEOs” and for doing more with less. He also
challenged them to join his fight [...]
Yesterday, the President announced a historic commitment to higher
education and especially community colleges. Today, Chairman Miller is
building on that proposal to do even more for children and young people
with his introduction of the Student Aid and Fiscal Responsibility Act
of 2009. I just want to voice my support for that [...]
In the past month, Secretary Duncan has delivered four speeches detailing ED policy related to four areas of reform.
The goals are to improve standards and tests, the effectiveness of
teachers, data to inform educators’ decisions, and low-performing
schools. States had to address these issues and inform the department
of their progress to receive funding [...]
Secretary Arne Duncan spoke today about educator effectiveness at
the annual NEA conference. He discussed, among other things, the
important link between student achievement and teacher effectiveness.
He said:
“Let’s talk about data. I understand that word can make people nervous
but I see data first and foremost as a barometer. It tells us what is
[...]
“We need everyone who cares about public education to take on the
toughest assignment of all: turning around our lowest-performing
schools.”
That’s what Secretary Duncan said at a national charter schools
conference yesterday. There are about 5,000 low-performing
schools—about 5% of all schools in the U.S.—that fail our kids year
after year. We [...]
Secretary of Education Arne Duncan gave a speech on the importance of using data to inform education policy.
“There are already districts making exemplary use of data systems to
let parents, teachers and administrators know how best to support their
students,” he told a group of researchers at a conference sponsored by
the Education Department’s Institute [...]
Reauthorization of the Elementary and Secondary Education Act (ESEA)
Reauthorization of ESEA "can't wait," Secretary Arne Duncan said on September 24 in his first speech devoted to the topic. He has traveled to more than 30 states on a "Listening and Learning Tour" to hear views of educators and citizens on this topic and the federal role in education. ED is also holding public meetings on ESEA issues.
Secretary Arne Duncan spoke at the fall forum of the National
Conference of State Legislatures earlier this month. He urged state
legislators to help lead the school reform movement and identify state
laws that are impeding reforms.
Specifically, he called on legislators to rewrite state laws to:
Ensure that students—especially disadvantaged students—are taught
by an effective teacher and that all policies related to the teaching
profession promote effective teaching;
Offer high-quality alternative certification routes to becoming teachers for military veterans and career changers;
Give districts the ability increase learning time by extending the school day or school year; and
Expand the number of charter schools and to increase accountability so bad charter schools are shut down.
Duncan praised state legislatures for leadership on several fronts
the past few decades. In the 1980s, statehouses were in the forefront
of the movement to set academic standards. Today, Louisiana is leading
efforts to measure the effectiveness of teacher preparation programs by
tracking the graduates’ success in improving student achievement.
Florida, Texas and Colorado are preparing to follow suit.
Last week Congressman Bobby Scott, Brigadier General Brian Layer,
and Newport News Public Schools Superintendent Ashby Kilgore joined
Secretary Duncan for stops at the An Achievable Dream network of
schools in Newport News, Virginia. The stops were part of the
Secretary’s “Listening and Learning Tour” across America. Since May,
he has visited communities in nearly 30 states to solicit feedback
around federal education policy in anticipation of the reauthorization
of the Elementary and Secondary Education Act.
An Achievable Dream is a unique partnership between Newport News
Public Schools, the City of Newport News, and the local business
community to give students who are at risk an equal chance to succeed.
Students at both the An Achievable Dream Academy and the An Achievable
Dream Middle and High School campus attend school for eight hours a day
and 210 days a year, compared to the six hours a day and 180 days a
year in most schools. Also, there are three mandatory 10-day
intersessions where students participate in enrichment and accelerated
activities, or remediation if necessary.
Character education is the foundation of An Achievable Dream and is
taught every day. Banners with motivational phrases and the
well-defined rules of the school are hung throughout the school
building. Guest speakers and extracurricular activities are planned
around character development themes, including close interaction with
soldiers from Fort Eustis Army Base.
At An Achievable Dream Academy, Secretary Duncan and Congressman
Scott greeted students and soldiers from Fort Eustis assembled in the
gymnasium for a community circle. They read to 1st graders in the
Verizon Reading Room and talked with 5th graders enrolled in the
school’s mandatory Speaking GREEN class. Speaking GREEN teaches the
difference between casual/slang conversation and work-place appropriate
conversation. In response to the Secretary’s question on why An
Achievable Dream Academy was the right school for them, a 5th grade
student offered, “I am here because I want a better future. What I
learn here will help me be successful in high school, college and in
life.”
