TFA teacher gets angry response from Ackerman
by thenotebook on Jan 26 2011
by Celeste Lavin
When the young teacher attending a panel discussion about men of color and education stood up to tell Superintendent Arlene Ackerman that the School District’s constant bureaucratic requirements impeded her ability to teach, she hardly expected what happened next.
Ackerman blew up at her and, in essence, told her to quit.
“What we need are teachers who don’t make excuses,” said Ackerman. “I don’t want to hear about bureaucracy. We have always had bureaucracies…. We are looking for people who say ‘I can teach a rock to read.’… If it is not the right place for you then you should find another place to go.”
The audience of about 400 people was stunned.
The event, at the University of Pennsylvania, was hosted by Teach for America and the Makuu Black Cultural Center at Penn. The purpose of the forum was to discuss ways to improve the educational experience of men of color and entice more into the teaching profession. Notebook blogger Samuel Reed also attended the event and is working on wrote a post about the forum's topic.
Approached later, the teacher said she was a Teach for America corps member in one of Ackerman’s Promise Academies. Understandably, she did not want to give her name.
“Did you see that? Did you see her tell me to quit?” she asked a friend after the panel discussion broke up, still incredulous. Other teachers encircled her in support.
When she addressed Ackerman, she said that she and other teachers are under “pressure to increase numbers [test scores] in a way that isn’t necessarily meaningful - in a way that isn’t necessarily giving our kids better education.” She complained that teachers are “pressured to give make-up packets” of schoolwork so students can pass with Ds. But those Ds “don’t mean [the students] have [learned] those skills,” she said.
“How are we supporting these teachers … to give a student a meaningful education when we have these barriers that really shouldn’t be barriers?” she said, citing the endless paperwork associated with referring students for the Comprehensive Student Assistance Program (CSAP) and filling out IEPs for special education students. She said that while these program are supposed to support students, teachers get little support in creating classroom environments that "give our students a really meaningful, powerful, impactful education that can lead to a real future and a real freedom.”
The audience, about a quarter of whom were young teachers themselves, offered the teacher the longest round of applause of the night.
Then things got tense. Moderator Omari Todd – the vice president for regional operations for Teach for America – told the teacher that he’d pass the question to the panel but did not want to “lose the spirit of what we were hoping to do tonight.” At that, an audience member in a City Year uniform jumped up to interrupt.
“Excuse me, how could you not lose the spirit when there are three young Black African Americans sitting right here in front of you - since you said you were taking questions, you never called on any one of us.”
After an exchange with the City Year participant and his companions about programs for Black male students and outreach programs for men of color to enter the field of education, Ackerman responded to the young female teacher, who appeared to be of Asian descent.
The superintendent started by recalling how, when she was in school, one of her teachers had a sign on her door saying: “If my students do not learn the way I teach, then I will teach the way they learn.”
Then she told the teacher to stop making excuses.
The Notebook asked Ackerman's office if she wanted to comment further, but she did not reply.
We will update this post if we receive a response. Check back soon for Here's Reed's take on the topic of educating young men of color and bringing them into the teaching profession.
Comments (146)
Submitted by Ms. E. (not verified) on Thu, 01/27/2011 - 09:46.
I am so not surprised by Ackerman's response to people, in general. There is a strong disconnect between Ackerman, her administration, and teachers. Teachers are in the business to teach children more than just the curriculum. However, we're bombarded with paperwork and testing and other meaningless tasks while our actual teaching time is limited. While Ackerman sits on high, as seldom does she mingle with the commoners, and when our school leaders behavior similarly, how can you feel motivated ?
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 10:15.
I was present at the discussion and witnessed the exchange. It was very tense and afterwards everyone that I spoke with was extremely upset about Ackerman's response. But I took something else away from her response than most others (and I say this not at all a huge Ackerman supporter): I would use her response to give teachers permission to do whatever they have to do to be effective teachers - even if that means going off the "script." Teach the way your children learn, and if that means ignoring corrective reading and math, you do that, then quote Ackerman and say "My children weren't learning through that means, so I decided I have to teach the way they learn. No excuses!"
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 11:15.
This is an excellent comment and response. I would suggest that any teacher who follows this good advice be prepared for the backlash. When Ackerman is questioned or her commands are not followed, people tend to disappear. Food for thought - is this perhaps why our new and young teachers are not staying in Philadelphia?
Submitted by Former Teacher (not verified) on Thu, 01/27/2011 - 12:54.
This is why new and young teachers are not staying ANYWHERE.
Submitted by Miss F (not verified) on Thu, 01/27/2011 - 13:11.
I couldn't agree with you more! I think i will make a nice sign for my door saying that I will be now teaching the way my students learn..and they don't learn much by responding like robots to me as i point to words for them to read.
Submitted by Meg (not verified) on Fri, 01/28/2011 - 13:56.
I am with you Miss F. Let's TEACH
Submitted by AKaman (not verified) on Thu, 01/27/2011 - 16:34.
You'll be the next one fired. Ackerman is extremely autocratic. Her way or you're gone. Comparing our kids to rocks: If a White teacher had done that Ackerman would be screaming racism.
Submitted by Meg (not verified) on Fri, 01/28/2011 - 13:55.
This is a great idea. We should absolutely go back to really teaching. I really want to teach and I think we just got permission to do this.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 10:18.
When will people start to realize that teaching is NOT a business for teachers, as doctors are not in the business of healing. We are not selling a product, if we were, we would be making a profit. Our customers would be receiving the goods they purchased. Instead we are giving away our goods and therefore see little return on our investments. Our CEO is out of touch with our manufacturers and therefore the product does not sell.
If the teachers are to be successful, we need to recognize that our target consumer is unclear as to what they need and therefore it is our job to find the right fit. As a good salesperson, I would be given lots of choices to offer my client. Since the CEO hired me she would allow me to do my job. The merchandise would have to fit the consumer and not be a one size fits all.
Unfortunately, our CEO is more interested in making a profit and a designer name for herself than she is in growing the business. Sadly this "business" is going bankrupt and she's selling off her stores.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 10:49.
Reading from a script is not teaching. I am told what to teach, how to teach, and when to teach and cannot deviate from it. Then I get blamed when it doesn't work.
Submitted by Miss F (not verified) on Thu, 01/27/2011 - 13:12.
EXACTLY!!!!!!
Submitted by Meg (not verified) on Fri, 01/28/2011 - 13:58.
And we NEED to stop it. We are the ones who see the damage we are creating. We havee to revolt, people. Their lives are in our hands.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 11:29.
In two years, I saw Vallas at least 5 times at various school events and functions at my school. In that same time period, I have never seen Ackerman or really know others that have. Why? Fraud maybe?
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 13:33.
Vallas was no better than Ackerman. Two carpetbaggers advancing their own agendas at the expense of both the students and teachers. Both are frauds.
Submitted by Meg (not verified) on Fri, 01/28/2011 - 14:00.
Maybe she is just a puppet. "Pay no attention to the idiot behind the curtain."
Submitted by Song of the Sea (not verified) on Thu, 01/27/2011 - 11:30.
One of the best jobs in public education seems to be that of district superintendent. They get tons of money and generally only stay in one district for a handful of years before flying off to a different one, in a sort of odd game of administrator musical chairs. Meanwhile, they tend to play games of smoke and mirrors, words and photo ops. At this same event Ackerman also commented that she had only been in the Philadelphia district for a couple of years, which she seemed to consider not long enough for her to really be held accountable for much. Yet, quite probably, she'll fly off to some other position somewhere else someday soon and not give Philly another thought.
