Can they at least save the wall?
I wonder if it would make any difference if instead of being training schools for mostly dead-end jobs in the old paradigm, schools fostered critical thinking, independent thought and tailored the instruction to the needs and skills and desires of the INDIVIDUAL children who arrive at their doors instead of mashing them all into square holes for the profits of corporate America?
I am a 16-year veteran teacher still in my TUSD classroom, and like many of my colleagues am exploring other careers. Veteran teachers are especially encouraged to leave, as they might actually be too effective in inspiring students to think for themselves. The District owes many of us thousands of dollars, and simply does not pay. Our Superintendent got a raise on the promise of supporting teachers in our quest to force the legislature to follow the mandate voters wanted, but it has gotten nowhere. Many of us received letters that we are owed thousands of dollars in back pay, and most of us haven't received a penny. Recruiting new teachers from the bottom of the barrel to fit the compensation package seems to be the current zeitgeist.
said Cole. “TDOT is coordinating several efforts to stay on schedule and meet the expectations of the community and the RTA to complete the project. One of those efforts is to acquire and remove buildings that are in the path of corridor construction.”
What the statement on that page does not make clear is that the local neighborhoods and CAC initially approved another alignment, 3.c in December 2006, that ran along existing 6th St and 6th Ave routes after being shown several alignment options that did not include the ultimately approved Alignment 3.d. After the CAC approval of alignment 3.c, the Southern Pacific railroad decided it wanted more room for a temporary track, known as a "shoofly", and the optional addition of a third set of rails. The new alignment option 3.d was presented by Andrew Singelakis as item No. 6 "Review/Refinement of Sixth Street Alignments and Drainage" to the CAC on January 14, 2008, but no decision was requested.
The mayor and council approved the "thread the needle alignment" in 2007. That alignment received the Common Ground Award by the Metro Pima Alliance. It was rejected in January and replaced with a radically different plan. All previous CAC before January 14, 2008 and all public meetings were only shown alignment options that did not include the ultimately approved Alignment 3.d. On March 11, 2008, city planners held what they called a "Character Workshop". At that meeting, they presented only the new 3.d alignment to the public, declaring that there would be no "additional" public input because this was the only choice to be reviewed at that meeting. Many members of the public thought that this meant that the choice had already been made, which may have been the informal case. No other alignments were presented or public meetings about other alignments were announced until public protest threatened to halt the meeting. The meeting organizers refused to discuss any other alignment options, claiming the particular meeting was only about the amenities.
Are there not sufficient funds in the "rainy day budget" to cover this right now? What is the definition of a rainy day if not this?
Had someone been keeping their eye on the ball this wouldn't have happened in the first place. David has yet to outline how the 300 million is supposed to be paid for now.
Hey Gallagher!!....READ Below PLEASE...and try to understand if that is at all possible!!!!!!!!!...and.....you are still BITTER about the loss of your candidate for the PCC Board.....LOL
Our System of Public Education at the Local Level is in CRISIS! We need to hold Local Systems accountable. Standardized Testing, like Common Core, will do exactly that.....we need to implement rigorous Academic and Behavioral Standards, otherwise the slid downhill will continue!!.
Thanks David for your clarification that not only will teachers be held accountable (scapegoated) but schools and districts as well. We can look even further down the line (as Vermont this past week) and consider the necessary next steps when EVERY school and district is judged to be Failing (in this case on the basis of the NCLB testing). This brings us to the inevitable end game question of what next steps are to be taken when we finally recognize there are too few qualified State interventionists and too few proven interventions to attack a host of problems needing to be addressed locally.
I first wrote an article on educational accountability in 1974 arguing teachers alone cannot be held responsible for students failing to learn due to the same variables we see at play today, forty years later. When I wrote that piece, behaviorists and the behavioral objectives movement held sway. Today it's NCHB, RTT, Common Core, PARCC, etc.
Plus ça change, plus c'est la même chose. To understand this completely read Larry Cuban's Inside the Black Box of Classroom Practice. Cuban is in my estimation the most knowledgeable writer/practitioner on school reform today.
Francis Saitta's comments demonstrate why he is unfit to be a member of any school board whether it be college or K-12.
It is the people, not a test, that holds others accountable, unless you are an authoritarian.
"Was that so wrong?"
No, David, you are correct. The Governor and the Legislature SHOULD be ashamed for defying the law, and for balancing the budget on the backs of the most vulnerable.
You ARE absolutely correct!
May you always keep your eye on the ball, and may you let the haters and distractors run off your back like water runs off a duck.
Remember, we are entitled to our efforts, but not to the outcome. The haters and distractors will most likely always be there. May your most positive efforts on behalf of public education continue.
Yes, Bob I'd rather have that baby born here to roam in 6 acres than poached in it's natural habitat. 100K elephants were poached last year, according to some news sources. Until governmental protections are in place AND working in the countries of their natural habitats, maybe it's a good thing to have some elephants in reserve.
