Saturday, 30 June 2018

Meanwhile, in the U.K., thanks to the Tories....

This from the BBC

The number of teachers working in state-funded schools in England has fallen to its lowest level since 2013, official statistics show. 

Last year, 451,900 full time equivalent teachers were working in English state schools, compared with 457,000 in 2016. 

Teacher numbers have not been lower since 2013, according to figures published on Thursday by the Department for Education . 

The government said recruiting more teachers was a top priority. 

Until last year, teacher numbers had been rising steadily. 

In 2011, there were 440,000 teachers in English schools, reaching 449,000 by 2013, and 457,000 by 2016 - but last year the number fell sharply. 

Dr Mary Bousted, joint general secretary of the largest teachers' union, the NEU, said the statistics would make "grim reading" for Education Secretary Damian Hinds. 

She said qualified teachers leaving the profession outnumbered new recruits. 

"We are losing teachers too quickly, undoubtedly because the government is burning them out with an excessive workload and they can earn more and have a better work-life balance in another profession."

Chris Keates, general secretary of the NASUWT union, said parents would be particularly concerned that the teacher shortage coincided with evidence of increasing class sizes. 

Separate government figures, also published on Thursday, show the number of pupils in England's schools continues to rise, with secondary schools affected for the fourth year in a row. 

There are now 66,000 more children in England's schools, compared with last year. 

Some of the increase is in primaries but most of it is in secondaries, where overall numbers have risen 35,400 as the baby boom of the early 2000s makes the transition. 

'Skills shortage'

The figures suggest the staffing crisis means teachers increasingly lack university-level qualifications in the subjects they teach, with more than a third of physics teachers and almost a quarter of chemistry teachers without a relevant higher education qualification in the subjects. 

A spokesman for the Department for Education pointed out that an additional 32,000 trainee teachers had been recruited last year. 

"Teacher recruitment will always be challenging in a strong economy with record numbers of jobs," he said.

"But we know there is more to do, which is why the education secretary has made it his top priority to make sure teaching remains an attractive and fulfilling profession." 

Mr Hinds has already promised to cut teachers' workload and to reduce their "bureaucratic burden".

Paul Whiteman, general secretary of the school leaders' union NAHT, said ministers had until recently failed to heed warnings about staffing. 

He urged ministers "to address the root causes of the problem, which sees too few new recruits entering the system and too many experienced hands leaving prematurely". 

"Paying teachers' properly for the essential work they do, not overloading them with work, and giving them access to proper professional development throughout their careers are the key steps that the government needs to take. And they need to do it fast," said Mr Whiteman.

HOORAY 154000 views!

Friday, 29 June 2018

Betrayal of students

Transgender rights advocates in Ohio are fighting a Republican bill at the state level that would require teachers to “out” transgender students to their parents.

Critics say that if the bill becomes law, it would essentially turn educators into "gender cops."

Proponents of the bill claim it will protect parental rights in the state and allow parents to dictate what is in their child’s best interest.

Ohio House Bill 658 would require government entities, including schools, courts and hospitals, to “immediately” notify parents if a child displays signs of gender dysphoria or “demonstrates a desire to be treated in a manner opposite of the child's biological sex,” according to the proposal.

Introduced by Republican Reps. Tom Brinkman and Paul Zeltwanger, the bill also gives parents the right to “withhold consent for gender dysphoria treatment or activities that are designed and intended to form a child’s conception of sex and gender.”

Opponents say that if it becomes law, the initiative could endanger children's lives.

“In targeting transgender children, the bill authors create a ridiculous and unenforceable requirements –– requirements that out transgender students and create a significant threat of bullying and reduced access to social support systems,” LGBTQ advocacy group Equality Ohio said in a statement. “This unnecessary and discriminatory bill does nothing to support youth and families. In fact, it puts the livelihoods of some of our most vulnerable youth –– transgender youth –– further at risk with bullying and discrimination by potentially forcing teachers to out them.”

Sunday, 24 June 2018

Shady DeVos

An adoption center owned by the family of Secretary of Education Betsy DeVos in Michigan, Bethany Christian Services has already taken 65 separated migrant children. Many of them have had no contact with their families.

Friday, 22 June 2018

Big business and education

Maurie Mulheron, President NSW AEU

I am concerned that teachers are in danger of losing control of who teaches, what is taught and how we teach, as “edu-businesses” move to directly influence politicians, advisers and policy makers.

Huge global corporations are eyeing off schooling as the last untapped market place, so we need to be wary. 

In recent years, concerns have been raised that the Australian Curriculum Assessment and Reporting Authority (ACARA), which has responsibility for the mass testing program NAPLAN, is working closely with corporations as they promote their commercial products to government. 

This could explain ACARA’s push, in defiance of the wishes of the teaching profession and largely ignoring the evidence from the NAPLAN Online trials presented last year, to move the national tests online so as to force students to write using keyboards only. It is certainly what the software manufacturers are seeking. 