Following the stop at An Achievable Dream Academy, the Secretary and
Congressman Scott convened a roundtable discussion with local business
and community leaders, educators, students and parents at the An
Achievable Dream Middle and High School campus. The discussion
centered around ways to improve teacher recruitment, professional
preparation and induction programs; strategies to prepare students for
college and the world of work; and replicating effective dropout
prevention models.
Although educators and administrators testified to the quality of
the State’s traditional and alternative certification programs, many
detailed the difficulties in attracting and retaining talented
educators. They urged investment in “grow your own strategies” in
tandem with local universities that provide high school students with
exposure to the teaching profession. Participants stressed the need to
“celebrate” the profession, end the “teacher bashing,” and incentivize
the next generation of teachers through competitive salaries and
meaningful career growth opportunities.
Community leaders talked about the importance of involving parents
in schools and ensuring that “no family is left behind.” They noted,
though, that involving all parents effectively is a significant
challenge. Local business leaders urged educators to continuously
court the business community due to their vested interest in America’s
educational system. As one local business leader put it, “we want to
invest in what works… we have not yet begun to scratch the surface with
the business community in this country.” Superintendent Kilgore
passionately talked about the need to replicate and expand models that
work to close the achievement gap. “An Achievable Dream is an
incubator for us. We take what works here to help other children
across the district succeed.”
A single mother who raised five boys simply said, “An Achievable
Dream was the path to get my kids to college. This school helped me do
that and I am grateful for what they have done.”
Yesterday Secretary Arne Duncan participated in a statewide
leadership forum at the University of Delaware with Gov. Jack Markell
and Delaware Secretary of Education Lillian Lowery. He discussed the
importance of improving schools and the state’s plan to turn around
failing schools. See media coverage of the forum and highlights of remarks
by Duncan and other speakers. Read about Delaware’s plan to provide a
world-class public education to every student in the state, Vision 2015.
Later in the day, Duncan traveled to New Jersey, where he joined
Gov. Jon Corzine for a tour of Rosa International Middle School in
Cherry Hill. They visited classes and talked with students, teachers,
and administrators, including Principal Ed Canzanese, science teacher
Christine Weigel, and humanities teacher Carolyn Grossi. While there,
Duncan and Corzine participated in a roundtable discussion with
students, parents, and teachers and congratulated the school for its
Blue Ribbon Schools award. The Blue Ribbon Schools Program recognizes schools that make significant progress in closing the achievement gap.
In a major speech at Teachers College, Columbia University,
Secretary Arne Duncan called for America’s colleges of education to
dramatically change how they prepare the next generation of teachers.
“By almost any standard,” Duncan said, “many if not most of the
nation’s 1,450 schools, colleges, and departments of education are
doing a mediocre job of preparing teachers for the realities of the
21st century classroom. America’s university-based teacher preparation
programs need revolutionary change—not evolutionary tinkering.”
“Promoting Innovation and Reinventing the Federal Role” was the
title of the October 21, 2009, public meeting on the reauthorization of
the Elementary and Secondary Education Act. Held at ED headquarters in
Washington, D.C., the forum featured panelists Warren Simmons of The
Annenberg Institute for School Reform, Stacey Childress of the Harvard
Business School, and Susan Patrick of the International Association for
K-12 Online Learning.
“Great Teachers and Leaders” was the focus of the October 13, 2009,
public meeting on the reauthorization of the Elementary and Secondary
Education Act. See the transcript, video, and overview slides presented
at the meeting by the New Teacher Project.
Secretary
Arne Duncan visited Glenrock, Wyoming, to hear about education
challenges facing rural communities and ideas for reauthorizing the
Elementary and Secondary Education Act in ways that address rural needs.
On September 18, Senator Mike Enzi joined Secretary Arne Duncan for
a stop at Grant Elementary School in Glenrock, Wyoming, as part of his
NCLB Listening and Learning Tour. The discussion—which included
Glenrock area teachers, administrators, parents and students, as well
as state leaders—focused on education challenges facing rural
communities and ideas for how the Elementary and Secondary Education
Act should address rural needs.
Teachers and administrators testified to the difficulties in
attracting and retaining talented educators in rural areas and asked
about ways to incent qualified teachers. They expressed concerns about
the emphasis on testing and current accountability measures under NCLB,
as well as the unique challenge rural communities face in complying
with the highly qualified teacher (HQT) regulations. The local high
school principal likened the HQT challenge to fielding a basketball
team where all the pool of available players are all undersized. “You
field the team that you have available in rural communities,” he said.
