More Than a Recipe

We've posted before on this blog regarding efforts of MPS teachers to halt the District's adoption of a flawed and problematic textbook series for the teaching of social studies and last week I saw first hand what's at stake.

A few weeks ago, the Social Studies Task Force, the group of teachers and community members working on developing a meaningful curriculum for our students, received notice that material intended for K-3 students would be on display for examination on different dates at different locations and a survey would be distributed for feedback.

I have to admit examining textbooks makes me feel a bit like a fish out of water--I teach 3 to 6 year olds at an MPS Montessori school and am unfamiliar with using textbooks as a teaching tool but it wasn't difficult to see why these books are not appropriate. At first glance the books look new and shiny--something I know can seem appealing to schools and teachers in dire need of materials but the glossy exterior only goes so far. A closer look at the content makes it quite evident that our children deserve better. A few examples i remember:

*The pages that discuss Cesar Chavez do not have any mention of unions or the United Farm Workers
*The first Thanksgiving is retold in a very traditional manner without any invitation for critical thinking--the 'Pilgrims shared their harvest with the Native Americans'
*Discussions of slavery are often sanitized and omit a realistic assessment of its human cost and cruelty

I could go on. Examples were not hard to find. I do have to make special mention of my 'favorite'-- the accompanying reading booklet focused on Disney World. Seriously, this is what our children need to be studying? The existence of Disney World? Somehow I think Disney's numerous media outlets and retail machines have that covered.

Generally speaking, I find it problematic the approach the textbooks take to social studies and the study of history as it seems to piece together events and people without critique or in many cases omitting facts and narratives that are pertinent. Historian Gerda Lerner wrote:

"What we do about history matters. The often repeated saying that those who forget the lessons of history are doomed to repeat them has a lot of truth in it. But what are the 'lessons of history'? The very attempt at definition furnishes ground for new conflicts. History is not a recipe book; past events are never replicated in the present in quite the same way. Historical events are infinitely variable and their interpretations are a constantly shifting process."

We know history is important. The study of it requires more than a listing of events or brief biographies of compelling people. It is more than a recipe listing ingredients. The study of history requires depth and context in order to appreciate its richness and value. As teachers, part of the art that we do is to inspire great interest in the study of history and the world, making it relevant to our students' lives. These textbooks fall short of that task. But don't take my word for it. There is one more viewing of the books on November 20 at at Central Services in Room 210-211 from 4:00-6:00 p.m. I especially encourage teachers of children K-3rd grade to go and examine the books and to fill out the survey.

Finally, I haven't approached the other subject at hand here--that is, how appropriate textbooks are for children in the early grades. That is also a discussion we as teachers need to have with MPS administration. Perhaps that's another post for another day.

Speaking Out Works

Before I say anything else regarding the past week's events of the Milwaukee School Board I would like to congratulate and thank all the hardworking teachers of MPS that came out to the meetings both Tuesday and Thursday to give passionate and moving testimony on why our schools cannot suffer from any further cuts. I found this especially meaningful upon reflection of last fall when I was on my way to one of my first board meetings, listening to the broadcast and hearing testimony highly critical of Milwaukee Public Schools in every regard. But this year my colleagues made me proud and captivated the tone of the discourse by keeping in the forefront our purpose--working to provide our children of Milwaukee with a quality education.
More specifically, I'd like to give big ups to early childhood teachers and members of the MTEA Early Childhood Committee who were able to fight for and win the passing of a budget amendment to increase the number of educational assistants in K4, K5 classrooms.
Besides the tax levy, the other dominant theme of the week was the closing of buildings, the selling of buildings and the opening of formerly closed buildings--all in efforts it seemed to streamline operations but I found a few reasons for concern. First of all, I think about these 'mothballed' schools. I think how school buildings are generally large structures--what effect does that have on the surrounding community when it has to contend with the physicality of a large vacant building? While I understand the financial difficulty for buildings that prove more expensive to operate than necessary I worry about the lack of input from the school communities affected by these decisions and frustrated when it seems their voices are overlooked for some reason or another. The Board proved it can put children first in voting to raise the tax levy, in spite of it being an economically difficult time but putting children first needs to be done consistently. Our students deserve nothing less.