Yet, for all the bleating about the importance of “evidence-based decision making” no research into the consequences of privileging keyboard use over hand writing has been commissioned, even though warnings have been sounded. 

Teachers are suspicious: Why is ACARA pushing so hard to move the tests online? Many would answer that it has much to do with removing teachers from the marking process and replacing them with computerised marking software. 

Over the past 18 months or so the teaching profession has fought back on this issue, as it became increasingly concerned at ACARA’s behaviour. 

In 2015 ACARA, in an attempt to convince policy makers and politicians of the efficacy of computer marking, published An Evaluation of Automated Scoring of NAPLAN Persuasive Writing. 

As it turned out, it was a seriously flawed and biased report intended to provide arguments for a predetermined position, as revealed in a subsequent study in 2017 by Dr Les Perelman, a US-based academic specialising in the assessment of writing. 

Dr Perelman’s study was commissioned by the NSW Teachers Federation. Soon after, he wrote a significant paper on the inadequacies of the actual test itself, Towards a New NAPLAN: Testing to the Teaching (2018). 

By late 2017 there was enough momentum, sparked by significant community concern, for politicians to scrap the idea of robo-marking. 

Indeed, The Sydney Morning Herald argued in an editorial titled “NAPLAN robo-marking plan does not compute”:

“We already know that with NAPLAN, schools have started, unfortunately, to teach to the test. As both Perelman, and Robyn Cox of the Primary English Teaching Association warned, it will not be long before schools and coaches have worked out what the computer marker rates highly, and are teaching children to write what it wants to read. What sort of education is that?

“But even if these criticisms of the technology are wrong, there is a broader issue. As clever as the technology may be, missing from the process is an essential element: respect.

“Education is fundamentally a social transaction between humans. It may use computers and other digital wizardry, but they are subordinate to the cultivation and nurturing of one mind by another. Assessment is a necessary step in that process. Teachers need to know if a child has learnt what it has been taught.

“A system that removes assessment from human agency and hands it over to a machine shows disrespect to both teacher and pupil. Both are diminished by it, and with them the assessment, and education itself.”

As teachers, we have a duty of care to our students and surely this also involves protecting them from powerful technology companies whose first and last motivation is to sell their software and hardware products. 

As commercial interests encroach more and more on the public education system and seek to influence government policy, there has never been a more critical time than now for teachers to reclaim the primacy of their role in policy development. 

Too many of our agencies have been compromised. The NSW Department must build a strong firewall before it is too late. 

Large edu-businesses such as Pearson, so well connected to politicians and well placed to purchase influence, will only ever see education as a market and have much larger plans. 

And they are moving fast.

Recent reports from the UK that expose the push by global education companies to have teachers replaced by technology should be of serious concern. As was reported in TES (Times Educational Supplement, 6 April, 2018), corporations are quite candid that their business plan is to remove teachers from the classroom: “A British team is working to develop a method of teaching children without using teachers that could win it a $10 million global education prize.”

Further, TES reported that existing players, such as Bridge International Academies, see that the experiment with untrained “teachers” that they are conducting in their for-profit schools situated in poor communities in the global south could be used in wealthy countries such as England, and presumably exported globally. 

“You have to take some lessons from what Bridge do and say ‘can we take lesser trained people and use them effectively’, and then it comes down to that big conversation about what does technology do better than humans, and what do we have to have with humans? I suspect what you are going to end up with is teachers taking a much more emotional role and leaving the content delivery to the computers,” TES reported. 

To borrow the language of the Sydney Morning Herald editorial, there is not much respect there for teacher or student, and education itself will be diminished. 

Indeed, these wealthy, powerful and influential players are attempting to create an educational dystopia, in which the essential humanity at the core of teaching and learning could well be destroyed.

Sunday, 10 June 2018

Streaming doesn't work!

Although streaming is often employed in Australian schools, few advantageous effects on students’ educational outcomes are cited in the literature. Streaming can increase academic disadvantage for students placed in lower streams. Streaming can segregate students along the lines of race and class, allowing for less cross-cultural interaction in classrooms. Conflicting research conclusions have been drawn regarding the psychological impact of streaming on students, suggesting that the effects of streaming on students’ personal development vary according to the context in which streaming is implemented and that teachers play a key role in mediating the adverse effects of streaming upon students.

Schools that prioritise enabling socio-economically disadvantaged students may consider that streaming is linked to low academic performance for students from poorer backgrounds. When the reported outcomes of streaming are compared with the goals of the Australian curriculum, some discrepancies arise. The Australian curriculum prioritises “consistent high standards for what all young Australians should be learning”, “intercultural relationships and respect”, “development of empathy for others and understanding relationships,” and the development of a personal capability where students are “creative and confident”. International research about the effect of streaming on student academic, social and psychological outcomes poses questions for researchers and educators in Australia about whether or not streaming is congruent with our explicitly stated national educational goals. While international evidence is readily available, more research is required about the effects of streaming in Australia. Educational researchers and policy makers might also consider whether or not streaming, in an Australian context, helps prepare young people for the fluctuant future described in the Australian National Curriculum.

