Tag Archives: Standards

A Letter to Andrew Cuomo: Mr. D for New York’s new P-12 Assistant Education Secretary

English: New York State Capitol viewed from th...

English: New York State Capitol viewed from the south, located on the north end of the Empire State Plaza in Albany, New York (Photo credit: Wikipedia)

Dear Governor Cuomo:

I hear that you’re losing one of your top advisors to…law school?

May I ask, do you recruit from the kiddie pool?  May I suggest your next interview be during adult swim?

When I heard of Katie Campos’ departure as Cuomo’s P-12 Assistant Education Secretary, I wasn’t surprised.  I mean, how much can a 20-something who has NO experience in the classroom, NOR in administering a school building know about New York’s arcane system?

Let me repeat that—she was never in a classroom.

She was never even a principal.

She was never a TFA drone, a Teaching Fellow, a Broad Fellow or any of the other alternative programs that the reform crowd love to tout as “experience.”

Michelle Rhee, Richard Barth, Geoffrey Canada…I have my issues with these people, but at least they had some real knowledge of the trenches of education.

Campos spent her three years between college graduation and her Albany post as nothing more than a political apparatchik, from Democrats for Education Reform to the New York State Charter Schools Association.  That’s akin to letting the late Ted Kennedy be principal of a girls’ high school—probably inept, and possibly disastrous.

And she was your “most experienced” team member?  I hear the lamentations of a thousand pairs of soiled undergarments.

So for Campos’ replacement, I humbly urge you, our esteemed governor, to select someone with experience, commitment, passion and above all a vested interest in education.

Someone like me.

Now, besides being ravishingly handsome, I do bring some important skills to the table.  So before I start sending my resume up to Albany, a few bullet points to strengthen my case:

  1. Classroom experience – I’m up on Ms. Campos by nine years in that department.  In my near-decade in the classroom, I’ve seen special education kids, English Language Learners, kids in trouble with the law, kids experimenting with drugs and sex, foster kids, homeless kids, kids on the run from abusive parents…you name it.  I’ve managed to reach a lot of them (NOT all…I wouldn’t pretend like that) and in the process, gotten to know what works and what doesn’t work for kids, parents, and teachers.
  2. Bipartisanship – Why not appoint a Republican to your team, Governor?  Especially an elephant like me with a long memory and (most importantly) an open mind to new ideas. I may have an “R” next to my name, but I’m not some Tea Party nincompoop, nor am I a Wall Street goon. After four years as an undergrad in DC, crossing the aisle is really no big thing; it’s more of a matter of getting the right mix of ideas that can help solve the problem.
  3. Honest feedback about current reforms – Testing, Common Core, teacher evaluations, class size: the big four in terms of gripes and controversies (if I’m missing something, let me know).  How about getting feedback from someone who has worked with and worked to implement your reforms at its base level?  The reform poobahs will gladly generate the spreadsheets and charts to keep you happy—but are they being upfront with you?  At least I can give an answer based on those who actually utilize these programs, rather than the bean counters who collect whatever data is given to them.
  4. A balanced approach to the Common Core – speaking of the Common Core, unlike many of the opposition, I really have no beef with these standards per se.  In fact, in several instances they serve as a necessary clarifier for benchmarks that were extremely vague and open to interpretation.  The Common Core is not the problem; implementation is.  The inconsistent nature of Common Core adoption—followed by ramrod exams that were clearly shown to be flawed—indicates a more nuanced approach to the problem.  It’ll be slower, but much more effective in the long run.
  5. A “people person” who gets along with teachers, students, administrators, unions and kids – The “carrot-and-stick” approach only goes so far in New York state among certain places: the “stick” might work in those districts where the opportunities are slim and teachers take what they can get.  Yet there are also places (NYC, Rochester, etc.) that just laugh at the stick and whip out a bigger one.  Whatever programs that need to implemented, the initial phases will be painful.  Don’t make it more painful by using ed reform blowhards who patronize teachers and keep harping that it’s all “for the children.”  We all know it’s for the kids—at least it’s supposed to be.  Send someone who can reach the best in all sides, who can bring people together instead of drive them apart.
  6. A good-looking guy – did I forget to mention I’m ravishingly handsome?  I was on TV, for Pete’s sake.

With a CV like that, there isn’t a statehouse in America that wouldn’t want me on their team, right?

If you are interested, Governor Cuomo, my LinkedIn profile is right here, and I can be reached through this blog or at my email ldorazio1@gmail.com.  I look forward to hearing from you.

Give my best to Sandra Lee (that was from Future Mrs. D).

Sincerely,

Mr. D

PS: If per chance you request an interview, please make sure it’s a nice day as Future Mrs. D enjoys the drive to Albany.