But when this young teacher quite rightly commented on the lack of support for new teachers, Ackerman staunchly held this first year teacher totally accountable for everything and anything....hmmmm....
What's wrong with this picture? ? Just about everything....
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 11:40.
Everyone but Ackerman is held accountable. Why can't we vote on ACKERMAN like the other public officials in the city? If the city could vote on this, she would be gone in seconds. But yet she pretends to be LOVED by the minorities in the city. That is not the case. Speak with parents and anyone involved with the children of Philly. She has pretty much taken a DUMP on the Hispanics in the city and the district. She moved almost all of the Hispanics from high positions in 440. With Hispanics as the fastest growing demographic, it totally makes sense that she would rid 440 of Hispanics. See, Hispanics don't run the companies her friends and buddies do, so they are left behind. The families of the city are furious at her. Can we send her off with Dwight Evans and Anthony Williams? They take advantage of the poor and yell RACE when the pressure comes in on them. ENOUGH ALREADY!
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 11:47.
First and foremost, she insulted each of our children when she said, "I can teach a rock to read." This mentality is exactly what has infiltrated the schools. Teachers are constantly struggling to convince those outside the classroom that our kids are better and more capable than the B.S. curricula, computer programs and elementary strategies we are told to use. The only results these things show are that our students can pass a test. What happened to real education? The district needs to close down for 8-10 months, restructure, and reopen. And I do believe kids would be better served outside of school for those 8-10 months than in the classrooms they are sitting now (not because of teachers though, because of the HORRENDOUS system). The system under serves and disrespects our students on a regular basis, and this is only further confirmed by Ackerman's comments.
Submitted by Meg (not verified) on Fri, 01/28/2011 - 14:02.
I was struck by that sentence, too. I tell my parents all the time that the chair is reading just as well as the chair can read, I can teach their child to read, if they get the kid in the chair.
Ms. Ackerman. why would I want to teach a rock to read???
Submitted by Between a Rock and a Hard Place (not verified) on Wed, 03/16/2011 - 20:50.
It's not that she wants teachers who can actually teach rocks to read. That would be silly. EVERYBODY knows rocks can't read.
What she's REALLY asking for is teachers who THINK they can teach rocks to read -- in other words, delusional people who will fall for anything: Read this script. No, wait, read that script. Oh, now HERE'S a new, exciting program -- let's dump what we know, spend another bazillion dollars we don't have, and bring in yet another variation on the "standardized core curriculum". Whatever you do, don't think for yourself! Don't let the children think for themselves, either. They must be parrots. Don't teach it if it isn't on the test. Welcome to the School District of Stepford.
I don't know why she doesn't replace all the teachers with robots. I'm sure a crying kindergartener on his first day of school would love to have his tears wiped away by a bundle of bolts and wires. An 11-year-old girl who's just gotten her first period would have no trouble confiding in the robot, who would, of course, provide the appropriate supplies, an understanding smile, and a few helpful hints. Certainly, the robot's olfactory sensors could be programmed to detect when Jimmy needs a bathroom pass ASAP to avert disaster and embarrassment -- and students could be outfitted with special shoes that would notify them if the laces were untied before walking down the hallway. I'm sure an adept programmer could even come up with some sort of BS-detecting algorithm when mediating disputes between drama queens so they'd stop cutting their eyes at each other and actually get back to the business of learning.
There's so much more to teaching than jumping on a bandwagon for the latest "corrective" program -- and there's one heck of a lot more to leadership than belittling your employees when they're only asking for a little support and offering constructive suggestions for improvement.
Submitted by Anonymous teacher (not verified) on Thu, 01/27/2011 - 11:58.
Yay for the young woman who had the guts to stand up and ask an authentic question of this deplorable "leader".
Speak truth to power!
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 12:00.
This response is appalling. Ackerman is so out of touch, it's unbelievable. She sees everything thing as a "for me or against me" perspective. She doesn't realize that the kinds of teachers taking her up on the "if you don't like it leave" offer are the ones she needs to keep. (i.e. any teacher who can get a job, inside education or outside, anywhere else). She won't take constructive criticism for just that -- constructive criticism. It's a shame, because so many of her initiatives have such potential (even the Promise Academy model, if done well, could be a really great opportunity for neighborhood schools to make great improvements). Instead of working with people to make her system stronger, she insists that everything be done her way -- even if she doesn't actually have a plan in place yet. She seems a lot like Richard Nixon -- if she'd just be honest, transparent, and truthful, she'd probably be widely supported and would have so much less resistance to her ideas. There are many people fully on board with her in spirit and who think many of her initiatives have great potential. But instead of including these potential allies in helping make her plans even better, she refuses to listen to ANY feedback that is even mildly critical. Unfortunately, she has created a situation in which her many worthwhile and constructive initiatives are weighed down by the baggage of her closed and hostile management style. She needs to realize that she is not the only one in Philadelphia who is trying to educate the youth, and that others' critiques of her plans or systems might actually have some merit and provide ideas for improvement. I have to admit, there are many positive changes that have occurred during her time, but if she would operate with a more genuinely inclusive style that was open to all ideas, the slight improvements under her tenure could be so much more dramatic.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 12:02.
In a few short weeks, I will quit my job. By all metrics, parent support, classroom management, instructional progress--even BS standardized tests my students are excelling. Still, I will walk away, because to be part of a system where we cannot talk honestly about the things that are counterproductive to learning has become to big a burden to bear. I have sat in meetings with administrators, who could not understand the rationale for interdisciplinary planning. I have tried (to no avail) to convince administrators that we need more hands on deck--in the classroom to support instruction. I don't need help with management, I needed help to give my kids more than they were getting. It is unacceptable to me, that I must teach to the middle, remediate where I can, and keep a smile all the while knowing though stable, my kids are not getting a good education. I was incredibly bitter about this situation for a long time--but those feelings have passed. I'm just another burned out teacher who needs to abandon her kids in the name of sanity.
Submitted by Veronica (not verified) on Thu, 01/27/2011 - 12:21.
I applaud the thorough reporting of this incident. It is a hot topic and I congratulate the writer for remaining objective. I am not a teacher but I have observed that each classroom may need a different "style" of teaching. Teachers need cooperation from administration, not restraints. Teaching is a noble profession. Let's give it the respect it deserves.
Submitted by Meg (not verified) on Fri, 01/28/2011 - 14:05.
Thank you, Veronica. You are right and it is so hard to remember this feeling.
The saddest part is the lack of respect from the top is funneling down quickly to our children. The behaviors we are dealing with daily did not exist last year. They are being triggered by the lack of respect.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 12:22.
the fact that Arlene Ackerman would so rudely shut down an educator, who was CLEARLY speaking with the best interest of her students in mind is baffling! Was Ackerman never a living, breathing educator? Can she not understand how bureaucratic policies make life harder? Could the moment not been used as one of encouragement for a teacher who knowingly went to a talk designed to help her better serve her students. SHAME ON ACKERMAN. I am proud of the teacher who stood up to her.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 12:27.
Bravo to the young lady that had the guts to question the Great Oz Ackerman. Queen Arlene seems to forget that the cardinal rule of teaching: teach by example. If she doesn't want teachers who make excuses then she should demonstrate it in her own actions. Ackerman has done nothing, but make excuses for her inability to get things done the right way: South Philly High; the magnet schools point system; the minority vendor scandal; etc.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 12:55.
Under Vallas they was actually a support structure for new teachers in this district for the first time in years Ackerman dismantled that. Her strategy seems to be to grind teachers and principals under her shoe and blame them for everything while she and her prince and princesses on Broad line their pockets and pad their resumes ready to move onto the next unsuspecting urban district.