The importance of how and where streaming is implemented is clear from the differences in research across educational contexts. Preliminary research might simply seek to ascertain the streaming methods used in various contexts across Australia. Future qualitative research into streaming that is contextually based in a case study approach will provide more detailed insights into how streaming affects students. Earlier research shows that teacher-expectations influence student results, particularly at the class level (Jussim & Kent, 2005Rubie-Davies, 20072010), but research has yet to explore this effect at the secondary level where students are often streamed across classes. Teachers’ perspectives of streaming can be researched further, inquiring into how these perspectives affect practice across streamed and un-streamed settings. Such studies might further consider how variations in practice related to streaming influence student outcomes.

The vast majority of international research finds streaming to be disadvantageous for students academically, socially and psychologically. However, researchers in Australia have often focused on the benefits of streaming for high ability students without giving attention to how streaming affects those grouped in the middle and bottom groups (Kronborg & Plunkett, 2008). Future research would benefit from including the whole range of students affected by streaming. In particular, disadvantaged and minority groups within Australia could be given as much consideration as they have in the research in other countries such as the United Kingdom and the United States.

Teachers fighting back in the US

This article originally appeared at Truthout

Since Donald Trump’s election in November 2016, there have been few occasions to feel hopeful about politics. But now we are witnessing a proliferation of causes for hope: As the school year ended, thousands of courageous teachers throughout the United States led mass movements of demonstrations, walkouts and strikes. In the age of illiberal democracy and the growing fascism of the Trump administration, the unimaginable has once again become imaginable as teachers, inspired and energized by a dynamic willingness to fight for their rights and the rights of their students, are exercising bold expressions of political power.

The power of collective resistance is being mounted in full force against a neoliberal logic that unabashedly insists that the rule of the market is more important than the needs of teachers, students, young people, the poor and those deemed disposable by those with power in our society. Teachers are tired of being relentless victims of a casino capitalism in which they and their students are treated with little respect, dignity and value. They have had enough of corrupt politicians, hedge fund managers and civically illiterate pundits seduced by the power of the corporate and political demagogues who are waging a war on critical teaching, critical pedagogy and the creativity and autonomy of classroom teacher.

Since the 1980s, an extreme form of capitalism — or what in the current moment I want to call neoliberal fascism — has waged a war against public education and all vestiges of the common good and social contract. In addition, this is a war rooted in class and gender discrimination — one that deskills teachers, exploits their labor and bears down particularly hard on women, who make up a dominant segment of the teaching force. In doing so, it not only undermines schooling as a public good, but also weaponizes and weakens the formative cultures, values and social relations that enable schools to create the conditions for students to become critical and engaged citizens.

Schools have been underfunded, increasingly privatized and turned into testing factories that deliver poor students of color to the violence of the school-to-prison pipeline. Moreover, they have also been restructured in order to weaken unions, subject teachers to horrendous working conditions and expose students to overcrowded classrooms. In some cases, the dire working environment and dilapidated conditions of schools and classrooms appear incomprehensible in the richest nation in the world. For instance, as South Carolina teachers considered a walkout, Hiram Lee reported:

The average salary stands at $10,000 below the national average, while the minimum starting salary is only $30,113 a year…. Working conditions are extremely poor. [In one instance] raw sewage mixed with worms and insects flowed into the hallways of Ridgeland Elementary in Jasper County, where it was tracked into classrooms by students. In other schools, holes in the floors of some classrooms allowed students to see into the classrooms below them. Teachers used old rags and sandbags to prevent a flood of rainwater coming in through cracks in the walls. Libraries were filled with shockingly few books, and those on hand were so outdated that one teacher recalled finding a book that predicted, “One day man will land on the moon.”

What the South Carolina mobilization and the other teacher walkouts across the nation suggest is that these expressions of collective resistance are about both the survival of democracy in Trump’s America and a challenge to the commanding institutions and organizing ideals and principles that make it possible.

The Reclamation of Education as a Public Good

Fortunately, teachers, students, progressive social movements and others are rising up, refusing to be written out of the script of a potentially radical democracy.

Yet, what has often been lost on those who have courageously charted this growing assault on democracy is perhaps its most debilitating legacy: the long-standing and mutually reinforcing attacks on both public education and young people. Such attacks are not new; rather, they have simply intensified under the Trump administration. As a war culture has started organizing all aspects of society, schools have transformed into zones of economic and political abandonment. Increasingly modeled after prisons, schools have become subject to pedagogies of oppression and purged of the experiences, values and creativity necessary for students to expand and deepen their knowledge, values and imagination.

