It will probably be several weeks before the full effects are known. Dallas ISD is about 500 teachers lighter today than it was two weeks ago. Yesterday the forced layoff notices went out, to teachers whose positions could not be saved by another teacher’s having retired, or simply resigned.
There is great irony. The year started with a mass meeting of Dallas’s 20,000 or so teachers, with an inspirational speech from a Dallas fifth grader. After nearly a decade of shaky leadership at the district office, most people thought Dallas ISD Superintendent Michael Hinojosa was close to established trim in the ship of educational state. Even Dallas Mayer Tom Leppart showed up to congratulate Hinojosa and cheer on the teachers.
News of an $84 million shortfall, the result of finance and payroll offices failing to integrate their systems, followed a couple of weeks later, and it’s been a downhill slide for teachers since then. NEA and AFT affiliates point to a lot of problems in Dallas ISD financial controls. How could they not notice an $84 million hemorrhage?
(Let me note here that I’ve been at private corporations that made errors of similar magnitude. Generally the problems were dealt with quietly. “Writeoff of bad investment” was what the annual reports usually said, or something like that.)
Originally, we heard 750 teachers would go. There are about 250 schools in the district — three teachers per school. Welcome to “Survivor, Dallas ISD.” Who gets to vote whom off the island?
Morale is low. It’s been interesting to see who used the turmoil as just an excuse to get out. It’s been interesting to see how many teachers had illnesses suddenly flare up. Requests for information or work from the central offices get a lot more sneers from teachers. In the teacher’s work areas, in meetings in the hallways, cynicism rose to all time highs.
Our department of about 20 people lost two — one position that was not yet filled, and one retirement. That’s a 10% hit. Overall, our school lost just under a dozen teachers. So much for the “three per school” hope. It’s still unclear how some classes will be covered come Monday. Some schools will have to shuffle their student/class assignments completely. We’re starting over on the year, eight weeks in.
Some of the effects are predictable, some are not.
Special education teachers laid off complain that they are paid from federal funds. At least one will sue.
Students whisper to other teachers, wondering whether their favorites will go (why don’t they as the teacher?); sometimes the students hope a teacher will be terminated.
Already noted, illnesses appear to be up.
Several teachers with offers from other districts resigned, collecting a double paycheck for the next few months. Many of the teachers leaving Dallas are among the best. One we lost had just started what promised to be a brilliant career teaching math.
Parents are confused. We had report card/parent-teacher conferences last Monday. One family asked me whether schools would open at all come next Monday.
Class reshufflings yield gaps in education, when a student moves from one class where subject A had not been covered, to another class where subject A was taught in a project three weeks ago.
So, damage is done that cannot be undone. Teachers who had spirited devotion to their jobs and the district less than two months ago, hunker down.
That’s a good metaphor for Dallas schools right now. We’ve amputated most of an arm. No time to mourn. Move on. Except, there was no rock, and there was no chance to make such a clear calculation.
Show a teacher some sort of appreciation this week, will ya?
Barnes and Noble offers 25% off of most books for personal or classroom use, and 10% off of CDs and DVDs, to teachers. Teachers, you can buy your own appreciation gifts.
Barnes and Noble logo for Educator Appreciation Week 2008
Starbucks in Dallas offered a free cup of coffee to teachers every Monday in September. What other goodies are there out there for teachers?
Dallas teachers are looking for good buys. Layoff announcements should come this week — Educator Appreciation Week.
Is there an Academy Award for irony in a supporting role?
Spread the word; friends don't allow friends to repeat history.
The Maharajah of CashmereThe Illustrated London News December 18, 1875 (From a longer story on the Prince of Wales visit to India in 1875.) – “With regard to the Maharajah of Cashmere, whose residence and political relations, beneath the Himalayas and in the Valley of the Upper Indus, are very remote from Bombay, we defer any notice of him till the Prince of Wales goes to visit him in Cashmere. The portrait of this Maharajah is from a photograph by Messrs. Bourne and Shepherd, of India.”