At the first of a series of public meetings on the reauthorization
of the Elementary and Secondary Education Act, Secretary Arne Duncan
said that rewriting the law cannot wait. Reauthorization of the No
Child Left Behind Act, he said, should start now.
Last
night Secretary Arne Duncan hosted a virtual national “listening and
learning” event before a live studio audience of 60 parents and
educators at the WETA television studio in Arlington, VA.
In addition to hearing from the audience, Secretary Duncan responded
to phone calls, emails, and video submissions from across the nation. (See photos.)
Dave from Iowa asked about standards. A mother in California asked how
to improve teaching for children with disabilities. A caller from
Nevada questioned whether teachers should be evaluated based on student
test scores. A parent from Tennessee asked how to gain buy-in from
teachers for a longer school year.
The town hall-style meeting was broadcast live on many of the
approximately 800 public access, PBS, and Dish Network stations that
are registered broadcast partners.
Secretary Duncan and his leadership team will visit all 50 states
this year to listen and learn from students, teachers, and communities
in preparation for working with Congress on the reauthorization of the
Elementary and Secondary Education Act (ESEA).
We had a great day in Anchorage yesterday, our first of three days
in Alaska to gather input as part of the “Listening and Learning”
education reform tour.
Our first stop, the Alaska Native Heritage Center, was much more
than a visit to a museum. We saw children and adults learning about
Alaskan history, native dances and sports, and more. We watched women
making coats by hand. We saw subterranean homes. Student and adult
guides explained how the homes were made and described unique design
features, including the narrow tunneled entrances, which keep out polar
bears. We saw whale bones and heard about salmon runs and the many
types of fish (red, silver, pink salmon, kingfish, halibut, others).
One of the student guides said his father caught a 97-pound salmon this
year. He said his family hauled in 128 salmon on a recent fishing trip.
This should last them one month this winter.
At our second stop, Cook Inlet Tribal Council, Senators Murkowski
and Begich joined Arne for the listening and learning event. More than
50 people attended — teachers, state department of education and
university of Alaska officials, parents, and media. In his opening
remarks, Arne announced the three-year $1.2 million grant to Anchorage
public schools to help reduce the dropout rate and prepare students for
college and careers. There were many good questions. Afterward, Arne
and ED chief of staff Margot Rogers met with Governor Sean Parnell.
Arne seemed to accomplish everything he wanted on the first day in
Alaska, except seeing a moose. But maybe in Hooper Bay today.
John White
Press Secretary
PRESS RELEASES Duncan Calls on State Legislators to Lift Barriers to Reform
FOR RELEASE:
December 10, 2009
Contact: Press Office (202) 401-1576 or press@ed.gov
Secretary of Education Arne Duncan urged state legislators to become
leaders of the school reform movement and urged them to carefully
review their education codes to identify places where state law is
impeding reform.
Speaking in San Diego to the fall forum of the National Conference
of State Legislatures, Duncan said that legislators have the power to
write laws that will create an environment where reforms can take root
and improve the achievement of students.
"Education is very much a state and local responsibility," Duncan
said. "And the truth is that state lawmakers must play a vital role in
improving our schools, quite apart from any federal initiatives and
incentives."
Duncan noted that states allocate more money for education than any
other purpose. But too often states laws interfere with efforts to make
the structural changes necessary to increase student achievement.
Specifically, Duncan called on legislators to rewrite state laws to:
Ensure that students—especially disadvantaged students—are taught
by an effective teacher and that all policies related to the teaching
profession promote effective teaching;
Offer high-quality alternative certification routes to becoming teachers for military veterans and career changers;
Give districts the ability increase learning time by extending the school day or school year; and
Expand the number of charter schools and to increase accountability so bad charter schools are shut down.
Duncan praised state legislatures for leading the way on several
fronts over the past several decades. In the 1980s, statehouses were in
the forefront of the movement to set academic standards. Today,
Louisiana is leading efforts to measure the effectiveness of teacher
preparation programs by tracking the graduates' success in improving
student achievement, and Florida, Texas and Colorado are preparing to
follow suit.
"I applaud each and every one of these home-grown initiatives,"
Duncan said. "Yet I think that if state lawmakers want to be architects
of reform today, they must think even more ambitiously—and especially
when it comes to our neediest students in our lowest-performing
schools."
Before addressing NCSL, Duncan held a meeting in Los Angeles with
Mayor Antonio R. Villaraigosa, educators and civic leaders to discuss
turning around low performing schools and other reform initiatives.