Last Week's Round-Up

Two school board committee meetings occurred last week--both dealt with school closings or schools merging/moving. I was only able to catch the end of the meeting on Thursday night, the Committee on Finance/Personnel, and heard some of the discussion around the future of Milwaukee Education Center (MEC) Middle School. The Committee did not take any action dealing with the closing of the MEC facility and putting it up for sale and then moving the Middle School to Juneau.
Though I did not attend the meeting of the Committee on Innovation/School Reform on Tuesday night reference was made to that meeting by school board members who mentioned that action was taken on the recommendation of the Bayview School Improvement Task Force, a group of school community members from various schools in the Bayview area that has been meeting since Spring 2008. Recommendations from the Task Force include a gradual merge between Fritche and Bayview High School over three years with a combined program ending up at the Bayview High School building. The other recommendation from the Task Force, to combine Tippecanoe and Dover at Dover's site was sent to the full board without recommendations from the committee. More about that meeting is blogged here.

Everything you ever wanted to know about the school funding system!

Are you a teacher who has watched your class size grow over the years yet it seems like school budgets only shrink? Did you ever wish someone could just explain to you how school funding actually gets decided? Ever want to have more of a voice in the process? If you answered yes to one or more of these questions then you NEED to be at the public forum on school funding, Wednesday October 22 from 4:30 to 6:30 at MPS Central Services auditorium, 5225 W. Vliet.
Hear from knowledgeable presenters who have been working hard for fairness in funding on behalf of our students. They include:

* Jeff Leverich, Senior Researcher for the Wisconsin Education Association Council
* Jack Norman, Research Director for the Institute for Wisconsin's Future
* Mary Bell, President of the Wisconsin Education Association Council
* Teresa Thomas-Boyd, Organizer for Citizen Action of Wisconsin, and MPS parent

So if you've ever dreamed of going to a school board budget meeting and NOT having to hear about teachers being cut or schools being closed, this forum is for YOU!

Breaking news: It's a HUMDINGER!!

The board meeting began with a very, very crowded auditorium. I was surprised to see a few people holding Bibles in their hands, until I realized the subject that was to be debated. Tonight, we are looking at domestic benefit partnerships, among other things. Ah ha!

Before we could get there, we had endure the board approving the administration's recommendation to accept two year teachers from the Teach For America program, which I am not entirely supportive of. My main reason is this (and I speak from experience): teaching is NOT easy. Teaching is not something anyone can do. I'm offended that we will accept people out of college and put them into classrooms with little to no training. But even more important than that, I know that as a person who loves, loves, loves her job...it took me years to get "good." I feel pretty confident saying this for two reasons--one is that I did get good, and the other is that my dad, one of the best teachers I ever had in high school, confessed that it took him years to feel comfortable, also. My worry isn't what Teach for America people will be able or unable to do in their two year commitment, but that just as they approach proficiency (I'm being generous...it took me more than two years to get there, and my dad, too), they are done. What a shame! I fully acknowledge that we need teachers in hard-to-fill positions...I fear losing them.

Board member Jennifer Morales started the evening with some remarks of her own. She explained that this is not an expansion of benefits, this is not an example of special rights. This is simply an example of equal rights, and an example of granting equality to a group of people who are still rather (sadly) hated in our society.

People spoke for what seemed like hours on this issue. I heard homosexuality take the blame for just about everything, from the Twin Towers to high taxes to the fact that our students (again, I point out that Milwaukee has more needs than any other district in the state) don't achieve as well as other parts of the state. I heard a lot of talk about how MPS is falling apart, and apparently there is a connection between unwanted pregnancy, the US stock market, police in the school and this domestic partnership question. I've got to confess...I don't see the connection...but okay. We were told to think about the children of MPS, too, and what we are teaching them when we give domestic benefits.

Fortunately, I heard many eloquent comments that support this measure. There were several that are well worth mentioning, but I especially like one from earlier in the evening in which the speaker said that in his capacity as a business owner, he finds himself having to teach his workers. He stated that he can teach a lot of skills...business writing, technology skills, and the like. But he cannot teach people to get along with other people; he cannot teach people to be tolerant of other people. WOW--that's awesome. One thing I have always appreciated and loved about MPS is the diversity, and this man's comments helped me to appreciate what we do in terms of that very diversity.

Again, there were many, many comments on both sides of the issue. One person noted that he was a bit confused that people form the suburbs were here. Many others spoke of the children who come from homes with two moms or two dads. A son stood up to defend his mother, his former high school, and his Ivy League education (as a result of his degree from Riverside High School).