World history teachers, bookmark this site: Harappa.com
It’s a rich site about India and Pakistan, and includes information and images about the Harappa and Mohenjo-Daro civilizations.
Great images for your classrooms, or for your students’ projects.
Tip of the old scrub brush to John Maunu teaching AP World History in Grosse Ile, Michigan.
(Full text of description of site from the Asian Studies WWW Monitor below the fold.)
Let’s get back to education nuts and bolts for a while. I have not commented on this partly because I’ve been on the road and just busier than most teachers with three preps, and partly because this is just jaw-droppingly unbelievable stuff.
Education nuts, anyway, maybe without the bolts.
Officials at Dallas Independent School District (DISD) announced over a week ago they had discovered an accounting error that led to hiring too many new teachers, and a $64 million shortfall. The Board of Trustees asked for more details to a plan proposed last week that includes layoffs of teachers, including some that were newly-hired.
The second report is due this afternoon, and the DISD Board will meet tonight to consider action. If people are not cut, the budget shortfall will double in the rest of this fiscal year.
Most teachers have been working on estimates that 750 teachers will be axed, which works out to about 3 from each campus.
More employees could be laid off than expected. We’re hearing from a good source that 1,209 employees would be let go if the board approves to have a reduction in force at today’s 3 p.m. meeting.
The layoff numbers breakdown like this:
Central office – 164
Campus non-contract support staff – 250
Campus administrators – 50
Teachers – 675
Non-teaching campus support staff – 70
One more battle lost in the War on Education. For Dallas, this is a big one, for the effects on morale alone.
Coupled with the collapse of schools in Milwaukee, lack of gasoline in Tennessee, the unmitigated and unreported natural disaster from the storm named Gustav that hit Baton Rouge, the known disaster caused by Hurricane and Tropical Depression Ike, one might be excuse for thinking much of the U.S. is sinking to second- or third-world status. Oh, and did I mention that most of our larger financial institutions are in ruins, too?
As one of the more recent hires in Dallas ISD, excuse me while I go back to working with the kids.
What? You thought I’d have time to chew my fingernails? You don’t know jack about teaching, or teachers, if you thought that.
One way to get better use out of technology is to let your students use it. How about having students make posts to a blog, for credit? They learn how to write, they learn technology, and they learn the class material.
Here’s a great example of a classroom-driven blog, where the students do most of the work: Extreme Biology. Miss Baker’s Biology Class holds forth from a school in the northeast, with 9th grade and AP biology students doing most of the work.
Here’s another good example, from another biology class (in Appleton, Wisconsin — close to you, James!): Endless Forms Most Beautiful (every biologist will recognize the title from biology literature).
A smaller, less-highly regarded force of Athenians faced a larger, better trained, more experienced army of Persians. Sparta’s promised reinforcements had not yet arrived.
And yet the Greeks triumphed over the Persians at Marathon. How?
Two Greek generals followed the dictates of Santayana, whose ghost couldn’t exist because his corporeal existence was nearly 2,500 years in the future — they studied history, and they made plans to avoid the errors others had made in the past.
The two Athenian commanders, Callimachus and Miltiades (the latter having fought in the Persian army himself), used their knowledge of Persian battle tactics to turn the tide further in their favor. As the clatter of spears, swords and shields echoed through the valley, the Greeks had ensured that their best hoplites (heavily armed infantry) were on the flanks and that their ranks were thinned in the center. Persian battle doctrine dictated that their best troops, true Persians, fought in the center, while conscripts, pressed into service from tribute states, fought on the flanks. The Persian elite forces surged into the center of the fray, easily gaining the ascendancy. But this time it was a fatal mistake. The Persian conscripts whom the Hellenic hoplites faced on the flanks quickly broke into flight. The Greeks then made another crucial decision: Instead of pursuing their fleeing foes, they turned inward to aid their countrymen fighting in the center of the battle.