Moreover, as state and corporate violence engulfs the entire society, schools have been subject to forms of extreme violence that in the past existed exclusively outside of their doors. Under such circumstances, youth are increasingly viewed as suspects and are targeted both by a gun culture that places profits above student lives and by a neoliberal machinery of cruelty, misery and violence dedicated to widespread educational failure. Instead of imbuing students with a sense of ethical and social responsibility while preparing them for a life of social and economic mobility, public schools have been converted into high-tech security spheres whose defining principles are fear, uncertainty and anxiety. In this view, a corporate vision of the U.S. has reduced the culture of schooling to the culture of business and an armed camp, and in doing so, imposed a real and symbolic threat of violence on schools, teachers and students. As such, thinking has become the enemy of freedom, and profits have become more important than human lives.

Public schools are at the center of the manufactured breakdown of the fabric of everyday life. They are under attack not because they are failing, but because they are public — a reminder of the centrality of the role they play in making good on the claim that critically literate citizens are indispensable to a vibrant democracy. Moreover, they symbolize the centrality of education as a right and public good whose mission is to enable young people to exercise those modes of leadership and governance in which “they can become fully free to claim their moral and political agency.”

Rejecting the idea that education is a commodity to be bought and sold, teachers and students across the country are reclaiming education as a public good and a human right, a protective space that should be free of violence and open to critical teaching and learning. Not only is it a place to think, engage in critical dialogue, encourage human potential and contribute to the vibrancy of a democratic polity, it is also a place in which the social flourishes, in that students and teachers learn to think and act together. 

Under the current era of neoliberal fascism, education is especially dangerous when it does the bridging work between schools and the wider society, between the self and others, and allows students to translate private troubles into broader systemic considerations. Schools are dangerous because they exemplify Richard J. Bernstein’s idea in "The Abuse of Evil" that “democracy is ‘a way of life,’ an ethical ideal that demands active and constant attention. And if we fail to work at creating and re-creating democracy, there is no guarantee that it will survive.”

How the Current Crisis in Education Emerged

Insisting on the right to teach, the right to learn and the right to view schools as a valued public good historically have been radical acts. How did we get to this present moment? Under the regime of neoliberalism, deindustrialization, the tax revolt of the 1970s, and the increasing attack on the social contract and welfare state imposed new burdens on public education at the end of the 20th and the beginning of the 21st centuries.

Schools were increasingly underfunded as inner cities descended into poverty, class sizes increased, poor students dropped out, and schools became more segregated by class and race. Teachers were increasingly deskilled and lost control over the conditions of their labor as lifeless accountability schemes and mind-numbing testing regimes were passed off as reform initiatives under the Bush, Clinton and Obama administrations.

These reforms, while allegedly appealing to educational ideals, especially the assumption that they would help economically underprivileged students, did just the opposite and turned schools largely into imagination-crushing citadels of boredom and conformity. President Bush’s educational policy, the No Child Left Behind Act of 2001, which did a great deal to leave many children behind, was followed by Obama’s policy titled Race to the Top. Unfortunately, Obama simply provided more of the same dead-end approaches to education that had damaged public education for decades.

What is different under the Trump administration is that today’s teachers and students are facing not only a crisis of schooling but also a crisis of education. Trump is upfront in stating without apology that he loves both the uneducated and being uneducated. Not only does he disparage any display of critical intelligence — whether in the critical media, courts or online culture — he has made it clear with his education secretary choice, Betsy DeVos, the billionaire and utterly clueless charter school advocate, that he holds the very notion of public education as a crucial democratic public sphere in low regard.

In a meeting with 2018 teachers of the year, DeVos stuck to her anti-public school, anti-teacher script by stating that she hoped that teachers “would take their disagreements and solve them not at the expense of kids and their opportunity to go to school and learn.” In part, this is code for a broader narrative in which conservatives and liberals for years have been blaming teachers exclusively for students who drop out of school, end up in the criminal legal system, perform poorly academically and distrust authority, among other issues. As if such failures are entirely the fault of teachers, regardless of the defunding of schools, the rise of overcrowded classrooms, the increase in widespread poverty, the starving of the public sector, accelerated attacks on public servants, the transformation of cities into ghost towns, the smashing of teacher unions and the creation of labor conditions for teachers that are nothing short of deplorable. No surprises here. DeVos appears to have a penchant for reaching for the low-hanging rhetorical fruit when it comes to commenting on public schools, teachers and students.

The ideological assault against public schools, teachers and students is now in full force thanks to an alliance among big corporations, billionaires such as the Koch brothers, conservative foundations, business lobbying groups such as the American Legislative Exchange Council (ALEC), and the Trump administration. This alliance seeks to privatize public schools, increase tax breaks for the rich (depriving schools of essential revenue), substitute privately run charter schools for public schools, support voucher programs, cut public services, endorse online instruction and redefine public schools around issues of safety and security, further situating them as armed camps and extensions of the criminal legal system. The question here is why corporations, politicians, hedge fund managers and a horde of billionaires want to destroy public education and inflict irreparable harm on millions of children.