I happened to stop at a Walgreens drugstore on Saturday and was surprised by what I found. TUSD school clothing (t shirts, sweatshirts, hoodies and hats) bearing HS names. The tag said, "a portion of the proceeds from the sale of this item directly benefit the school).
Where would a taxpayer look to find a report of ALL the other income sources to the public schools, that we are continually told "are under funded?"
I will bet there is no answer.
The Buckmaster Show is on KVOI 1030 AM.
The entire orientation of school is built around stopping kids thinking for themselves and learning to look to authority to tell them what the right answer is, what is important, and even when they can go to the bathroom.
There are so many wonderful teachers, every one I've ever met cares deeply for the kids, but the basic model is so broken that money is the least of its problems. I'd still like to see more spending, but mainly because the teachers deserve a raise.
While I never listen to "talk radio" I am not surprised at the response a reasonable person would receive expressing any type progressive views to people with nothing to do but listen to radio shows. Talk radio is nothing but entertainment not news or an exercise in learning. I am not in education, barely made it out of high school. The Governor needs a kick in the backside and a massive out cry to call a special session of the Legislature and pay up the Court ordered money to public schools.
Waiting for the regular session of the Legislature with the political charades the leadership demonstrates and the dysfunctional members display will result in no solid accomplishment. Sneaky, tricky sweeps of funds from dedicated revenue (or what should be dedicated funds) is fraudulent budget balancing.
A special session with a narrow objective will cut down on the smoke and mirror distractions the few in control use to promote a few profiteers and payback special interests who furnish campaign funds.
To encourage more quality in the classroom and promote real academic achievement not phony test score education, send teachers to drama classes during summer recess. Teach the teachers to provide stimulating lessons, classroom involvement and dramatic experiences as part of their teaching patterns. If we can't enlist the parents in the process at least make the classroom a rewarding educational exchange for the kids.
He buried the lead! Iim not sure about the fine line between satire and libel, but it seems that any reader with even one angstrom unit of "GAYDAR" can see this is a public tiff between members of a "gay" writers circle who are jealous of each other... one writing about TV.... the other, The New Yorker's Andy Borowitz, Who crafts, what one internet pundit labeled as "damned fine writing".
"Damned fine writing" being metro sexual meta code for Andy has been Damned to hell for, what? That's the Question. What has Lucifer got on you Borowitz?
Is it being the only successful writer from an all-male writer's circle concerned with happiness, to wit, "being merry and gay". A writing group based on the movie "Elf", which has failed to garner any attention whatsoever for it's members, no buzz, no synergy, just that silly little gig for the New Yorker... A writing group for merry men,, from their bylaws, " formed to focus on happiness laced christmas-centric fare to be enjoyed by all men of good cheer anytime of the year."
David, I agree with just about everything in your last comment, and I expect we agree on 95+% of education issues. I was also a teacher for all of my lengthy career, and I worked with hundreds of other teachers and thousands of students. I worked in two states that were not right-to-work states so i was also active in the union. (I was on strike four times in my career.)
My attitudes are ...as they are for most people...shaped largely by my own experiences. I found that what took place outside classrooms (pullout programs) was largely irrelevant in impacting student outcomes. I had plenty of students who had bilingual services, speech and language therapy, special education resource help, gifted ed, physical therapy, etc... In most cases the out of classroom time was enjoyable for the kids, but not terribly productive. To me quality teaching is essentially being able to create a safe and secure environment where students can focus on their studies, knowing a variety of pedagogical approaches to help students learn at their own pace to the extent that having a class of 25+ kids allows..and helping kids learn to think for themselves.
Marty, you've clearly looked into the finance issues more carefully than I have. And you're right that TUSD gets more per student than neighboring districts, so far as I know. I simply haven't looked deeply enough into this, nor do I have the understanding of budgets I need to come up to a clear, definitive conclusion.
I think you're being overly simplistic when you say the only thing that matters is "quality teaching," but I'll bet if we went back and forth and hashed it out, our conclusions wouldn't be that far apart. Lots of it depends on the definition of the term "quality teaching." Nonetheless, as a teacher from the beginning to the end of my career, I agree that nothing is more important than that place where the rubber meets the road -- the teacher working with students in the classroom. Everything else is there to make sure that interaction is as effective as possible (Now it's me who's being overly simplistic!).
Francis, the phase you quoted from Marty's comment isn't gibberish. It's a good, concise statement of what I tried to point out in at far more length in my post, http://www.tucsonweekly.com/TheRange/archi…
The only thing I'd add to Marty's statement is that schools and school districts are scapegoated along with teachers.
".....This is scapegoating teachers in poor communities for the failure of societal institutions to work well for all children....." pray tell!!! what does this gibberish mean???
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