By then, the Persians were in a state of utter confusion. Their tactics had failed, their cavalry was absent and their archers were useless. Their more heavily armed and armored opponents, who could sense that victory was close, were attacking them from three sides and pushing them into the sea. The Persians fled back to their ships. Many of the Athenians, buoyed by their success, dragged several of the Persian vessels to shore, slaughtering those on board.
When the day was over, the Greeks had won one of history’s most famous victories, claiming to have killed about 6,400 Persians for the loss of only 192 Athenians. The Spartans eventually arrived, but only after the battle was long over. To assuage their disbelief in the Athenians’ victory, they toured the battlefield. To their amazement, they found the claim of victory was indeed true. The Athenians had defeated the most powerful empire in the Western world.
It was a great victory. The Athenians had been so certain of defeat, however, that they had made plans to burn Athens and have Athenians left behind commit suicide rather than be captured by the Persians. In order to prevent the plans from going through, they needed one more tremendous piece of history, and they called on their runner:
With time of the essence, the Athenians dispatched Pheidippides to inform Athens’ populace of their victory before the troops arrived. The tale goes that after running the 26 miles from Marathon to Athens, Pheidippides exclaimed: “Rejoice! We conquer!” then died from exhaustion. Whether true or not, that is the source of the modern-day marathon race; the distance of the modern race reflects the distance Pheidippides ran.
I opened world history this year asking how many had seen the movie “300.” It produced some excitement, which I was glad to see. Not enough students knew that it was based on a real battle. We recounted the story of the victories at Thermopylae and Salamis, and then told the story of the set up for that war, the Greek victory at Marathon. It was just after the Olympics closed — tying the battles to the last event of the Olympics, in honor of Pheidippides, made for a great class, for me. For the students? I hope so.
One of my intended learning points was that history is about the stories, not about memorizing dates and places. Stories, they like. Dates and places, not so much.
Another point: History is all around us, even when we play couch potato and just watch the Olympics.
I knew I’d scored when a student asked me after class whether I knew when this year’s marathon would be rebroadcast, so she could watch it.
Spread the word; friends don't allow friends to repeat history.
It’s State Fair time in several states — Minnesota’s fair is in full swing, Texas’s fair is gearing up, for example — time to take a look at various carnivals and think about midway rides, no?
What is Sarah Palin’s record on education as Governor of Alaska? One place to look would be her two State of the State addresses to the Alaska legislature, in which she laid out her plans for education. These speeches do not indicate what was actually enacted into law in the following legislative session, but they offer a glimpse of what Palin hoped to do.
So here are the education sections of her speeches, without comment – except that at the end of the post, I include her office’s release of Alaska’s educational acheivement on standards measures, as recorded in 2008.
. . . First, my philosophy: More government is not the answer. But we all know government’s proper role is to help change the conditions to improve lives and economically stimulate communities. Government can’t make you happy, it can’t make you healthy, it can’t make you a productive member of society. Government’s role is to provide the tools.
One such tool is education. My commitment to education is unwavering.
My budget includes fully funding the “K through 12” foundation formula. In addition, I’ve included more than $200 million in new dollars to cover the increased retirement costs for local school districts, so that more local school district dollars get into the classroom, where the money belongs.
Remember, we’re facing a potential $10 billion dollar PERS / TRS retirement plan shortfall that affects local schools. Our $200 million dollar line item for school districts is part of the half BILLION dollar proposal to help the districts, local governments and the state alleviate the pension plan burden while we work with the Legislature on a long-term solution.
I’ve also committed to help provide local school districts with more predictability, for better planning by supporting “early funding of education.” So I’ll introduce a separate education appropriation bill and ask the Legislature to begin work on it immediately and ask that it’s passed within the first 60 days of the session. Our local school districts deserve to know what they have to work with early enough for them to create efficiencies through planning. They shouldn’t have to “pink slip” teachers in the spring, and make “last minute” rehire attempts in the fall.
But my vision for education is NOT only about funding – it’s about changing the way we think about, and operate our schools. It’s not the amount of money we pour into each child, but how we spend the money that counts.