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More Slavery Math Problems: Another Example of Clumsy Content Integration in NYC

slaverymathditto152acf8d-97a2-4cc7-993a-52fe818552fdToday’s post is proof positive that not every teacher visits the Neighborhood—especially when it’s for their own good.

A year ago, we looked at the plight of a Georgia teacher who made a clumsy and altogether disastrous attempt to integrate social studies with mathematics, using the brutality of slavery to teach word problems.

Not only was the attempt slapdash and insensitive (the latter through no fault of the teacher, I’m guessing) but grossly inaccurate and leaving students with less of an understanding of BOTH subjects.

At PS 59 in Manhattan yesterday, someone (who probably didn’t read my post of a year ago) attempted a similar integration effort, using social studies content with word problems for a class of 9-year-olds—in a neighborhood where many were the children of UN personnel.

Again, slavery was the subject of the day—which was another not-so-bright move given the school’s community base.  Here are two examples:

“One slave got whipped five times a day. How many times did he get whipped in a month (31 days)?”

“In a slave ship, there can be 3,799 slaves. One day, the slaves took over the ship. 1,897 are dead. How many slaves are alive?”

And once again, a teacher trying to do the right thing in her mind gets herself in hot water.

Jane Youn assigned these kinds of questions for homework and almost handed them to a second class before a student teacher noticed the inflammatory questions and put the kibosh on the whole thing.

The Chancellor and the DOE displayed the appropriate amount of outrage, and “disciplinary action” will follow for the teachers responsible.  Yet as in the Georgia case a year ago, what exactly is Ms. Youn’s crime?

Was she being deliberately insensitive?  I would guess not.  Slavery is so explosive as a topic that any instruction—of any level—could be construed as inappropriate or insensitive given the audience.  After all, being around diplomat’s kids would give anyone a heightened sense of moral outrage over any perceived slight.  Putting a dinner fork in the wrong place could cause an international incident.

Yet is Ms. Youn at fault for clumsy, irresponsible lesson design?  Absolutely.

It’s not her fault entirely.  Such is the current trend of integration that science and social studies content miraculously show up on standardized tests aligned with the Common Core Learning Standards we hear so much about.  In this frenzy, a teacher with little, if any, time for content instruction would sneak social studies or science in any way they can…even if it means a math problem about slavery or a reading exercise about the discovery of the DNA double-helix.

However, it isn’t an excuse for bad planning.  Real content integration—true integration—uses the vehicles of English Language Arts and math to expand understanding of content knowledge, or the “stuff” you have to know.  A student should hone practical skills in reading, writing and math and also learn more about a subject.

For example, the way Ms. Youn phrased her questions leads me to believe she really didn’t give a shit about teaching the kids about slavery, but would rather assess their math skills.  It’s obvious since her scenarios are so wildly unrealistic: whipping an enslaved man 5 times a day?  Wouldn’t it be easier to sell him?  How often did slave revolts happen during the Middle Passage?  My guess: not very likely.

How about questions that showed how much commerce slave-based industries such as cotton contributed to the growth of Northern industry?  Or if you dare touch the Middle Passage, how much an enslaved African was sold for on the market, and the profits of the slave-merchants per person?

If Ms. Youn really cared about content, she would’ve done enough research on slavery (as well as appropriate math skills) to answer the following:

  1. What do I want the kids to know about (insert content area here)?
  2. How can I use (insert ELA/Math skills here) to help my kids understand (insert objectives about content area here)?

In education today, the debate between content-driven versus skill-driven instruction has devolved into a chicken-before-the-egg argument: do skills drive content, or vice versa?  The reality is that skills are necessary to understand content, yet skills cannot be mastered without basic content knowledge as a foundation.  There’s no good answer to this.

Yet for the sake of Jane Youn and others who simply see social studies and science as a backdrop for their test prep, I do hope future teachers take integration seriously.

There’s too much at stake not to do so.

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Democracy Distilled – an Infographic on Voting Rights produced by eLocal


Source: Democracy DistilledbyeLocalLawyers.com

In honor of Inauguration Day, as well as Dr. Martin Luther King, Jr. Day, the folks at eLocal produced an interesting, evocative Infographic video about the history of voting rights in this country.  It’s hard to believe, but there was a time when even white men were restricted from the ballot box–the ones who were poor, that is.  The video follows how far we have come in the 237 years since independence, showing progress by state and demographic group.

This is a great resource for the classroom to show the big picture of American democracy, and to discuss where we need to go in the future.

Enjoy, and make sure to watch the Inauguration on Monday…even if you voted for the other guy.  The process of government is what makes us great, not the people in it.

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