Look at the ads for the district, why is her picture in them? Why is the district telephone hold message all about her? Why is there someone at Broad being paid $275K to do PR about her? Why is she being paid more than the President? The kids are but a minor nuisance to her cult of personality.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 13:31.
The Ego Has Landed!
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 18:02.
that is such a good point. this has nothing to do with education. . . it's all about her. we teachers need a walk out.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 12:57.
I am happy the young teacher spoke up. Nobody is doing this job because it is easy. There are so many demands to move students towards success in a country that glorifies football heroes, American Idol wannabes, and GTL guidos at the Jersey Shore. We hear Obama say how we need to compete with other nations in the fields of math and science. Why not adopt their approach? They teach on average 10 new concepts (and drill those concepts hard) a year in China in math while we teach on average 72 new concepts in math. Doesn't take a rocket scientist to figure out the problem there. Teachers are the easy scapegoat right now for all that is wrong in the nation. I would recommend everyone get out of teaching. I enjoy it but a wake-up call needs to be sent to the general public, politicians, and bureaucrats who did not teach with all of the roadblocks we have today.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 12:59.
I, too, was there that night and thought it was unbelievable that Dr. Ackerman said, "No excuses" to this young teacher; especially, when the entire night Dr. Ackerman was making excuses as to why things have not drastically changed for the better in the PSD. For example, at one point she said, "Well, I've only been here two years..." and throughout the night put ownership on students' parents/the community but did not hold herself accountable for much.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 13:02.
I have always said there is something about this woman that i did not like. Her arrogance is appalling. As a parent with children in this school district I can say nothing has changed since she took the job. If I could afford to have my kids in private school or move I would. I have taken it upon myself to educate my children beyond what they learn in the classroom. I put myself back in college to be able to compete and get a better job. I make it a point to show my oldest things in my textbooks I feel he should know.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 13:18.
Arlene is a bully and should be written up on a pink slip for the Level 2 violation of attempting to intimidate a staff member
Submitted by Meg (not verified) on Fri, 01/28/2011 - 14:07.
Why write her up? most pink slips are now being thrown away. None are being acted on.
Submitted by Anti-Bullying Activist (not verified) on Wed, 03/16/2011 - 20:57.
Great idea! First the pink slip, then the 21. (Why they extended her contract is a mystery to me -- but then again, they didn't give any of us a vote.)
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 13:20.
Interesting how the InQ has failed to report on this incident.
Submitted by Anonymous (not verified) on Wed, 08/10/2011 - 13:34.
I second to that. Actually, they kept of failing several times already.
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Submitted by Philly HS Teacher (not verified) on Thu, 01/27/2011 - 13:56.
Based on the story, the teacher was not "making excuses," to quote Ackerman, but was questioning whether or not the system imposed by Ackerman (in Promise Academies and I'd add "Empowerment" schools) supports student learning. Ackerman's "program" is intended to do one thing - make Ackerman look good with increased test scores and "pass" rates. Giving students "packets" for a "D" is not new in Philly - just like summer school, credit recovery, Sat. school and, sadly, many of our classes, a "warm seat" equals a pass. If the seat isn't warmed enough by a student, then we are to "pass" anyway. As a parent, the last think I want for my children is to be "passed" without learning.
Ackerman is a bully, arrogant, and dictatorial - this is nothing new. What I don't understand is why her supporters sanction not only her programs (which I'm sure their children are forced to endure) but her inhumane, authoritarian and at times tyrannical style of leadership. Will it take "social networks" a la Egypt, Yemen and Tunisia to get a revolution against Ackerman, the SRC, Ackerman's "leadership" (start with Wayman, Nixon, Weiner, etc.) and turn SDP into a school district where students learn and teachers teach?
Submitted by Proud Teacher (not verified) on Thu, 01/27/2011 - 14:00.
I am appalled, yet not surprised at Ackerman's reply. I would like to thank that Teacher for not only standing up for herself and other teachers in the School District but more importantly the students. Ackermann is lucky she has teachers like this one in the SD.
Submitted by LCM (not verified) on Thu, 01/27/2011 - 14:10.
"You're only as good as your screw ups." From the sound of it, most people who have commented thus far were not in the room during this panel discussion. If you were, you would know that many things were left out. Of all the good things that were said by Ackerman and others present, this is what was written about. Even regarding the interaction with the teacher, the question was posed in such a way that it sounded like the teacher was blaming bureaucracy for her inability to properly teach students. Therefore, when Ackerman said that bureaucracy has been around for years, she had a valid point. It has and there have been many teachers who were able to teach despite that. Also, someone made a comment regarding Ackerman insulting children by saying we need people who say 'I can teach a rock to read.' Well the writer left out the part when she mentioned that she wanted teachers who had enough confidence to say that...meaning, no matter what a child is dealing with or what they are coming from, as a teacher, you should have the confidence to say that you can properly teach them what they need to learn. Also, if anyone had been there, maybe someone could have mentioned how she talked about valuing students and investing in them so that they are motivated to learn because there is someone in their life who believes that they can. I work in classrooms and this is not always the case. Or when she mentioned that there isn't just one person who is accountable for our children succeeding...it takes everyone: administrators, teachers, parents...the entire community. She didn't just put it on the teachers. Or when she talked about the things that the district is trying to implement to better help the children in Philadelphia. As a whole, we need people to stop making excuses and get it done. Yes, new teachers need better support and better training. These things are in the works. There are new teachers who get teaching mentors. More needs to be done but things don't happen overnight and we need to find solutions instead of just blaming the system. We have to find ways to get students to learn despite what we may see as barriers because it's possible. We just need to think outside of the box.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 14:20.
@ LCM - I agree wholeheartedly that we need to think outside the box. And I was there that evening and extremely disappointed that the topic of the evening "Men of Color in Education" was never even addressed. However, the problem that this TFA teacher was highlighting was that the policies in place prevent real learning from happening because of a focus on the numbers. Grades are often changed so that students who show up one day a week are passed with 70%. Teachers give answers to the benchmark assessments. District walkthroughs are nothing more than giant Dog and Pony shows photo-ops. Students who bring weapons to school are permitted back the following day because principals are scared to report a Violent Incident on their campus. So, what do hard working students learn? They learn to come to school as little as possible, because in the end the grades are made up and you'll probably be sitting next to someone who can assault you and get away with it. What message does ALL this send to our students of color? THIS is the bureaucracy that has us all frustrated. Not signing off on a few more papers or learning a new curriculum.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 15:24.
Why is it only "Men of Color"? How about if the color is white or whatever. The problem of sexism in elementary schools has been ignored wholesale. Any male teaching in the elementary grades is a minority. That needs to be acknowledged and then addressed.
Submitted by LCM (not verified) on Thu, 01/27/2011 - 15:44.
True. I can definitely understand where you're coming from because I've seen some of these things happen firsthand or have talked to people who have experienced it. Not all hard working students are learning to come to school as little as possible and not all school are extremely dangerous. And not all grades are manufactured. Yes this is the case for some, but not all. Yes it sends a horrible message to students as a whole (not just the ones of color). There are many things that need to be fixed in the system. Bureaucracy isn't necessarily bad, it's just how it's implemented and how we let it effect our day-to-day. Administration and teachers should feel pressure to have their students succeed because that's what they are there to do. How they deal with that pressure is a different story. It shouldn't be dealt with through manufacturing grades or not filling out incident reports and this should definitely be addressed. If students are truly learning then they aren't coming away with the mentality that grades are manufactured. They come away knowing something new and having grown as individuals.