PRESS RELEASES Statement by Attorney General Eric Holder and Education Secretary Arne Duncan on Joint Study on School Crime and Safety
FOR RELEASE:
December 10, 2009
Contact: Press Office, Education Department (202) 401-1576 press@ed.gov
Office of Public Affairs
United States Department of Justice
(202) 514-2007 www.justice.gov
TDD (202) 514-1888
"The study released today shines a light on a problem too often in
the dark—youth violence. Schools should be safe havens where young
people can learn and prosper, and anything less than that is
unacceptable. We've met with students affected by the fatal beating of
Derrion Albert in Chicago and brought teens struggling with the issue
of dating violence here to Washington. Through these conversations,
research like the study released today, and an intense focus on vital
policy issues, we are gathering the tools necessary to address this
problem effectively. In the coming year, the Departments of Education
and Justice will work side-by-side with our local and community
partners, bringing all of our combined resources to bear, to help stem
the tide of youth violence.
"Eradicating youth violence is a priority of this administration and
a priority of both these agencies. As cabinet officials, as concerned
citizens and most importantly, as fathers, we are committed to
continuing our work to eliminate youth violence."
This month, 344 primary schools in New South Wales
asked the Department of Education for what is known as a "short-term
relief budget allocation".
To translate the jargon, it means those 344 schools have not been
able to survive on their global budgets - the money the Department
hands out for essential educational and teaching resources.
Last year $9.4 million was paid out to 460 primary and secondary schools to cover short-term absences from staff.
The figures show that schools are barely managing to survive on
their current budget allocations and that is why principals and the
executives at schools approach parents to foot the bill for essential
items such as air conditioners, photocopiers and even toilet paper.
At the heart of the matter is the way schools are funded for employment costs such as sick leave.
Last winter, many schools had to cope with a swine flu ( H1N1)
outbreak. In one Sydney school, a teacher was out of action for six
weeks and the school's global budget had to pay for a casual teacher
for the whole period.
In some of the responses to the Parents and Citizens Survey
yesterday, it was clear parents were increasingly being asked to donate
money to schools to fix a budget blowout due to sick leave.
"This year has been one of the toughest years in supporting the
school with P and C funds," one parent on a Sydney P and C told ABC
News Online.
"The large number of illness during the year have depleted funds from other budgeted items towards casual teachers.
"This had necessitated a requests from the school to supplement
their global funds and on two occasion we have been requested to
support global funds over $35,000 and $15,000 respectively."
Schools must cope
NSW Education Minister Verity Firth has confirmed that there is no
contingency funding for major flu outbreaks such as swine flu and there
will be no contingency funding for another swine flu outbreak next
year.
Schools will just have to cope.
In part two of ABC News Online's exclusive survey,
parent representatives on the NSW P and C answered questions about
whether their schools were funded adequately to cope with flu outbreaks
and whether they wanted the Department of Education to have a special
contingency fund for next year's flu season.
Overwhelmingly respondents want a special contingency fund to help
pay for casual teachers who will need to replace permanent teachers who
get sick during a flu epidemic next winter.
"This is a public health issue," one parent wrote.
Another wrote: "This should not be part of global funding as it could swallow a huge lump sum of school money".
The respondents vehemently deny schools have enough funding for sick leave.
"This is a state-wide government responsibility," another person wrote.
"We have used a lot of funds on casuals... some days children are
farmed out to other classes 'to be minded'," yet another said.
The teaching profession in NSW is ageing and many teachers have
accumulated sick and other leave entitlements. Principals are caught in
a system that gives them little control and little room to move.
Opposition Leader Barry O'Farrell believes parents are being asked to pay the Department of Education's employment costs.
"It is absolutely unfair for school communities to pay for an
employment expense that should be paid for by the department of
education," he said.
The Federation of Parents and Citizens Associations in NSW says the funding system is dysfunctional and needs a total overhaul.
They are hoping a review by the Federal Government in 2011 will
address the funding squeeze for public primary and secondary schools.
Of
course the funding should be made available to cover all possible sick
leave and annual leave. If the entitlement is given then the money MUST
be there to support it otherwise we just have another case of what
caused the world to head towards a global recession. ie too much of
saying money is here when it isnt. You cant offer people entitlements
as part of a package and then say oh by the way we dont actually have
the moey to give you that but we see if we can collect it in the street
or just take it from someone else, in this case the kids and there
parents,
My
partner works for a public school, if some fairly standard business
practices were adopted from the wider business community in
relationship to school administration and general maintenence huge
efficiencies in spending would be made. Things such as
*Centralised Purchase/Procurement Orders *Benchmarked
Adminisistration Standards and a Regional Administration Manager/Unit
instead of a Seperate Manager in every school (The Principal is the
head of each school having an Administration Manager is wasteful and
superflous) *Outsourcing School Gardening and Maintenence to the
Local Government (The General Assistant position description seems to
be more about what they won't do rather than what they will)
Too
often teachers are unblocking toilets and principals are wasting time
dealing with inneficient mundane administration under the current
system.
I would fix that leakage of funding then a lot of problems that stem from that may become simpler to fix.
Sure
Acker, let's put more bureaucracy in there. If you want to buy some
stationery or have something fixed, fill out the forms, get approval,
submit the forms to the regional office and then wait. This would see
even more teaching staff unblocking toilets!
Lea
I dont want more bureacracy, and I see no reason why the stationary
could not be collected from your local newsagency...just the bill will
be sent directly to the NSW Public Schools accounts payable department.
The
administration I see in most schools is inefficient, even at the most
basic level where no body sits at the counter where people enter the
school office, rather administration staff have their backs turned to
you in a work area facing the wall, and other administration staff are
tucked away in their own offices.
Why does every school need an Administration Manager ?
Surely
the principal could manage Administrative staff, and most
procurement/purchasing could be done in a central location away from
the schools.
I would think that and getting rid of the
outdated General Assistants role would by getting rid of outdated
non-teaching roles, free up the budget to employ teaching and teaching
support staff.
Define a 'private' school for me - Catholic, nope it's an idependent school, Anglican - nope that independent too.
Yes, some 'private' school have money BUT that is from the fees the parents pay, not from Government Funding.
Why
is that some people feel they have the right or the need to bash
'private' schools? These school take the pressure of the Federal and
State Governments as the parents are paying most of the costs, not the
Governments.
Imagine if there were no 'private' school and the Governments have to pay for eveyone! Imagine the whinging then!
Having
attended a private school I can tell you they're not short of cash.
Parents contributed to building funds, not to provide basic essentials.
This is hardly 'bashing'.
Any
teacher salary - including sick leave and relief teacher expenses ought
to come from the Education Dept. budget. I'm not sure how schools are
funded these days - i.e. by Dept. direct spend on salaries &
overheads, repairs & maintenance; or whether each school gets a
lump of money they are expected to manage.
Society
is just getting too expensive to run. This is the thing the politicians
know, but that they are reluctant to outrightly say to the community. We
all demand too much but paradoxically we all refuse to pay more taxes.
Money doesn't grow on trees. Either we demand less or we pay more tax.
Are
teachers sick more often than their students? I can see no reason why
that would be, so the ratio of teachers to students shouldn't change
during sick periods.
Therefore why not properly manage class room size by amalgamation of classes during flu outbreaks?
Most
of teaching is simply crowd control and discipline, so it doesn't
matter whether a 12 year old is taught by a grade one teacher or a
grade seven teacher.
It will be good training for teachers,
especially new ones that haven't yet experienced country service, where
one teacher often teaches all grades from prep to year ten!
It
would also be good training for students, preparation for the real
world where they don't just work alongside a similarly-aged cohort and
will have to face change of work-place on a regular basis.
wooody, The problem is that too many students come to school when they are sick when they should stay at home
Teaching
cannot be done effectively by amalgamating groups of different ages. If
you merge two or more age groups it does indeed become an exercise in
crowd control. School should not be a babysitting exercise, it should
be about learning.
"so it doesn't matter whether a 12 year old is taught by a grade one teacher or a grade seven teacher"...
And
you would be happy to see your own children in that situation I assume.
A student in year 12 has a class where the teacher is sick for weeks at
a time as can happen. You would be happy for them to be lumped in with
a year 7 science class when they should be doing year 12 English. Thats
for today, Tomorrow they can be in with year 9. It won't affect their
educational outcomes at all.
What a totally stupid scheme you
are proposing. Next you will be complaining that the students can be
taught Mathematics by a English teacher and still achieve the same
education.
If we extend this model to society in general you
won't mind your appendix being removed by a motor mechanic because the
doctor was busy or sick on the day that you needed the surgery.
Schools
should be able to cover the cost of all their liabilities, including
sick leave. When funding runs short in this way it really highlights
the fact that the supply of money for education is a limited resource -
if you spend your budget on sick leave then obviously you wont have as
much left for other expenses. The question it raises in my mind is why
governments continue to fund private schools which have no lack of
resources when they are having trouble paying for basics in public
schools.
Teachers
themselves are subsidising the public school system with large amounts
of their own money being spent on stationary, containers, teaching
resources etc. If I took everything out of the classroom that I have
purchased myself, it would be empty except for desks and chairs!
Of
course, teachers subsidise with money, but they also subsidise with
time. Take away the extra hours of their own life which teachers
donate, and the system falls apart.
Perhaps, paradoxically, the
generosity of teachers and parents is a part of the problem.
Governments have been able to get away with underfunding schools,
knowing that school communities are full of kind-hearted souls who will
make up the difference. We all care about the kids we're teaching, so
it's a tough moral decision to draw the line and say "no more", but
until we do, governments will keep carving more and more slices from
the magic pudding. Our students might suffer in the short term, but in
the longer term we might get governments who realise that the funding
for public schooling has to match up to the rhetoric.
absolutely
teachers are subsidising the system. My wife is a casual teacher and
has been offered permanent work many times. But she refuses because of
the extreme amount of unpaid preparation, reporting and administration
that teachers are lumped with, not to mention continual purchase of
various resources out of her own pocket.
Absolutely
correct. I'm on a school council and refuse to have anything to do with
fundraising. The 'kind-hearted souls' are only doing harm but can't see
it or don't have the brains to. The ultimate outcome is public
education will cease to exist...or you'll turn up one day and all the
teachers will be wearing McDonalds uniforms and the school canteen will
be run by same. For Christ's sake why don't people wake up and pay
attention to what's going on around them. 'No worries mate'...bullshit.
TEACHers should teach NOT babysit or worry about finances. I'm in
Victoria where the situation is the same as NSW. It just hasn't been
exposed properly yet.
I
am one of the teachers who has retired in the last 5 years, but have
made myself available for casual work in my own specialist subjects -
in secondary schools. My set rate (Dept. of Education) of pay is
determined by experience and years of teaching. Hence I have found I am
less preferred than a much younger, less experienced teacher who is at
a lower rate of pay. That is fine, but it usually means that subject
specialist teachers may not be called to cover leave- meaning that a
teacher trained in maths for example may be in teaching Food Technology
- which he/she is not trained for. I do understand that the school
budgets are under extreme pressure this way and again our students will
be affected.
What
the? You obviously think that all private schools are the same. There
is a huge gap between the few elite private schools and major smaller
private schools. Little Catholic and chrsitian schools have to cope on
far less as they receive much less government funding and school fess
are only a small part of their incomes.
I'm
yet to see a private school doing worse than a public school in the
area of funding. There must be some public school utopia out there I'm
not aware of. And yes, I went to a private school.
I
fully agree with Dan Gordon. It is a sad but true fact. These
intangibles such as morals and job satisfaction are exploited all the
time to save on expenses. They do actually have a realisable dollar
value and they are realised and things are funded at full cost when
people decide that enough is enough (or alternatively the place falls
apart).
From the funders side i.e. Government, it really is hard
to know the true cost of these things and the only way to properly cost
them is if people make teh institutions realise the full cost of
teaching by refusing to subsidise teaching services through their own
private funds and time.
Aside from this, if I am going to have
to pay these additional things to the public teaching system, then
explain to me in a transparent way how much of my taxes are going to
teaching services already and why is it necessary that additional funds
be provided.
People are by and large reasonable so if they were
to discover that after all other things have been taken care of, there
simply isn't enough to properly fund the public education system, then
they would probably be quite willing to pay more taxes.
If
however, as a result of such an exercise we discover that tax payers
money is being ill spent, then that must be stoped at once.
So
solution = teachers stop subsidising the system (despite the moral
question); government appropriately cost the full cost of teaching
services; have a proper review into whether we really are allocating
tax dollars in the optimal way and make a decision based on it.
Not really rocket science just requires proper political leadership and community engagement.
An
efficiency audit of the running of schools is long overdue. Here in the
ACT, I have seen many of these same problems. Teachers and staff are
very well-meaning, but tend to struggle, and the system itself is not
set up to ensure that the public's money is used to the greatest
effect. A schools is not a business, but if a management review could
be done in a non-accusatory, non-punitive way, it could be a benefit to
everyone.
I'm
a casual/part time/relieving secondary school teacher. The education
system is broken. The alternative to Public or Independent schooling is
for parents to home school their children for a while to bring their
kids up to speed educationally. I did.