The board listened to public comments until after 10 pm, when the board members who were here began to explain their positions. Director Tim Petersons spoke first and said that he had been swayed by the people who had spoken against the proposal--he was swayed to vote yes.

The role was taken, and went as follows: Hardin, no, Blewett, yes, Bonds, no, Morales, yes, and Petersons, yes. It passed, three to two.

What a night.

Huh...

Well, I confess that I did not attend the school board meeting on Thursday, September 18. I was instead enjoying the music of the Milwaukee Symphony Orchestra (a real treat, I must say). On the way home, I did tune in on the radio and was struck by the last ten minutes of the meeting.

I heard one school board director talk about how he won't vote to raise taxes because he promised the voters in his district not to vote in that way. He went on to express frustration with a lack of action on the part of the board and administration regarding money and restructuring and cuts. I have to say that to some degree, I concur (and I usually do not agree with this school board director). We do need to get creative, and we do need to think outside the box. On the other hand, I'm sure that the specific courses of action he wants are different than what I would like to see, however. So, in the next paragraph, you will find my wish list.

I want every school board member to get to Madison weekly and tell the real stories of MPS and our kids. I want the Milwaukee newspapers to ask teachers what we need, and then tell those stories; and even more than that, I want the MJS to get behind a better way of funding schools. I want to not be "lazy" by the local talk radio hosts; instead I want them to realize that I will send a great part of my weekend grading papers just to keep my head above water. I want to not worry about my job security or my mortgage after 16 years of teaching. I want the citizens of this state to listen to Libby Burmaster when she says that Wisconsin schools have reached their limit....because the reality is that MPS is suffering, but so are Florence, River Falls, Sparta, Kimberly, and Hazel Green. And I want everyone to know that we are teaching the greatest proportion of kids in the state who have needs beyond what most of us can imagine or understand.

Again, I'm not sure of the action of the school board (and it seems that the local media isn't either), other than they know they will probably have to raise the school board portion of the property tax levy (not 15% your entire property tax)! No matter how you slice it, it's ugly for most property owners...but I'd rather pay to educate children than to incarcerate adults (guess which one costs more?).

ISR Meeting Notes

I attended the Innovation and School Reform Committee meeting on Tuesday, September 9.

Overall, the questions from the board members dealt with the effectiveness of the DIFI plan as set forth by the Department of Public Instruction (DPI). The superintendent assured the board that DPI will not withhold funds from the district as long as MPS continues to follow the DIFI guidelines. They do have the authority of withhold resources from MPS, but not funds. (I'm not as all sure of what he means by resources, . . . but from my point of view as a teacher from Audubon Middle School, we are not getting many resources from DPI to implement the DIFI strategies. We are not a SIFI school, so maybe that's why we are not getting any resources. I would love to hear comments from other MPS teachers as to whether they have had other experiences regarding DPI resources!)

Another concern was about schools that are successful and how these DIFI guidelines may tie their hands. The response to this concern was to assure the board that goal is for successful schools to follow their Educational Plans that should be targeting the achievement gaps in their own settings. So, for schools that are successful, they should continue to implement their Ed Plans. SIFI schools, on the other hand, must implement the mandates and implement all the recommendations given the Ed Plan review board.

Another specific concern was the burden on Special Ed teachers regarding the abundance of compliance documentation. The administration agreed that there is a huge struggle to balance between teaching and learning for Special Ed students and the enormous compliance demands of Special Ed teachers. This will be brought up again at the Special Education Committee meeting.

A teacher from MEC spoke about her issues with the DIFI/SIFI requirements. Her homebase students are identified as Read 180 students, so they get an extra block of reading for Read 180, and therefore have no FAVES and no recess. Also, t 1he Read 180 computers at her school have not worked since the beginning of the school year (for 7 weeks - so this must be a year-round school??). She also mentioned that the DIFI supervisor has not been available to help the school. There was discussion about these issues and promises that the issues will be investigated.

Director Morales expressed on behalf of the board her frustrations around the importance of one test score in determining whether or not our schools are successful. It was a heartfelt statement and certainly resonated with this blogger's personal feelings on the subject!

The second item was the Teach Across America program. The speaker presented a PowerPoint on the program. (There is a copy of the PowerPoint on the link provided in the previous blog.) Some questions I have are:

• Who is paying the Teach for America teachers' salaries?
• Will they be members of the MTEA?
• How highly qualified will these "non-certified" teachers be?