Submitted by Teacher (K.R. Luebbert) (not verified) on Thu, 01/27/2011 - 14:21.
Perhaps your account is true. But if you are not an official, paid Ackerman apologist, you should comment under your real name just as the author of the story reported under her real name.
Submitted by Bruce Wayne (not verified) on Thu, 01/27/2011 - 14:42.
As someone that was also in attendance at the event, but unfortunately missed the specific exchange that this article was about, I must say that there's a sentiment in LCM's post that I overwhelmingly agree with: that overall, this event, and this teacher's question, was a missed opportunity to really dive in and talk about the actual topic at hand--teaching men of color and attracting high-quality men of color into the profession.
I think too, that while it's well within The Notebook's rights to report on the events, I think that the fact that THIS article was posted as the initial reporting on the Men of Color event totally underscores the point that no one focused on the much more pressing/relevant topic of the night.
I realize that much of the content of the panel discussion was similar, and that's why I'm disappointed in all of you.
And as for the name swipe at LCM--discuss the validity/content of the argument, Teacher K.R. and focus less on whether someone's "using their real name".
Submitted by Paul Socolar on Thu, 01/27/2011 - 15:17.
Your concern about missing the main point of the event is reasonable. The Notebook had two bloggers present and is committed to publishing their reporting on it as soon as those are complete. We will do our best to give that discussion prominence as soon as it's available.
But our judgment was that this incident seems to have overshadowed the rest of the event for many people there - it is what many people were talking about afterward and we thought it made sense to try to get a detailed and balanced report of it out promptly, giving the superintendent a chance to comment after the fact.
We didn't put this one at the top of the page, hoping to keep the focus on our recent flurry of Renaissance news coverage, but it's obviously what people have been reading today.
Submitted by LCM (not verified) on Thu, 01/27/2011 - 15:47.
This report was neither detailed nor balanced. The word choice both within the article and in the title proves that the article is not balanced.
Submitted by Erika Owens on Thu, 01/27/2011 - 20:44.
We just published Sam Reed's piece about the forum topic.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 15:22.
??? You SHOULD be disappointed in ACKERMAN for taking genuine issues that we ALL care about, and creating a mockery of it!! She continues to ABUSE people and her power!! We all care about diversity in this district. We all want what is best for the children and for the city, but you are the fool to believe that is what Ackerman's intent is. She is only interested in treating her FRIENDS in kind (regardless of color). She just uses the "color" BS when it's convenient to get her out of horrible mistakes she has made. Please stop believing that her intent is to simply create equality. She doesn't live like that, so how can she pretend to care about that?
Submitted by Teacher (K.R. Luebbert) (not verified) on Thu, 01/27/2011 - 16:14.
The question that really remains is why can't Ackerman take an earnest, serious question from an educator who obviously cares enough about her practice to attend this event and answer in in a serious, professional way? The poster who pointed out that this would not be such a big deal if it were a rare event is correct--Arlene routinely treats dedicated professionals like they ought to have no voice. It sounds as if (and I eagerly await Sam's post) it was Arlene who took the focus away from where it should have been--an issue that all educators should care about. I understand why teachers post anonymously on this blog (we all must live in fear of Ackerman), but I am automatically going to trust the Notebook's account more than an anonymous one because they have proven their fair and accurate reporting over the years. Anyone with Ackerman's alleged standing should be able to take a little heat at a public event without snapping at a first year teacher. Perhaps a real leader would have taken the opportunity to comfort and steer the teacher by relating some of her own struggles from the classroom. Or, has it been so long that Ackerman cannot even remember the classroom?
Submitted by Anonymous (not verified) on Fri, 01/28/2011 - 12:16.
To be quite honest, as someone who was present for the forum in its entirety, very little was said about the topic of "men of Color" at all. Bob Archie cited some numbers, and the panelists talked for a few minutes on the subject, but very little substantially was said. I believe this was partially the point of the city year employee who angrily expressed his disappointment.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 18:02.
Yes, Ackerman did say a lot of positive things that were left out of this article. I would imagine that one reason being, the article was not a report on the evening but rather this particular incident. More significantly however, yes, Ackerman DOES say a lot of positive things; she's a talented spin doctor when she wants to be. But what about her actions? They leave everything to be desired. She has yet to back up all of her positive language with a single positive action.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 19:10.
I was there, but left after listening to that simpleton Archie bash parents. Do you actually have any experience in schools? People have to fight and risk punitive actions in order to think AND act outside the box. Ackerman is all about conformity. Her mandates are following the racists imperatives of NCLB. I actually am a teacher. It sounds like you have a parking space at 440.
Submitted by LCM (not verified) on Thu, 01/27/2011 - 19:42.
That's fine that it sounds that way despite the fact that I don't. And yes I currently work in a school. I work with eighth graders on a daily basis for the length of the school day providing in class support and tutoring among other things. No, I'm not a teacher but I intend to be. I didn't say Ackerman was perfect or even close to it. If people want to take it that way then that's on them. I've just chosen not to bash one person for the ails of the system. The system isn't just broken at her level and below. The way that the country and states deal with education has plenty of issues. I don't claim to know everything when it comes to education. I'm trying to learn about the system and how it currently works on all levels so that I can use my in-class experience to think of solutions. Has there been a PSD superintendent that you were particularly pleased with?
Submitted by Anonymous (not verified) on Fri, 01/28/2011 - 08:04.
Just wondering - when you say you "work in classrooms", exactly what does that mean? Most people who are teachers would just say that they are teachers. What is your role, honestly, that makes you so passionately defend Ms. Ackerman? Ar eyou the teacher of record for any student and have you been in the past two years? Are you an SBIS or a person from 440?
Submitted by LCM (not verified) on Fri, 01/28/2011 - 10:11.
I'm a near-peer for students in the classroom. I work with 8th graders on a daily basis for the length of the school day providing in-class support and tutoring. That is my role. No I'm not an employee of the school district and I don't work at 440. I work closely with teachers and students daily to ensure the students are learning something and that they obtain the skills necessary for high school next year. My mind just hasn't been tainted yet. I intend to be a teacher after this experience. All I'm saying is that I've seen great teachers in action despite the limitations and barriers placed on them from the system. I'm saying I think it's possible. Yes, I'm still learning the system for PSD and the way it works. I'm not so prideful that I would claim otherwise. I don't know all the facets but I'm trying to learn so that I can use my in-class experience to come up with possible solutions instead of just talking about the problem. The superintendent has never been the only problem with the district. The way the country and state deals with education is a problem. And if you don't like her then run her out and find someone else. Is there a PSD superintendent that you have been pleased with?
Submitted by Anonymous (not verified) on Fri, 01/28/2011 - 10:21.
Vallas, Hornbeck, Clayton...None of them spectacular, but all far more gracious and down to earth then the tyrannical dragon is. You simply did not hear of the rudeness and denigrating from those supers like you do this one. They also took responsibility if they made an error, unlike the QUEEN. My father taught in Philly for 30 years before I came in for the last 13. This Super is by FAR the worst the city has seen in the last 40 years. That is not an exaggeration.
Submitted by LCM (not verified) on Fri, 01/28/2011 - 10:30.
Thank you. I honestly am trying to learn more about the system because as I work with students, I am disheartened by what I see but I know that they need more than what has been provided to them. The 8th graders that I work with have been at the same school for the past 9 years and haven't seemed to learn much of anything but the school boasts about having made AYP for the past 5 years. Things like this baffle me. I posed that question to you because I actually wanted to know since I have no one to really compare her to. I'm just learning about policies and how the American education system is working. I remember Vallas and Hornbeck but wasn't yet conscious of the ails of the education system. With the exception of my elementary school, I went to magnet schools within the city. I intend to more research of course. However, that doesn't change my thought regarding not just bashing her. I just think if people really want her out because she's doing such a bad job then work to make it happen instead of just talking about it on here.
Submitted by Anonymous (not verified) on Fri, 01/28/2011 - 11:00.
Believe me, people are trying to get her dropped. No one can really identify who her "boss" is. Everyone wants to say "not my decision." No one will take responsibility. A mistake was made and now it needs to be corrected.
Submitted by LCM (not verified) on Fri, 01/28/2011 - 11:20.
Okay. And thank you for actually responding and having a conversation instead of just attacking. Other people on here aren't talking about ways to get rid of her or what could possibly work in the system. They're just complaining.
Submitted by Anonymous (not verified) on Fri, 01/28/2011 - 11:51.
Google San Francisco and Ackerman. Look at how they got rid of here out there and copy it.
Submitted by Annonymous) (not verified) on Fri, 01/28/2011 - 12:23.
AYP doesn't mean a lot. As a high school teacher, I get very frustrated with the SDP focus on teaching to the test (PSSA) at the expense of working with students to learn how to think critically / creatively and become more independent learners. Instead, we are told to drill skills. Moving students into an AP class is especially difficult when all that has been expected to date is regurgitation of skills.
Submitted by Anonymous (not verified) on Fri, 01/28/2011 - 11:12.
By spliting up the school district into smaller groups it will make Philadelphia less appealing to Ackerman and other carpetbaggers who see the district as a ripe plum ready for the taking.
Submitted by Anonymous (not verified) on Fri, 01/28/2011 - 10:06.
You call Ackerman's critics "screw ups," yet you fail to grasp the fact that her changes go against everything we know about how students learn. Why do you think so many students fail to stay in college? Because they are only learning what it takes to do well on a test. Archie blames the parents, Ackerman blames the past and bullies young people who actually work with kids. If a white person behaved like Ackerman they would justifiably be ridden out on a rail for imposing such racist, culturally inappropriate curricula and mandates. Don't you know what is happening in the schools that she has already taken over? Chaos.
Submitted by LCM (not verified) on Fri, 01/28/2011 - 10:20.
I definitely was not calling her critics screw ups. The saying is based on the fact that people only remember a person's screw ups or things that they have messed up on. Students failing to stay in college because they only learned to do well on a test wouldn't all fall on her. It's the system as a whole that screwed up. Somehow as a country, we've gotten away from actual learning.
Submitted by Anonymous (not verified) on Fri, 01/28/2011 - 12:00.
Maybe if Ackerman had done something right then we could praise her. However, she has continually screwed up and then has the nerve to blame everyone, but herself. For someone quick to blame all those around her she needs a gigantic lesson in humility. That lesson may be coming in sooner than she thinks.
Submitted by Robin (not verified) on Thu, 01/27/2011 - 14:21.
Incredibly unprofessional! How on earth can the Board of Education support this woman?
Submitted by New teacher -- now ex-teacher (not verified) on Thu, 01/27/2011 - 14:53.
I never thought I would leave a school year in the middle, but a few weeks ago, I just did. Despite my love for the kids and my endless hard work, I simply could not take it anymore. I got sick, went out on leave, and never went back. I lasted a year and a half.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 15:38.
And to the defenders...if this was simply a "one and done" type reaction to a teacher or colleague, no one say a word. This is a pattern of behavior that makes it quite difficult to "manage" your workforce. I'd love to hear the examples of corporations, business, politicians, etc...that are successful by treating their collegues and workforce like this? NONE. No one cares about degrees or "smarts" when no one wants to even be in the same room with that person. It's absurd at this point. Any conversation about the district anymore ends up being about her and her mistakes, idiocy and plan old nasty treatment of those around here. So, where is the good here supporters? I will patiently await the response...
Submitted by LCM (not verified) on Thu, 01/27/2011 - 16:28.
Could it possibly be that she has a no nonsense/no excuses attitude that causes you to believe she mistreats those who work with her? I have family members who work with her and have not experienced any mistreatment. A student of hers from Columbia is now working closely with her. I had the opportunity to meet her that night and watch her interactions with others and there was no evidence of her being anything other than straightforward. The good with being no nonsense is that you push people beyond circumstances, excuses and shortcomings to accomplish the goal of teaching the children of Philadelphia. People don't like it because that would mean them having to look in the mirror and say "how can I do better based on what I have?"
Submitted by Teacher (K.R. Luebbert) (not verified) on Thu, 01/27/2011 - 16:46.
I do not "believe" she mistreats people, I have seen it first hand. There is a difference between being "no-nonsense" and being autocratic and inflexible. We all ask ourselves how we can do better for our students everyday! That teacher was asking a legitimate question and should have been given a serious answer. Ackerman has lots and lots of people to do all her paperwork for her--classroom teachers can easily get overwhelmed by paperwork. She should have tried to help that teacher not yelled at her. Your family members who work with her will not experience any mistreatment until they have to disagree with her. If she is such a joy to work for why has she burned through so many top-level staff in two years? And, no, it is not because she is 'no-nonsense'.
Submitted by LCM (not verified) on Thu, 01/27/2011 - 17:19.
Yes that teacher's question was valid. I never claimed otherwise. We do need better teacher support but the way she posed the question didn't solely focus on making teachers more effective in the classroom. I didn't say she was a joy to work with. Just that I felt it was an exaggeration to say that no one wanted to be in the room with her. Do I think Ackerman could have responded to her question better? Yes. She could have told her about things the district has lined up to better support teachers or how it takes years to really become a great teacher but she didn't. My thought is just that instead of trashing her, people need to put themselves in her shoes. Do her job and you might be a little more understanding. At the end of the day, if schools in Philadelphia are not making improvements, it falls on her head. I'm not trying to trash teachers or anyone for that matter. I just think that too much energy was put into talking about her and what's wrong with the system. But a person's perception is his/her reality. You have your opinions and I have mine. I think we can leave it at that.
Submitted by Philly HS Teacher (not verified) on Thu, 01/27/2011 - 16:47.
Apparently your family members still work with Ackerman - those who question her are "out." Ackerman, like many powerful people, like those who say "yes, Mam," and ask no questions. Ackerman is not "straight forward" - she has been caught in many lies and half truths. Ackerman's "way" is to blame her subordinates and others rather than "looking in the mirror." Asking a question in the SDP is considered "disloyalty" rather than part of a democratic process. Ackerman is dictatorial so she knows nothing of a democratic process.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 17:24.
We've been doing better for 7 years and all we get to show for it is Ackerman pigging the credit for herself. If you truly want to help the children of Philadelphia remove this hateful clown as soon as possible.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 19:36.
Does it matter who really gets credit for the gains that have been made??? As long as these gains continue to occur, what's the difference?
Submitted by Anonymous (not verified) on Sat, 01/29/2011 - 12:58.
You're damn right it matters who gets credit for the gaiins! Why are you waltzing around the point? Ackerman has claimed credit for something that obviously happened long before she showed up. She bases her greed (an outrageous salary and unearned bonuses) and quack educational policies on these gains. What right does she have to ride piggyback on the hard work of the teachers who she constantly disrespects?
Submitted by Ms. Chips (not verified) on Thu, 01/27/2011 - 16:07.
Was this meeting recorded? This would perhaps settle many of the concerns in previous posts, but also could help support staff on many levels.
New teachers have a predictable journey in becoming effective classroom practitioners. This does not occur by passing the Praxis, nor by being in charge of a classroom. It takes three years to achieve minimal competence (and my view is that it takes 6 years to get everyone to sit down at the same time), and up to 5 to develop content teaching knowledge, the bag on strategies a teacher has to provide multiple approaches to a topic.
If a new teacher is also taking classes, as are the TFA's, just finding time for planning & learning the curriculum is a challenge. The SDP has long had a passive-aggressive approach to newbies, faulting them for not knowing what they had never been told, simply ignoring requests for help, and most recently evaluating ALL teachers, from master practitioners to those whose diplomas still have wet ink, with the same measure.
For those who wrote that they are not staying in the field, I hope you take a breath, & reconsider. In times of great change, like the current dismantling of public education, there are great opportunities. While teaching is not for everyone, and we all have experienced some part of it as students, it is not inborn. I know there is a theory (an excuse is more apt) that one is born a teacher, and perhaps some personalities are better at classroom management, but I have never met that natural teacher in the first years. I have met magnificently educated new teachers, both with teaching degrees and from other fields, who know the current educational theories and rationales, but are not allowed to practice this, who have a love of books and learning and kids, but have canned, weak curricula that forbid them to deviate, who are put into call-and-response programs, with no research base, and told do as you're told, don't challenge, don't think, who see inappropriate materials trucked in, and wind up buying their own chalk, or if they are more fortunate, their markers & cleaner. And who do indeed have too much redundant record keeping that only rarely helps a kid.
New teachers show the world to our kids (not a lot of local people chose SDP...wonder why!) in their experiences and backgrounds, socially, geographically, racially and linguistically. What many say is that they cannot do what is their mission, to teach.
Dr. A, we should listen. What kind of a leader says "Quit!" if you disagree or, heaven forbid, challenge district doctrine in any way? Is this the model for students?
Submitted by Eddie G (not verified) on Thu, 01/27/2011 - 16:35.
Did Ms. Ackerman ever teach? If she did, how quickly she forgot what it's like to be a classroom teacher. Where is the union to stand up to this bully?
This is what we have in education today. In NYC, it's even worse. We have principals from a Leadership Academy. They never taught but are graduating from this dump to supervise teachers. Could we supervise brain surgeons? These people are taught to be aggressive and provide for a hostile working environment. This Philadelphia teacher will be marked for dismissal by the Ackerman Gang.
This is another Philadelphia Story. We must have a committee of active and retired teachers and supervisors running our schools. Having served in the trenches, they know what's best for children. Of course, there would be strong parental involvement in such a system.
Lady Ackerman must go. Is she eligible to retire? She and others shall never understand the rigors of classroom teaching. The union keeps quiet. They will probably tell the teacher to cool it. Don't make waves is their philosophy.
E. Greenspan-Retired NYC teacher. B.A.,M.S., Brooklyn College; 33 years in the classroom.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 16:42.
Ackerman said back in San Francisco that she would retire from there. She never got the chance because they had the guts to fire her for pulling exactly the same type of crap she's doing in Philladelphia.
Submitted by Erika Owens on Thu, 01/27/2011 - 16:45.
Yes, Ackerman did teach. That link is to some highlights from her resume which includes time as a classroom teacher, principal, assistant superintendent, and more.
Submitted by Teacher (K.R. Luebbert) (not verified) on Thu, 01/27/2011 - 16:51.
Notice--only 12 years in the classroom. Last classroom experience over 20 years ago!
Submitted by Philly HS Teacher (not verified) on Thu, 01/27/2011 - 17:18.
According to the resume, Ackerman taught for 12 years in four schools districts. Why? She hasn't taught since 1980 - 30 (31) years ago. Ackerman has this in common with too many people at 440 N. Broad - they have been out of the classroom for years. They don't know what it is like to plan lessons, deal with the paperwork, etc. Much has changed since NCLB.
Submitted by LCM (not verified) on Thu, 01/27/2011 - 17:25.
Please, since you and other people on here seem to have it figured out, take her job.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 17:58.
I'll take her job. I know I can do it with that salary. People actually like me as well. Go figure.
Submitted by LCM (not verified) on Thu, 01/27/2011 - 18:09.
"I know I can do it with that salary." What does the salary have to do with your effectiveness as superintendent?..and I'm sure they do. I look forward to you taking that position and being successful at it.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 18:22.
I look forward to that as well. I am from the city and I intend on staying in the city. I won't carpetbag to get my fat checks then leave. Time to move on because the charade is now beyond an embarrassment. It's sucking the little funds we have left dry. How about she shows some class and knock of the tacky, overpriced-clothing? She's sittin high while the rest of the city figures out how to maintain a paycheck. I know PLENTY of people that would do a better job then her. Look at any successful business and you can find someone better than her. How about she for once take responsibility for HER errors instead of firing people for telling the truth? Not going to happen. No fancy PR/Lobby firm can make a pile of dog dung look like gold.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 17:38.
“What we need are teachers who don’t make excuses,” said Ackerman. “I don’t want to hear about bureaucracy. We have always had bureaucracies…. We are looking for people who say ‘I can teach a rock to read.’… If it is not the right place for you then you should find another place to go.”
Did you see The Wedding Crashers?
•Rule #76: No excuses. Play like a champion.
Or, in this case, teach like a champion.
Submitted by Jeremiah (not verified) on Sat, 09/24/2011 - 01:50.
"Did you see The Wedding Crashers?"
-I hate wedding crashers, so irritating. That's why whenever I'm asked where's the best place to conduct wedding ceremonies, I always choose a far place, not only far but also awesome so that it's worth it to be having the wedding on that place, such as New Zealand Weddings.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 17:39.
Here's another one:
•Rule #113: Don't look for opportunities; make them.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 17:55.
I know the young teacher who confronted "Dr." Ackerman and I have seen her teach. She makes NO excuses and is one of the brightest, most talented and professional teachers I have ever had the joy to observe. Her dedication to the KIDS is in her bones and for anyone to say that Ackerman's response was in any way valid or warrented can only be explained by those people perhaps being employed at her leisure. Ackerman is a hack and violation of everything that educating is about. The young woman asked relevent questions that we all deserve answers to; particularly from a woman who is paid nearly half a million dollars a year to apparently do nothing but support that beuracracy! The comment about teaching rocks to read is telling of Ackerman's committment to the reality of the situation we're in as educators. We're not teaching rocks, we're teaching children with real lives, real needs and it's up to us to offer them a future. She wants us to pretend that we can build a house on the moon with a hammer, a nail and a drill seargant screaming in our faces at all times. Meanwhile, she sits on her cushy pile of cash painting her nails in gold leaf and sabotaging anyone who tries actually TEACH.
Submitted by Erika Owens on Thu, 01/27/2011 - 17:56.
A new teacher blog launched today by Brian Cohen of School of the Future. The first post deals with a lot of the concerns mentioned in the comments here. It begins:
"Educational research states that 2014 will likely be my last year teaching. Since the majority of teachers leave their posts after five years, most of my colleagues in the 2009 Teacher Induction class of Penn GSE will be out of the system by the time the Imagine 2014 plan is complete. However, I plan on being here for decades to come. Why? Because I still believe in the School District of Philadelphia."
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 18:02.
It is high time Dr. Ackerman presented our literate rocks as praiseworthy examples of academic success, not only to our students but also to our city's ignorant ignorant bricks.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 18:05.
It's not like any of us lose preps and are forced to have a half hour lunch daily. Never happens...
Submitted by Meg (not verified) on Fri, 01/28/2011 - 18:37.
this is our reality. Thirty minutes for lunch, if we are lucky. Parents, psychologists, SBIS trying to horn in on that 30 minutes is par for the course. No preps, coverage of other classes or loss of our own prep, (I have covered one class 5 times this year, getting hit each time, each time by the same child who has never even talked to the principal about hitting me), filling out pink slips that mean nothing, CSP paperwork that goes no where and add in the one CSP set of forms that does trigger a T3 meeting with a parent and the SBIS takes the parent's side and bounces the child back to T2 - she's going to retest the DRA used and provide the parent with support. That NEVER happened.
I could obviously go on and on. Ackerman has no idea what we do, why we do it or how much of it is on our own time.
She has no clue.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 18:20.
No, you LCM, seem to have it all figured out, while you are so adamant in your support of the notorious Queen Arlene or the Dragonlady (that was her 'other" name in San Francisco). It is sad that your family members have to work with her and probably in fear everyday. If you have ever researched her past, it was reported that the teachers in San Francisco ran her out of the district due to an incompatibility clause in her contract. Hmmm, incompatibility? Doesn't that speak volumes? Now she is in Philadelphia and is exhibiting these antics again. She is the quintessential, classic bully. If she feels threatened, like bullies do, then she'll kick you to the curb. That sounds just like what she did to that courageous young teacher on the panel. Kudos, to the girl who spoke up to her and said what so many other teachers would like to have said but are afraid to. It is such a disgrace that we're in a democratic country, with freedom of speech and lead by an autocratic dictator! What is wrong here?
Submitted by Anon and anon (not verified) on Thu, 01/27/2011 - 19:36.
I want to add my voice in support of this new teacher who spoke out. I stand with you in your work, your dedication, and your frustration.
I am also a first-year teacher in the PSD and it is overwhelming beyond my wildest dreams/nightmares. I give more than 80 hours a week to my job because I know that the stakes are enormous for every one of my students. How many hours of that are for bureaucratic nonsense? When every hour is precious, when every form I fill out is taking time away from my focus on my students, it matters. It's not an excuse, it's a reality. But why should Dr. Ackerman care about me? Even if I make it to the 3-year mark, or the 5-year mark, she'll be long gone.
My principal cares about her students AND her teachers as people. That is the only reason I've made it through the first half of my first year.
Submitted by Teacher (K.R. Luebbert) (not verified) on Thu, 01/27/2011 - 20:18.
I am glad you have a good principal. Hang in there, the rewards are really incalculable--after a few years, you can learn to separate the BS from the good work you get to do. Most of the forms are there so the district can wear teachers down and get them to NOT try to help kids. Just make contacts with the good teachers in your building and rely on them fro advice and help.
Submitted by JMA (not verified) on Thu, 01/27/2011 - 20:05.
I retired from the SDP after 35+ years. I was a good, no an excellent, teacher. I worked hard with my special needs students and I believe I was effective. Why?? Because I didn't care about the bureaucracy and what "they" told me to do. I could do that. Back in 1974, no one knew much about my kind of students and I was given the freedom to experiment and think outside the box. As long as I had a plan and a rationale, I was given the okay. Back then, paperwork didn't take up half my day. Once the paperwork became 40% of my work load and know-nothing administrators from 21st Street or 440 started telling me and my colleagues how to teach, what to teach, and when to teach, I was successful enough to have the support of my principals and parents so I basically ignored them. When I couldn't ignore them anymore, I could retire. A young teacher doesn't have that choice. A young teacher must learn everything at once- classroom management, curricula (such as it is), oppressive paperwork. And be hounded by administration to boot. I worry about this because my son is in grad school, studying to be a teacher. He could be an excellent teacher IF GIVEN THE CHANCE. He wants to work in Philly but he is truly hesitant to work under Dr. Ackerman. This is tragic- an Ivy-League educated young man who may seek employment elsewhere. Good job, Dr. Ackerman.
Submitted by Rich Migliore (not verified) on Thu, 08/11/2011 - 11:50.
The state of the district is tragic. It is so sad to all of us who have devoted our lives and our careers to the school district, its school children, and each other. We really do need to rise up and Save Our Schools. WE really do.
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 21:45.
I think she meant the attitude she wants is, "I can teach a rock to take the test."
Submitted by Anonymous (not verified) on Thu, 01/27/2011 - 21:52.
JMA- I was also lucky to work under some supportive principals and also remember superintendents (i.e. Foster, Costanza, Clayton) who had some drawbacks but in the long run respected teachers. We suffered through many strikes but we took a stand, fought our fight along with the union and were able to make some important changes for our working conditions and for students. That was then. Today’s teachers have to find a way to make needed changes. We have to vote in elected officials who will listen to us and we also need to educate the public. We, the community, get the school system we allow.
Submitted by Florine (not verified) on Fri, 01/28/2011 - 11:00.
Question:: Aren't there enough educators here in Philadelphia who are qualified for the job of superintendent? Why must we search for, and bring in folks who don't give a hoot about our students or schools. They merely line their pockets, then leave; to wreak more havoc elsewhere. Vallas didn't even complete his term, but left with millions of our dollars. They don't merit the exorbitant salaries, and all those perks. When will we wise up. Give native Philadelphians a chance. We can handle our own.
Submitted by Anonymous (not verified) on Fri, 01/28/2011 - 14:42.
I want Ackerman to formally apologize. This entire controversy is so heated because, it one glaring manifestation of all of the pressure, resentment, and lack of support that we teachers deal with every single day.
Submitted by Anonymous (not verified) on Fri, 01/28/2011 - 14:47.
Apologize to whom . . . first? Ackerman has a long list of people she needs to say she's sorry to and this young lady is just the latest victim of the Queen's overbearing rudeness.
Submitted by Anonymous (not verified) on Thu, 08/11/2011 - 14:14.
Ackerman needs to apologize to the students. Then their parents. Then the staff. Then the teachers. The the taxpayers, the community, and she can top it off with the state.
And while I'm dreaming big, she can apologize to her accountant and give back the 1.5Mil she is about to steal.
Submitted by Eric K. Grimes (not verified) on Fri, 01/28/2011 - 16:54.
Read over your posts and then tell me what was wrong with what was said. I see a lot of finger pointing and excuses being made, most of them laid at the feet of an individual who has only been in this city for about two - three years over a problem that has been in existence for decades. I am not an "anyone supporter" as long as the majority of a city's children either drop out or graduate barely learning anything. But the idea that Ackerman is so autocratic that you can't teach the children in front of you in your classroom is ludicrous and sounds like an excuse from where I sit.
It is not the idea that the majority of the teachers for Black students are White that is the sole problem...It is the idea that the majority of these teachers are white and that Black students are faring poorly (and at historic levels) that is the issue. Everyone involved needs to own this reality.
BTW, I was there and the idea that all 400 in attendance were stunned is not an adequate reflection of the moment. And since many in the room were TFA'ers and not just young teachers, it is not surprising that the teachers's comments were applauded, mostly by them. Those of us who have worked in, and have/had children in this District listened indifferently to the question because we've heard it all before.
Get out of your silos and insular cocoons and realize that no rules or policies should be able to stop a good teacher from teaching. Focus on the core theme of the night, which was echoed over and over by all of the panelists in some form: "If you really care about the children you teach, you will find a way to get the job done." That goes for Ackerman, her administration and the myriad teachers in classrooms, no matter how young, how Black, or how White they are.
Submitted by Anonymous (not verified) on Sat, 01/29/2011 - 09:37.
If this is the same Eric Grimes that used to work with young men at Gratz, then shame on you. If most people listened with indifference it is because they lack the imagination to teach in ways that are progressive, culturally relevant and actually prepare young people for college.
Ackerman's initiatives are based purely on test scores and controlling behavior. Most of her supporters are career hustlers who want to to work there way up the ladder so they can finally get that Jag or Mercedes.
I talk to parents of potential students at my high school and sell the point that we are not adhering to scripted curricula, that we privilege reading real books and work on social justice projects. They love it. These parents are generally working class African-Amaricans and African immigrants and they see beyond Ackerman's agenda. The "have's" like her because they get paid. Those of us in the trenches - teachers, kids, parents - know that that there futures are being sacrificed for test scores.
Unless you experienced the vengeance that reigns from 440 then you should do a little more research before you think you've heard it all before.
Submitted by Anonymous (not verified) on Sat, 01/29/2011 - 12:52.
Grimes, you literaly have no clue about what is going on in the classrooms. How do you suggest "good teachers" teach when they are FORCED to read from scripts and told what texts or programs they must use even when this material is substandard like the Correcective Math/Reading farce? Teachers are actually written up when they divert from the script for something as simple as allowing the students to answer BEFORE the teacher has given the signel (don't snap your fingers either - lawsuit).
Your racist views of white teachers is the same, old played out whining that has gone on for years. Enough with the excuses. If it were true than every class with a black teacher should be acing every test. The reality is that the black and white teachers are both experiencing the same thing due to the nonsense that Ackerman saddles them with in each school. Her policies are seriously flawed and she only listens to the bootlickers she surrounds herself with at 440. Your segregationist view is ancient history like George Wallace.
Submitted by Stay in your lane (not verified) on Fri, 01/28/2011 - 17:33.
Eric, I am a BLACK teacher, who graduated from University City High School in 2002! I am offended and appalled by your comments. I am not solely blaming Arlene Ackerman on all of the problems in our district, but her leadership style is one that creates hostility, resentment and fear among teachers.
I have EXCELLENT classroom management skills, my students score the highest in the region on many of their tests, but I am still incredibly stifled in the classroom.
I am forced to teach 10th grade reading materials to students who read on a fifth grade level.
I am forced to administer a standardized text every four weeks, the only frustrates my students.
I spend 5 hours per week doing paperwork--not grading, not taking anecdotal notes on students, not strategizing and trying to figure out how to best teach a child. I do paperwork---a checkbox form, that asks all kinds of random questions in a process called CSAP.
I have exactly 6 minutes to do a do now---if I am not off of that part of the lesson, I get written up.
I must have an assessment every class period---even if we are not finished with what we are learned.
I must teach a class with 36 kids in it---who read on 8 different levels.
I must force my children to read Julius Ceaser when many of them would benefit much more from Native Son or Call Me Maria.
I appreciate your input but you honestly don't know ANYTHING about what it takes to be a teacher in this District.
My job is to teach kids how to think, how to write, how to enjoy reading, how to question things that are not fair and just.
Instead, I must teach a computerized game called study island to get my children ready for a test that will not help them one iota.
It would be different if our students were forced to do well on the SAT, that might benefit them at some point in their life---the PSSA won't.
You need to seriously take a step back/
Submitted by Philly HS Teacher (not verified) on Fri, 01/28/2011 - 17:52.
Thank you! I've been teaching in the SDP for 18 years and have never experience anything like the Ackerman regime. No, it is not just Ackerman but her "team" and their disregard and disrespect for everyone and everything that doesn't bow to her dictates. People in schools and at 440 operate in fear (whether they admit it or not)
If we do anything against Ackerman's script, it has to be disguised and/or we have to warn students if anyone from outside of the school appears, to get back in drill mode. It is not an environment to encourage student voice / engagement or high expectations of students or staff.
Submitted by Anonymous (not verified) on Fri, 01/28/2011 - 20:41.
Perfectly stated. Thank you.
Submitted by Linda Wallace (not verified) on Fri, 01/28/2011 - 18:37.
I have read the article and comments with much interest. There are a lot of passionate people in this district; if only we could find a way to harness that creative power and transform it into a positive force for change.
I've never taught in public schools but I covered public education for a number of big-city newspapers over the years.
I wish to share two stories.
In Dallas,TX., my boss assigned me to spend a week in the school with the highest student failure rate in the city. I actually attended daily classes with a specific group of students and hung out at lunch with them.
First, students divided their teachers into two groups: those that liked them and those that 'dissed' them. (I agreed with their assessments, by the way). The unruly gang I was with acted out in every classroom but one. "Why?" I asked. "The math teacher respects us, so we respect her," I was told. After my newspaper story appeared, the school district fired the principal. A new principal came on aboard and the next semester student performance rose dramatically. My bosses were sure the district was cheating, so they sent me back out to the school. I found that gang of students and talked to each. Why did things changed? Students told me the new principal EXPECTED them to learn. They were now doing homework and studying. They wanted me to tell my readers they had earned those A's.
(In contrast, the fired principal told me he felt sorry for his kids. He made excuses for them because "they were poor, minority and disadvantaged.") Later, when I interviewed the new principal, she told me expectations had never been made clear to these students. She provided a fascinating example using the first dance. Middle school students were dancing with private parts pressed against one another. She stopped the couples and demonstrated how her middle school students act. The students, who truly respected her, followed her lead.
I learned a lot from those kids. Teacher attitude and expectation make a big difference. Plus, educators who don't make excuses get the best results.
Years later, I was serving as a big sister in Philadelphia. My little sister had to change schools after a group of girls attacked her. She ended up at West Philly High. When she enrolled in October, the school placed her into French class (she had missed the first full month of classes for she was not taking French at the old school ) Though she was failing French, the teacher would not tutor her nor let her take the textbook home. (There were not enough textbooks to go around in this class.)
My Little Sister became frustrated and started to skip school. I got involved. We went to the school to meet with the principal and teacher. I had bought her French tapes but the teacher told her not to use them. "What do we do?," I asked. I proposed the school place text books in local library so students who were behind might catch up. I offered to pay for the books. All I heard was what they couldn't do and why.
As we were leaving the school, I told my little sister she had to go to class. She had to find a way to make it work. My little sister said to me," How come I have to be responsible if they are not? Why do I have to do my best if they don't?"
This is how children think, respect is so important a currency in their lives.
If we were to listen to our students with open minds, and suspend judgments, assumptions and cultural beliefs, we could come together to build a school district that works. We must listen and hear, even when the message is painful. This applies to teachers and administrators alike.
Submitted by Philly HS Teacher (not verified) on Fri, 01/28/2011 - 20:29.
Two of your comments are important for everyone to "hear:"
Sometimes school staff are patronizing. Making excuses such a "they were poor, minority and disadvantaged" will keep the students poor and disadvantaged. I have found this attitude in some Philadelphia educators and want to ask "What excuses do you want made for your child(ren) so their opportunities are limited?"
The situation with your "little sister" is an example of rigidness - not rigor.
Students do know when we expect something of them. That doesn't mean they like it - some will complain and try to get an "easy" class. Others stick with the teacher and often come back later to offer thanks. The teachers I respected challenged and pushed us. The teachers who gave a quiz on "oh, just look out the window and tell me what you see" were a joke. (Yes, that was a quiz question in my senior civics class.)
Submitted by Eric K. Grimes (not verified) on Fri, 01/28/2011 - 21:42.
Wow! Not sure what there was to be offended or appalled about.
The reality is that Ackerman could be Mussollini, