The Entrance Band – M.L.K.

A shout out to my friend and colleague, Tyler, whose alma mater, Chapman University, hosted Rev. Martin Luther King in 1961. While the text of Dr. King’s address, found here, speaks specifically to the progress of race relations, both Tyler and I couldn’t help but notice that his characterization of the current status of race relations runs parallel to the current philosophical bifurcation that is plaguing the education reform debates today (particularly as it relates to the hot-button issues of evaluation, and “value-added”).

In short, Dr. King’s call for a realist, progressive, and (most importantly) actionable attitude and commitment speaks volumes. In this analogy, it seems Dr. King can also teach us something about the dangers of extremism and polarization. Simply put, for Dr. King, the biggest problem of opposite and extreme viewpoints is not that they are wrong, but that they lead toward inaction.

Below, I’ll quote a bit of a lengthy portion from the address, but it is well worth it. Dr. King’s words of wisdom continue to speak not only across generations, but in all walks of life.

There are three basic attitudes that can be taken toward the whole question in the area of race relations. The first attitude that can be taken is that of extreme optimism. The extreme optimist in the area of race relations could contend that we have made tremendous strides in the struggle for racial justice. He would point proudly to the progress that has been made in the area of civil rights over the last few decades. From this he would conclude that the problem is just about solved now and that we can sit down comfortably by the wayside and wait on the coming of the inevitable.

The second position that can be taken is that of extreme pessimism. The extreme pessimist in the area of race relations would contend that we have made only minor strides. He would argue that the deep rumblings of discontent from the South, the presence of federal troops in Little Rock, Arkansas, the resurgence of the Ku Klux Klan, and the birth of White Citizens Councils are all indicative of the fact that we are going backwards instead of forwards and that we are creating many more problems than we are solving. And from this the extreme pessimist would conclude that there could be no real progress in the area of race relations.

Now it is interesting to notice that the extreme optimist and the extreme pessimist agree on at least one point. They both feel that we must sit down and do nothing in the area of race relations. The extreme optimist says do nothing because integration is inevitable. The extreme pessimist says do nothing because integration is impossible.

But there is a third position that can be taken, namely the realistic position. The realist in the area of race relations seeks to combine the truths of two opposites, while avoiding the extremes of both. So he would agree with the optimist that we have come a long, long way. But he would seek to balance this by agreeing with the pessimist that we have a long, long way to go.

Ace Frehley – New York Groove

This week was the first week back at school after a long winter’s break. Students mostly completed their winter break math homework, but somehow simultaneously forgotten much of their learning acquired prior to the break.

Regardless, it’s always good to start a new year, and talk about goals (they made me prove that I made my goal from last 2011 – being able to do 52 consecutive pushups, which I did). Kids so far seem glad to be back, albeit shaking the cobwebs from their eyes as they stumble into school each morning.

Good to be back.

Radiohead – No Surprises

I definitely feel like this now…

Yesterday, education blogger Alexander Russo posed a question which I too had been curious about:

To summarize: What on earth should we be calling the education reform critics, especially when those they’re critiquing have been referred to de facto as “the reformers”?

Reformers such as Michelle Rhee, Wendy Kopp, and Arnie Duncan have drawn criticism by a group composed of such folks as Diane Ravitch, John Thompson, and Valerie Strauss. [Note: A decent summary of this debate can be found here, for those unfamiliar with what exactly all this rhetoric is about].

As the Ravitch/Thompson/Strauss types have rallied against the specific strategies used by these “reformers”, bloggers such as Russo (and myself) have struggled to collectively refer to this group of those who oppose “the reformers” with a simple, memorable name. Unfortunately, the best that seems to have been done so far in describing the position of these folks is that of “anti-reform”, giving them the dubious status of being “anti-reformers”. 