We’ll look at successful education programs statewide and Outside that can be replicated, and we’ll look at new approaches! We’ve got to do something different. Our high school graduation rate is 61%. That’s unacceptable! Our vo-tech opportunities need to grow so that our kids stay in school and then fill the voids in our industries. And at the same time, we need to make sure those who want to go to college are ready.
We know that we need more mechanics, technicians, teachers, doctors, and nurses. We shouldn’t have to import our workforce when it’s growing up before us.
And so a centerpiece of my administration IS our commitment to a “world class education” system. Let’s take education and move beyond No Child Left Behind to ensure that “no ALASKAN is left behind.”
We’ll work with our Congressional delegation to ADAPT federal mandates to fit Alaska. I’m so thankful Sen. Lisa Murkowski is also committed to changing federal requirements so they make sense for the uniqueness here. Flexibility is needed, for rural schools, especially.
To meet our challenges, I’ve asked our departments to bring together the private sector, the Department of Labor, postsecondary institutions, and our wonderful alternative education choices, including home schools, to ensure that students have the skills to meet Alaska’s workforce needs. And, I will continue to ask families and individuals to take more responsibility.
You’ll hopefully find this theme consistent throughout my administration – cooperative efforts and personal accountability. . . .
Alaska Gov. Sarah Palin delivering her 2008 State of the State address, January 15, 2008 - Photo from Palin's official website
. . . Challenges lie ahead, but let’s look back at the last year and at some accomplishments. In Education, we are shaping a three-year funding plan to finally shift the school debate from perpetual “money talk” to accountability and achievement! We are focusing on foundational skills needed in the “real-world” workplace and in college. . . .
It is our energy development that pays for essential services, like education. Victor Hugo said, “He who opens a school door, closes a prison.” It’s a privileged obligation we have to “open education doors.” Every child, of every ability, is to be cherished and loved and taught. Every child provides this world hope. They are the most beautiful ingredient in our sometimes muddied up world. I am committed to our children and their education. Stepping through “the door” is about more than passing a standardized test. We need kids prepared to pass life’s tests – like getting a job and valuing a strong work ethic. Our Three-year Education Plan invests more than a billion dollars each year. We must forward-fund education, letting schools plan ahead. We must stop pink-slipping teachers, and then struggle to recruit and retain them the next year.
We will enable schools to finally focus on innovation and accountability to see superior results. We’re asking lawmakers to pass a new K-12 funding plan early this year. This is a significant investment that is needed to increase the base student allocation, district cost factors and intensive needs students. It includes $100 million in school construction and deferred maintenance. There is awesome potential to improve education, respect good teachers, and embrace choice for parents. This potential will prime Alaska to compete in a global economy that is so competitive it will blow us away if we are not prepared. Beyond high school, we will boost job training and University options. We are proposing more than $10 million in new funding for apprenticeship programs, expansion of construction, engineering and health care degrees to meet demands. But it must be about more than funds, it must be a change in philosophy. It is time to shift focus, from just dollars and cents to “caliyulriit,” which is Yupik for “people who want to work.” Work for pride in supporting our families, in and out of the home. Work for purpose and for action, and ultimately destiny fulfilled by being fruitful. It’s about results and getting kids excited about their future – whether it is college, trade school or military. The Lieutenant Governor and I are working on a plan to make attending Alaska’s universities and trade schools a reality for more Alaskans through merit scholarships.
Education achievement statistics from the Governor’s Office, 2008:
This year’s inspiration for Dallas teachers comes from Dalton Sherman, a fifth grader at Charles Rice Learning Center. Here’s a YouTube video of the presentation about 20,000 of us watched last Wednesday, a small point that redeemed the annual “convocation” exercise, for 2008:
Sherman’s presentation rescued what had been shaping up as another day of rah-rah imprecations to teachers who badly wanted, and in my case needed, to be spending time putting classrooms together.
(By the way, at the start of his presentation, you can see several people leap to their feet in the first row — Mom, Dad, and older brother. Nice built-in cheering section.)
Staff at DISD headquarters put the speech together for Dalton to memorize, and he worked over the summer to get it down. This background is wonderfully encouraging.
First, it makes a statement that DISD officials learn from mistakes. Last year the keynote was given by a speaker out of central casting’s “classic motivational speaker” reserves. As one teacher described it to me before the fete last Wednesday, “It was a real beating.”
Second, DISD’s planning ahead to pull this off suggests someone is looking a little bit down the road. This was a four or five month exercise for a less-than-10 minute presentation. It’s nice to know someone’s looking ahead at all.
Third, the cynical teachers gave Dalton Sherman a warm standing ovation. That it was delivered by a 10-year-old kids from DISD made a strong symbol. But the content was what hooked the teachers. Superintendent Michael Hinojosa provided a death-by-PowerPoint presentation leading up to the speech, one that was probably not designed solely as contrasting lead in. In other words, Dalton Sherman’s speech demonstrated as nothing else the district has done lately that someone downtown understands that the teachers count, the foot soldiers in our war on ignorance and jihad for progress.
The kids came back Monday, bless ’em. School’s in session, to anyone paying attention.
I teach biology and I would like to add a story in encouragement to other biology teachers. About 15 years ago I was teaching a botany course to college sophomores and started discussing the evolution of land plants. Expressions began to harden. Students stopped taking notes. So I stopped and asked if my discussion of evolution was bothering them. Many nodded and one said, “Why do teachers act like evolution is a fact?” At the time I had little experience and had assumed they had a working knowledge of evolution from previous classes at college as well as from high school biology. They did not. I didn’t have much time left that day, but I did explain some of the lines of evidence that support evolution.
The next day, one of my students came in and slammed a stack of books onto her table. She said, “I am so mad! I am so angry!” She looked near tears. She said, “My parents never let me even hear the word, evolution! They said it was all lies! I went to the library last night and got out books about it!” (and here she held up Origin of Species) Then she said, “It makes so much SENSE! I am so angry I never got to learn about it before!”
Now I teach a class entirely about evolution and I think of her often. She still gives me inspiration to keep on trying to open up minds.
Would your local paper have the guts to report on this issue, for your local schools? (The Times went to Florida; heaven knows few Florida papers could cover the issue in Florida so well.)
What is your local school board doing to support science education, especially for evolution, in your town? Or is your local school board making it harder for teachers to do their jobs?
What is your state education authority doing to support science education, especially in evolution, in your state? Or is your state school board working to make it harder for teachers to do their jobs, and working to dumb down America’s kids?
Do your school authorities know that they bet against your students when they short evolution, because knowledge about evolution is required for 25% of the AP biology test, and is useful for boosting scores on the SAT and ACT?
Does your state science test test evolution?
Do your school authorities understand they are throwing away taxpayer dollars when they encourage the teaching of voodoo science, like intelligent design?
It takes a good paper like the Times to lay it on the line:
The Dover decision in December of that year [2005] dealt a blow to “intelligent design,” which posits that life is too complex to be explained by evolution alone, and has been widely promoted by religious advocates since the Supreme Court’s 1987 ban on creationism in public schools. The federal judge in the case called the doctrine “creationism re-labeled,” and found the Dover school board had violated the constitutional separation of church and state by requiring teachers to mention it. The school district paid $1 million in legal costs.
That hasn’t slowed the Texas State Board of Education’s rush to get the state entangled in litigation over putting religious dogma in place of science. The Texas Education Agency (TEA) is already embroiled in one suit, brought by the science-promoting science curriculum expert they fired for noting in an e-mail that science historian Barbara Forrest was speaking in a public event in Austin. TEA may well lose this case, and their side is not helped when State Board Chairman Don McLeroy cavorts with creationists in a session teaching illegal classroom tactics to teachers. Clearly Texas education officials are not reading the newspapers, the court decisions, or the science books.
Here’s one of the charts accompanied the article. While you read it, consider these items: The top 10% of science students in China outnumber all the science students in the U.S.; the U.S. last year graduated more engineers from foreign countries than from the U.S.; the largest portion were from China. China graduated several times the number of engineers the U.S. did, and almost all of them were from China.
Copyright 2008 by the New York Times
Can we afford to dumb down any part of our science curriculum, for any reason? Is it unfair to consider creationism advocates, including intelligent design advocates, as “surrender monkeys in the trade and education wars with China?”
Update: 10:00 p.m. Central, this story is the most e-mailed from the New York Times site today; list below the fold.
Last week, AiG speaker Mike Riddle did a series of talks in Brenham, Texas. On the first day, Mike did four different sessions for 1st–6th graders. He usually speaks to young people on topics like “The Riddle of the Dinosaurs,” AiG’s well-known “7C’s of History,” and fossils.
On the next day, Mike did four special sessions for teachers. Each presentation was geared to help instructors be better prepared to teach origins in the public schools. In addition to speaking on what creationists believe, he spoke on understanding presuppositions and assumptions in the origins debate–and using critical thinking skills. Mike also had the opportunity to meet with the Chairman of the Texas State School Board, Don McLeroy (a biblical creationist), and gave presentations to an open audience at the Brenham High School auditorium.
Mike and Don McLeroy (Chairman, Texas State School Board)
“Special sessions for teachers?” Oy vey.
1. I’ll wager, if those were real, public school teachers, they were given continuing education credits for attending. That would be illegal, especially if Riddle did not preface his presentations with a legal disclaimer that what he urges is contrary to Texas science standards and contrary to the Constitution. Want to wager whether he did?
2. What’s McLeroy doing there? Doesn’t he know he’s supposed to maintain antiseptic separation from such controversial stuff? They fire people from the TEA for attending sessions that are legal and support the Texas standards. What sort of Quisling action is this on McLeroy’s part?
3. Is Rick Perry watching? The state’s legal fees will rise dramatically as a result of this kind of bad judgment at the SBOE. Can Texas taxpayers afford this?
4. Why does Don McLeroy hate Texas’s smarter, college-bound children so?
It takes a particular form of chutzpah to stand idly by while qualified science teachers are fired from the state’s education agency for promoting science, and then go cavort with creationists. It may not be cowardice exactly, but courage is its antonym.
Spread the word; friends don't allow friends to repeat history.
Or, until that account is unsuspended by the forces supporting Donald Trump: Follow @FillmoreWhite, the account of the Millard Fillmore White House Library
We've been soaking in the Bathtub for several months, long enough that some of the links we've used have gone to the Great Internet in the Sky.
If you find a dead link, please leave a comment to that post, and tell us what link has expired.
Thanks!
Retired teacher of law, economics, history, AP government, psychology and science. Former speechwriter, press guy and legislative aide in U.S. Senate. Former Department of Education. Former airline real estate, telecom towers, Big 6 (that old!) consultant. Lab and field research in air pollution control.
My blog, Millard Fillmore's Bathtub, is a continuing experiment to test how to use blogs to improve and speed up learning processes for students, perhaps by making some of the courses actually interesting. It is a blog for teachers, to see if we can use blogs. It is for people interested in social studies and social studies education, to see if we can learn to get it right. It's a blog for science fans, to promote good science and good science policy. It's a blog for people interested in good government and how to achieve it.
BS in Mass Communication, University of Utah
Graduate study in Rhetoric and Speech Communication, University of Arizona
JD from the National Law Center, George Washington University
Posted by Ed Darrell 
![The Maharajah of Cashmere The Illustrated London News December 18, 1875 [From a longer story on the Prince of Wales visit to India in 1875.] With regard to the Maharajah of Cashmere, whose residence and political relations, beneath the Himalayas and in the Valley of the Upper Indus, are very remote from Bombay, we defer any notice of him till the Prince of Wales goes to visit him in Cashmere. The portrait of this Maharajah is from a photograph by Messrs. Bourne and Shepherd, of India.](https://i0.wp.com/www.harappa.com/engr/gif/kashmah.gif "Maharaja of Cashmere 1875, Harappa.com")
Millard Fillmore's Bathtub 