Gordon Lafer, a professor at the University of Oregon, has argued in his book, "The One Percent Solution: How Corporations Are Remaking America One State at a Time," that the U.S. is a country in decline, characterized by a rise in economic inequality, families unable to support themselves, increased hardships for workers, the decline of social provisions, the evisceration of public goods, restricted voter rights, lowered employment standards, an ongoing attack on social safety nets and a dwindling middle-class. Lafer believes that the war on schools is rooted in a terrifying set of neoliberal policies and that big business is determined to dismantle public education. He argues that

big corporations are … worried … about how to protect themselves from the masses as they engineer rising economic inequality [and] they try to avoid a populist backlash … by lowering everybody’s expectations of what we have a right to demand as citizens…. When you think about what Americans think we have a right to, just by living here, it’s really pretty little. Most people don’t think you have a right to healthcare or a house. You don’t necessarily have a right to food and water. But people think you have a right to have your kids get a decent education.

Teachers Fight Back

Against the current frontal assault on public education and the rights of teachers and students, a new wave of opposition has developed around the nation’s schools that has provoked the public imagination and mobilized mass numbers of students, educators and the public at large. Teachers have been walking out, striking and demonstrating in states across the country. From the initial strike in West Virginia to demonstrations in Colorado, Kentucky, Arizona and North Carolina, and potentially other states including Louisiana, Nevada and South Carolina, teachers are protesting not only low salaries, but also related issues such as, school defunding (prompted by regressive tax measures designed to benefit the rich and corporations), overcrowded classrooms and rising health premiums.

The successful West Virginia strike was especially notable, Kate Aronoff argues, because it was one of the biggest “work actions in recent U.S. history, rebuffing austerity and, at points, even the wishes of their union leaders.” Teachers in West Virginia were under increasing attack by a GOP-controlled legislature and their Republican governor, billionaire coal baron Jim Justice, who colluded to force teachers to pay increasingly higher premiums for their health care, put up with large classes, and endure what Lynn Parramore has described as “increasingly unlivable conditions — including attempts to force them to record private details of their health daily on a wellness app … [while allowing] them no more than an annual 1% raise — effectively a pay cut considering inflation — in a state where teacher salaries ranked 48th lowest out of 50 states.”  At the end of a nine-day strike, they negotiated a 5 percent pay increase from the state.

Similar strikes followed in Oklahoma, Kentucky, Arizona and beyond. While all of these strikes addressed issues specific to their states, they shared a number of issues that revealed a broader attempt to undermine public education. In all of these states, teachers made paltry wages “nearly $13,077 below the nationwide average of $58,353 and well below the nationwide high of New York at $79,152.” Many teachers had to work two or three extra jobs simply to be able to survive. In a number of cases, their pension plans were being weakened. Growing pay inequities stretch across two decades for most teachers as they “are contributing more and more toward health care and retirement costs as their pay falls further behind. Teacher pay (accounting for inflation) actually fell by $30 per week from 1996 to 2015, while pay for other college graduates increased by $124.”

There is a direct line between spending cuts for schools and a decrease in taxes for the rich and big corporations. In Oklahoma, taxes had not been raised since 1990, and in 2010 the Republican governor passed “huge breaks for the oil and gas companies” and in 2015 reduced the tax rate to 2 percent with the “cost to the state … estimated at $300 to $400 million per year.” Schools were shockingly underfunded and the consequences for both teachers and students have been devastating. Eric Blanc observes that:

Since 2008, per-pupil instructional funding has been cut by 28 percent — by far the worst reduction in the whole country. As a result, a fifth of Oklahoma’s school districts have been forced to reduce the school week to four days. Textbooks are scarce and scandalously out of date. Innumerable arts, languages, and sports courses or programs have been eliminated. Class sizes are enormous…. Many of Oklahoma’s 695,000 students are obliged to sit on the floor in class.

Meanwhile, Mike Elk reports that the Oklahoma Education Association released a statement saying: “Over a decade of neglect by the legislature has given our students broken chairs in classrooms, outdated textbooks that are duct-taped together, four-day school weeks, classes that have exploded in size and teachers who have been forced to donate plasma, work multiple jobs and go to food pantries to provide for their families.”

All of the states engaged in wildcat strikes, demonstrations and protests have been subject to similar toxic austerity measures that have come to characterize a neoliberal economy. Once the teachers realized that the terrible conditions under which they worked were commonplace in other schools and states and that many other teachers had reached a boiling point, they were ready to act regardless of whether they had the support of their unions. This was another important thread running through demonstrations. The strikes were not initiated by the leadership in the unions, and when they did act, they were too slow to be consequential. As working conditions for teachers deteriorated and the assault on public schools reached fever pitch, teachers bypassed their unions while using social media to speak to other teachers, communicate across national boundaries and educate a wider public.

In spite of a number of attacks by conservative politicians such as Kentucky Gov. Matt Bevin, who stated that teachers were displaying “a thug mentality,” the striking teachers gained broad popular support. It is hard to miss the irony here of the neoliberal apostles of austerity labeling teachers as losers, given that many teachers have extra jobs to support themselves and use their own money to provide books, basic resources and in some cases, even toilet paper for their students. Recent findings by the National Center of Educational Statistics show that 94 percent of teachers pay out of their own pockets for school supplies — such as notebooks, pens and paper — which amounts on average to $480 annually. The real losers are the politicians who defund public schools, deskill teachers, force students to put up with repressive test-taking pedagogies “while whittling away at [teacher] salaries, supplies, tenure arrangements, and other union protections … lengthening teaching hours, [and] reducing vital prep periods.”

This is a neoliberal script for the social abandonment of public goods, the termination of the democratic ethos and the precondition for the rise of an American version of fascism. What is particularly promising about these widespread protest movements is that they have the potential to move public consciousness toward a wide-ranging recognition in which the assaults on public schooling will be understood as part of a larger war on schools, on youth, and on the very possibility of teaching and learning, and that these struggles cannot be separated.

The use of social media by teachers was particularly effective in getting their message out. Individual teachers talked publicly about having to donate blood, visit food pantries and teach with textbooks that were 10 years old. Images of broken chairs and desks, along with rodents infesting classrooms, and students complaining about books that were held together with tape offered a compelling visual archive of not only dilapidated schools, impoverished classrooms and overburdened students, but also a political system in which Republican governors and legislators were willing to implement economic policies that slashed the taxes of the rich and big corporations at the expense of public schools, teachers and students.

Arizona is another case in point: Not only does it have abysmal teacher pay, it is also a state that lacks collective bargaining rights. Debbie Weingarten offers a succinct summary of the effects of budget cuts on Arizona schools, teachers and students:

During the Recession, the Arizona state legislature cut $1.5 million from public schools, more than any other state, leaving Arizona schools more than $1 billion short of 2008 funding…. Arizona currently ranks 49th in the country for high school teacher pay and 50th for elementary school teacher pay. When adjusted for inflation, teacher wages have declined more than 10 percent since 2001. Per-student spending in Arizona amounts to $7,205, compared with the national average of $11,392. There are currently 3,400 classrooms in Arizona without trained or certified teachers, and the state has over 2,000 teacher vacancies.

Arizona teachers ended their strike after a six-day walkout, and while they did not get everything they demanded, the state gave them a “20 percent raise by 2020 and [will be] investing an additional $138 million in schools.” Most importantly, the Arizona teacher strike — along with other strikes and teacher walkouts — proved not only the power of organized labor prompted by the radical initiatives of teachers willing to fight for their rights even if the unions do not support them, but also the growing support of a public unwilling to allow neoliberal fascism destroy all vestiges of the public good, especially schools. As Jane McAlevey observes:

Remarkably, these strikes have garnered overwhelming support from the public, despite years of well-funded attacks on teachers’ unions. In a recent NPR/Ipsos poll, just one in four respondents said they think teachers are paid enough, and three-quarters said teachers have the right to strike. Remarkably, this support cut across party lines. “Two thirds of Republicans, three-quarters of independents and nearly 9 in 10 Democrats” support the teachers’ right to strike, the poll showed.

Protests against the gutting of teacher salaries, pensions and health care benefits are not simply about school budgets. They are also about a larger politics in which big corporations and the financial elite have waged a war on democracy and instituted polices that produce a massive redistribution of wealth upward into the hands of the ruling elite. Energized young people and teachers are creating a new optics for both change and the future.

A Mass Movement to Resist Neoliberalism

The teacher strikes and walkouts point to a grassroots movement that will no longer allow the apostles of neoliberalism, the Republican and Democratic parties, and the financial elite to ruthlessly take apart public education. Implicit in the current walkouts and strikes is the necessity of such groups to learn from each other, share power and work to create a mass-based social movement. This type of social formation is all the more crucial given that no one movement or group organized around singular issues can defeat the prevailing concentrated economic and political forces of casino capitalism. Given the public support the striking teachers have received, it is crucial that such a struggle connect the struggle over schools to a broader struggle that appeals to parents who still view public schooling as one of the few avenues their children have for economic and social mobility. At the same time, it is crucial for the striking teachers to make the case to a larger public that without a quality and accessible public education system, the protective and crucial public spaces provided by a real democracy are endangered and could be lost.

Teachers, young people and others are creating both a new and potentially radical language for politics and educational reform. Given the authoritarian times in which we live, this language is desperately needed by a society facing an impending crisis of memory, agency and democracy. If American society is to offset the deeply anti-democratic populist revolt that has put a fascist government in power in the United States, progressives and others need a new language that connects the crisis of schooling to the crisis of democracy while at the same time rejecting the equation of capitalism and democracy. The attack on public schooling is symptomatic of a more profound crisis that involves the extension of market principles to every facet of power, culture and everyday life. Public schooling is under siege along with the values and social relations that give viable meaning to the common good, economic justice and democracy itself.

Striking teachers have recognized that any radical call for educational reform demands more than a call for salary increases, adequate pensions and school resources. Demands for radical educational reforms also necessitate what Martin Luther King Jr. once called a “revolution of values.”

This would suggest a radical reworking of the language of freedom, autonomy, equality and justice that refused to be articulated with the neoliberal spheres of privatization, consumer culture, deregulation, and a politics of terminal exclusion, disposability and the acceleration of the unwanted. Schools can no longer be viewed as zones of political, economic and social abandonment. The striking teachers across the nation are making clear that everyone has the right to live in both an educated society and a democracy, and that you cannot have one without the other. Hopefully, they can learn from past historical battles while leading the struggle to merge a number of different movements for a radical democracy. One option in doing so is to build support for what Michael Lerner has called developing a global Marshall Plan in order to redistribute wealth, build infrastructures, expand public goods, create the conditions for environmental responsibility, and eliminate the capitalist structural and economic conditions that prevent such movements, policies and investments from taking place.

The striking teachers hopefully will turn a moment into a movement, and in doing so, make clear that there is no contradiction between the struggle for quality public schools and fighting other injustices such as poverty, mass incarceration, unchecked inequality, massive student debt, systemic violence, escalating militarization of society and the war on the planet. Across the nation, teachers, students and other educators have demonstrated that democratic ideals, even under conditions of neoliberal tyranny and a dystopian mode of education, can be recognized, embraced and struggled over. Education is a symptom of a deeper, dangerous and more fundamental crisis that demands analyses and actions aimed at root causes. The brutal neoliberal fascism of the moment can only be defeated if teachers, young people and grassroots activists develop alliances and develop new topographies for addressing the root causes of the current brutal despotism and loss of faith in democratic institutions — that means 

The struggle over public education has ignited new modes of criticism that contain the potential to build a mass movement from the bottom up and translate single-issue demands into wider expectations for social change and alternative visions for a democratically socialist United States. Hopefully, this movement will continue to be guided by the kind of energy and insight that Ursula K. Le Guin once articulated: “We will not know our own injustice if we cannot imagine justice. We will not be free if we do not imagine freedom. We cannot demand that anyone try to attain justice and freedom who has not had a chance to imagine them as attainable.”

Saturday, 9 June 2018

Worries at deaf school

Victoria's Education Minister has ordered a sweeping review of the state's oldest deaf school amid concerns it is discouraging students from completing the VCE.

Parents have accused the Victorian College for the Deaf of ignoring children's needs and employing staff who can’t properly communicate with deaf students.

“Parent concern, staff dissatisfaction and student unhappiness have grown to acute levels over the last two years,” they recently wrote in a letter to Education Minister James Merlino.

Mr Merlino said the Education Department’s review would examine the college, its teaching practices and ways of improving outcomes for students. The deaf community will be able to provide feedback.

“These are serious matters and it is important we consider them closely,” Mr Merlino said.

“Students who are deaf or hard of hearing have the right to every educational opportunity non-deaf students have and we will make sure that is the case.”

Parents allege that completing the VCE is “actively discouraged”, with not a single student set to graduate with the high school certificate this year.

“Without access to VCE, no student at VCD will have the opportunity to attend university. Their options have been radically restricted. VCD students no longer have the same educational opportunities as their hearing peers,” the letter says.

They also claim that an increasing number of staff at the school don’t use Auslan or only have limited sign language, making it difficult for them to communicate with students.

This has led to students with better hearing having to translate staff's instructions into sign language for their classmates.

While the state school is funded as a special school, parents say it has no psychologists, social workers, occupational therapists and limited access to a speech therapist. Music, dance and drama programs are also absent from the St Kilda Road school, they claim.

Wednesday, 6 June 2018

Independent schools have a hissy fit!

I don't give a damn about independent schools and they wouldn't give state schools a second thought. So I really couldn't care less if they're having issues with Birmingham and his corrupt and incompetent government but it's interesting that they are biting the hand that has feed them SO WELL over the years. 
This story was in the SMH

A furious independent private school sector has unleashed a last-ditch campaign against planned changes to school funding, warning of "disastrous outcomes", rising fees and a flow-on effect to public schools.

They have also foreshadowed a campaign against the proposed changes that could land Education Minister Simon Birmingham in yet another school funding fight, just as he prepares a possible peace offer with the disgruntled Catholic school system.

In a pointed warning that the government stands to lose the support of the independent sector, the head of the NSW Association of Independent Schools, Geoff Newcombe, told Fairfax Media: "We are not going to accept transfers of money from one system to the other.""We are not going to accept transfers of money from one system to the other," said AISNSW head Geoff Newcombe.

It follows reports last weekend that a shake-up of the funding formula will shift billions of dollars to Catholic schools at the expense of the independent sector by throwing out the old socio-economic status model and using parents' tax returns to ascertain their capacity to contribute to the school.

Under various options being considered, Catholic schools would win up to $1.8 billion extra over 10 years, while independent schools would lose up to $2 billion.


The Independent Schools Council of Australia and its NSW and Victorian affiliates have written to the National School Resourcing Board, which is conducting the review, to register their unhappiness about the proposals.

They have also written to hundreds of school principals across NSW and Victoria warning of fee hikes, invasion of privacy and further flight away from private schools - as well as drumming up animosity against their Catholic opponents.

Parents are now paying more than $37,000 per annum for year 12 students at some of Sydney's elite private schools. But is there an academic benefit to paying all that cash?

Dr Newcombe told principals the loss of funding would affect all types of independent schools, "causing fees to rise and limiting school choice for parents".

"There would also be an impact on government schools in NSW which are already struggling to accommodate increasing enrolments," he wrote. "We also understand that other options potentially under consideration would produce similarly disastrous outcomes for the independent sector."

Independent Schools Victoria chief executive Michelle Green told her 220 principals to expect a backlash from parents worried about invasion of privacy if their tax returns were used to calculate school wealth.

And she encouraged principals to spread the word to parents, teachers and MPs, vowing to supply talking points for a lobbying effort that could rival the Catholic sector's relentless campaign against the socio-economic status model and Education Minister Simon Birmingham.

"We are determined to speak up in defence of the interests of parents from all income groups who make significant sacrifices to send their children to independent schools," Ms Green wrote.

Under the current system, a school's socio-economic status score is worked out based on the residential addresses of enrolled students and official statistics. Higher scores mean reduced government funding.

The independent sector represents some of the wealthiest schools in Australia, including Geelong Grammar and the King's School, though it also administers many low-fee independent schools.

The Catholic sector argues it is disadvantaged because parents in wealthy neighbourhoods who send their children to more affordable Catholic schools are counted as rich under the current model.

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Catholic educators - particularly in Victoria - have waged war against the Turnbull government over the Gonski 2.0 school funding arrangements and see a change to the socio-economic status model as one avenue of respite.

In his letter to principals, Dr Newcombe warned that capitulating to the Catholic sector would be seen as "reward for the bullying, misrepresentation and personal attacks that have taken place throughout this campaign".

Businessman Michael Chaney's review is due to go to Senator Birmingham by the end of June. In a Senate estimates session last week the minister said he was unfazed by reports of unrest within the Coalition about how he had handled the dispute with the Catholic schools.

"I'm a confident kind of guy," he said.



Glen Park Primary School

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Ph.: 53345360

‘Small schools are GREAT schools!’


Tuesday, 5 June 2018

Another DeVos Clanger!

Sen. Leahy: Will your school safety commission look at the role of firearms?

Sec. DeVos: "That is not part of the commission's charge, per se."

Leahy: "So you're studying gun violence but not considering the role of guns?"

DeVos: "We're actually studying school safety."

Betsy DeVos says that Trump's school safety commission, which was formed in response to the Parkland shooting, will NOT look at guns.

I mean after all, what do guns have to do with school shootings and school safety, right?

Americans have  morons running their country!!!!

Monday, 4 June 2018

More Chaplaincy stupidity

Girl told she was 'hungering for God'!! The sooner this idiot program is dumped the better!

A school chaplain told a young girl with anorexia she was "hungering for the word of God", a Greens senator claims.

CANBERRA, May 31 - A Monash University professor uncovered the allegation in investigating chaplaincy services by Melbourne's Access Ministries, Sarah Hanson-Young told a Senate committee on Thursday.

She grilled Education Department officials over the delivery of chaplaincy services, which have been extended by $257 million over four years as part of this year's budget.

Hanson-Young also raised concerns about Grace Communion Services, a registered chaplaincy service provider, which promotes gay conversion therapy. 

"I assume I'm not the only person in the room here who has alarm bells ringing," she said.

Education Minister Simon Birmingham sought details of the anorexia incident to ensure it could be investigated by Victorian authorities.

Department secretary Michele Bruniges defended the use of services which held particular beliefs.

"I would hope from a school perspective that each of the schools would have particular safety standards and issues in place," she said.

Birmingham backed the chaplaincy program as offering support for students, teachers and parents over bereavements, medical treatments, bullying, drug issues and behaviour management.

He said one student in South Australia had lost both parents, but attributed being able to get through each day to the support offered by her school's chaplain.

Chaplains are not allowed to attempt to convert students to religion, but whether chaplains could discuss the teachings of Jesus Christ depended on context, he said.


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