The problem with the term “anti-reformers” is that is implies that these folks are simply for the status quo. This could not be further from the truth. In my reading of their insights, these folks do want education reform, but of a very different type than that espoused by the a priori-named “reformers” such as Rhee/Kopp/Duncan.

So, in response to the lack of a good collective term for the “anti-reformers”, I propose that they start calling themselves the “counter-reformers”.

So why does the name “counter-reformers” work?

First, the term “counter” indicates that these folks are, in fact, generally opposed to the strategies espoused by the reformers. As we saw this fall with the Occupy movement, identifying a common “enemy” can be a galvanizing move. “Counter-reformers” are clearly, by their name, against something.

Second, the inclusion of the word “reform” indicates that, while their movement may have started in opposition to something, these folks are definitely not for merely keeping the status quo. “Counter-reformers” do want education reform, but they want reform on the terms that they believe are best for students, families, and communities (in fairness, the “reformers” would say the same thing).

A final consideration for “counter-reformers” gauging whether to self-adopt this term is the potential for its staying power. Simply put, is the term sticky enough to be repeated in public space to the extent that its mere mention will conjure up the ideals and beliefs of its individuals?

To answer this question, I turn back the clock nearly 500 years, when another institution with hugely problematic and corrupt policies and practices underwent its own insurrection from a group of “reformers”, namely Martin Luther, John Calvin, and Ulrich Zwingli, who broke away from the Catholic Church and formed their own protest movement, the “Protestants”. What’s key here is that, in response, the Catholic Church essentially said, “yes, we’ve got some issues, but the way these protestants are dealing with them is completely wrong”. So in response, the Catholics launched the “Counter-reformation”, which sought (and generally did) reform many of the corrupt practices within the church without the divisive split which the protestants sparked.

While that’s probably as far as we should take the naming analogy, it’s of interest to note that the term “Counter-Reformation” is still taught in modern history books, and thus still is a term which both quickly and easily identifies to its modern hearers the content and owners of the practices and policies it refers to.

I think that the Ravitches, Thompsons, and Strausses of the world would do well to re-appropriate this term for themselves in the ever-growing rhetorical gap among education reform advocates today.

Vaughn Williams – A Sea Symphony (I. A Song for All Seas, All Ships)

When, in high school, I had finished being enveloped in the fast-paced action of Jules Verne’s adventures on The Mysterious Island, I imagined another 19th century work of high esteem might satiate my continuing desire for literary escapism.

And so I began to read Moby Dick. There were even excerpts from it in our English class’ anthology textbook. My high school teachers quickly encouraged me to continue, and finish the endeavor of reading this story.

Unfortunately, about three chapters in, I realized I was bored.     B. O. R. E. D. Bored. Nothing was happening. “Call me Ishmael"?” Ok, fine. Then what? Nothing. I quickly put Moby Dick down and quickly forgot about it.

Fast-forward a decade. I’m in Barnes & Noble with a colleague (an English teacher) and upon spotting Moby Dick on the shelves, ask him if it’s really any good. “It’s amazing”, he says, to my utter shock. This did not jive well with my memories from the late 90s. “Really?”, I asked in amazement. I told him of my story of finding the text utterly un-amazing back in high school, to which he assured me that not only was Moby Dick great, but much more readable as one ripens in age.

And just like that, to my surprise, and to the sincere joy of my former high school English teachers, I began Moby Dick for a second time.

Fast forward 3 months. It’s now December, and on my 30th birthday, I finish what turns out to be one amazing story. Actually, it’s not so much a story as it is a 500 page poem in which yes, there are boats, yes there are fish (and whales), and yes there is action and drama, but more so, the story reveals the depth of hatred, perseverance, and utter revenge that drive captain Ahab mad. Simply put, in Moby Dick, not much happens. But with imagery like the following, not much needs to:

Aloft, like a royal czar and king, the sun seemed giving this gentle air to this bold and rolling sea; even as bride to groom. And at the girdling line of the horizon, a soft and tremulous motion — most seen here at the equator — denoted the fond, throbbing trust, the loving alarms, with which the poor bride gave her bosom away.

Tied up and twisted; gnarled and knotted with wrinkles; haggardly firm and unyielding; his eyes glowing like coals, that still glow in the ashes of ruin; untottering Ahab stood forth in the clearness of the morn; lifting his splintered helmet of a brow to the fair girl’s forehead of heaven.

So thank you, high school English teachers, whose perseverance certainly did not pay off a decade ago, but pays off down the road. My best hope is that my students will see the value in the education they are receiving, if not now, then when they turn 30.

Kings of Leon – Birthday

The following people are all celebrating their birthday’s today! How many can you name (click on the image to see the answer). If you get all 18, you’re a real pro. (Honestly, I probably would have gotten about 10 correct).

December 30, 1986

December 30, 1984

December 30, 1978

December 30, 1976

December 30, 1975

December 30, 1972

December 30, 1961

(Foreground) December 30, 1961

December 30, 1957

December 30, 1947

December 30, 1946

December 30, 1945

December 30, 1942

December 30, 1937

December 30, 1935

December 30, 1934

December 30, 1920

December 30, 1865

It seems like everybody is giving their Top 10 best films of the year nowadays. Rather than add another list onto this endless pile of already circulating lists, I thought I’d do something different this time. So in this post, I’ll be listing the top 10 films I saw this year that were actually first released in previous years! The only criteria? Did I see it for the first time in 2011, and was it released in year prior to 2011? In other words, yes, The Tree of Life was a great film, but it won’t appear on this list. A big shout-out to Netflix and Flixster for making it so easy to both watch and catalog these films.

10. The September Issue (2008). Just a head’s up: you’re going to see a lot of documentaries on this list, the first of which, is a documentary of the process by which Vogue releases their September issue. So why on earth did this film make it on my Top 10 list if I’m not at all interested in the fashion industry, let alone Vogue magazine. Simply put, The September Issue documents someone (actually two people) who are profoundly good at what they do, and the passion by which they pursue their goals is simply fascinating to watch.

9. Harvard Beats Yale 29-29 (2008). From fashion to football, Harvard Beats Yale 29-29 is another documentary of one particular game in which grossly overmatched Harvard University pulls off an upset-tie with heavily favored Yale. That the title gives away the final score does not in the least detract from the drama of this tale told by the young men involved in the game itself.

8. Dog Day Afternoon (1975). So I knew Al Pacino was a good actor, but I never really knew how good until I began exploring his canon of work from the 1970s. Playing a sympathetic bank robber, Al Pacino manages to carry the whole story on his shoulders as the tension steadily mounts in this drama. I can’t believe that I had never seen this movie until nearly 40 years after its release (the first 6 are forgiven). Definitely a keeper here.

7. The Treasure of the Sierra Madre (1948). As good as Al Pacino is as an actor, Humphrey Bogart is even better. While newer films such as There Will Be Blood explore the darkness of the soul filled with greed, The Treasure of the Sierra Madre reminds us that there are essentially no new questions nowadays. The issues of greed, selfishness, and an unquenchable desire for wealth were fully explored back in 1948 (yes, over 60 year ago!). Absolutely worth watching.

6. Quantum Hoops (2007). What’s a good list without a good sports movie? Quantum Hoops is a documentary which shows the Cal Tech men’s basketball team during a 21-year (YES, 21-YEAR) losing streak. Suffice it to say that these math, science, and engineering majors were not recruited for their basketball skills, but the way that persistence plays into their pursuit of a win is truly remarkable. I’d be very tempted to share clips of this with my students when the temptation to give up seems all too strong.

5. The Boys: The Sherman Brothers’ Story (2009). If you either (a) like music in the slightest bit, or (b) grew up watching Disney classic films, such as Mary Poppins, or The Jungle Book, then you simply must check out the documentary The Boys, which details the story of the brothers who composed the majority of the music for these films. Brilliant story, and obviously brilliant soundtrack.

4. When We Were Kings (1996). Surprise, surprise. Another documentary (and the 3rd sports documentary in this list), this time documenting the Rumble In the Jungle between Muhammed Ali and George Foreman. While I had only seen bits and pieces of the two fighters in Sportscenter clip shows, watching a whole feature documentary on them proved quite amazing as you realize how different these two fighters actually were. A little peek into boxing history!

3. Of Gods and Men (2010). While not a documentary, this scripted drama feature tells the true story of monks who must choose between abandoning the community they were called to serve and staying to face possible death. With all that is dark, dire, and dreary in the world, this is a testament of hope. Of Gods and Men is truly a wonderful film and speaks with both authority and humility about what both faith and resolve can accomplish.

2. Winnebago Man (2010). Jack Rebney was once hired to produce a series of TV advertisements for, you guessed it, Winnebagos. What emerged was possibly the first ever viral videos of a frustrated, angry, and expletive-laden man who was having a really bad day. In this documentary, the legend himself, Jack Rebney is tracked down and asked about his days filming commercials for recreational vehicles. Getting to know this man is just as fascinating as watching the original NSFW outtakes.

1. Mary and Max (2009). By far, Mary and Max was the best film I saw all year (new films included), in which a pen-pal relationship between Australian girl and a New York City man is randomly struck up. The combination of clay-mation, artful storytelling, important themes, as well as a haunting soundtrack by Penguin Café Orchestra produces quite an amazing story that will leave you with feelings from being in pure joy, to being utterly confuzzled.

John & Yoko – Happy X-mas (War is Over)

Dear Santa,

Tomorrow is Christmas! And with it, I’m wrapping up with this last item on my 2011 Educational Wishlist. If you can’t recall (or have misplaced) all 10 so far, be sure to check the list below.

So Santa, what’d I’d really, really, really like this Christmas is a paradigm shift. Unfortunately, there do seem to be two “sides” in this debate, without much room for a more thoughtful and nuanced middle ground.

So Santa, my last item on my Christmas list is for me. Santa, give me the gift of patience. Give me the gift of not assuming malicious intentions of any education writers, bloggers, policymakers. Give me the gift of being able to challenge ideas that are wrong without resorting to vilification.

So Santa, just to recap, here’s my list one more time. Everything I want in 2011!

1. Rhetorical Nuance
2. Local Examples of Schools that Successfully Engage Families
3. District/Charter Collaboration
4. Real Coaching
5. More Classroom Visitations
6. A Revised Public School Choice
7. Better Data
8. Wrap-around Family Services
9. Increased Voter Turnout
10. End Social Promotion

The Who – Christmas

We’re almost there, Santa!

The recent personal event of having another nephew being born yesterday highlights, once again, the critical role that parents and families play in the education of their children.

While school districts¹, reform advocates², parent groups³, and unions⁴ all seem to agree on the importance of “parent engagement”, the sad truth is that every single initiative I’ve encountered from these groups has been a top-down strategy that, in the end, is either too specific to apply to an individual school like mine, or too vague to be any use at all.

For example, in LAUSD, we now have a whole division dedicated to family engagement. Led by former director of the non-profit Families in Schools⁵, the LAUSD Families⁶ office has begun its work in earnest. But what exactly are they doing? Well, they’ve written a document called Parents Bill of Rights and Responsibilities⁷(a document which no one at my school seems to know exists), and developed a poll (as of now about 700 parents have responded to it, which is in the range of one- to two-tenths of a percent of my estimate of the number of parents in LAUSD). Clicking on the “School Resources” link gives very few actionable steps to take at my school, and the “Parent Resources” link is even more dismal – “Hey parents! Click here and download a giant PDF of the LAUSD Parent handbook”.

Look, Santa. Here’s what I want. And I know you can do it because it’s easy. EASY. While having a district-wide strategy is important, tell the district that they mainly need to be focused on becoming a "Parent Engagement Resource Center”, or PERC, since we seem to acronymify everything nowadays (and “verbify” everything too). What does a PERC do? Really simple. It’s main jobs are to:

• Scour the district and find schools that actually are doing parent engagement well. I KNOW there are schools out there.
• Develop a system to catalogue not only what these schools are doing, but who at the schools are doing them (more on this later).
• Include both numerical data AND, just as (if not more) importantly, anecdotal data as well.
• Allow, encourage, and foster communication between schools who want to learn parent engagement strategies with those who seem to be leading the way.

But how do they actually do this? Well, assuming that the district know which schools seem to be doing parent engagement well, here are some ideas:

• LAUSD could compile an online database with names and emails of leaders at each school with exemplary parental engagement.
• LAUSD could provide stipends for leaders at these exemplary schools to provide workshops, classes, or PDs.
• LAUSD could provide sub-time for teachers, and principals to visit schools where parent engagement is done well.

Simply put, there ARE great things going on in the district right now, but no one seems to know about them. If the district can act as a facilitator rather than a manager in this regard, schools might actually be able to see not only “what’s working” but be inspired to tweak it to meet the needs of their own school community.

Santa, make it happen!

1. LA Daily News: LAUSD aims to engage parents in schools
2. Intersections South LA: “Don’t Hold Us Back” Movement Rallies at LAUSD Meeting
3. Transparent: A grassroots organization focused on making LAUSD better for our kids!
4. Long Beach Press-Telegram: UTLA workshop will help parents teach kids over summer
5. Families in Schools website
6. LAUSD Families website
7. Parents Bill of Rights and Responsibilities

Aimee Mann – Calling on Mary

Dear Santa,

First, I hope you appreciate the format change of this blog post. Rather than embedding links, I’ve referenced all the links at the bottom of this post. Hopefully easier reading, and more knowing what you’d like to explore. Thanks and happy reading!

Waiting For Superman director Davis Guggenheim characterized charter schools as incubators. “We can take those ideas and pull them into mainstream schools,” he explains in a 2010 NPR interview [1].

To a certain extent, we’re seeing some of that right now. LAUSD and our union, UTLA, recently came to an agreement (you can view both LAUSD’s take [2] and UTLA’s take [3] on this agreement). That this agreement is characterized by some as giving charter-like autonomies [4] to campuses speaks to the fact that some do actually believe in the charters-as-idea-incubators descriptor. It is to this end that the original charter schools were created and it is to this end that I am actually in support of charter schools.

Yet, while the original intent was likely noble, the surrounding policies have created incentives that, more often than not, result in competition rather than collaboration. Again, while initially noble in nature, policies like California State Prop 39 [5] and LAUSD’s Public School Choice [6] devolved into systems that incentivized both District schools and Charter schools to not collaborate, but rather act in their own self-interests when it came to things like enrollment, data, and rhetoric.

Fast forward to 2011: We’re in a state of being in which, as a firmly committed LAUSD teacher, my mere mention of anything but vilification of charter schools will cause some to question just how firm my commitment to the district actually is.

So Santa, for this Christmas, what I’d really like is forums and opportunities to actually work with charters to explore actual strategies that might help kids. Everything from how to best serve all kids [7], to school culture [8]. Everything should be on the table as we work together to teach our kids!

Links:

1. Davis Guggenheim’s NPR Interview
2. LAUSD’s take on Tentative Agreement
3. UTLA’s take on Tentative Agreement
4. Deasy’s Twitter account regarding charter-like autonomies
5. Daily News: Charters See Win in Court Ruling (Prop 39)
6. Youtube: Deasy on Public School Choice
7. Miami Herald: South Florida charter schools admit few special needs children
8. Hechinger Report: A look inside a successful charter school culture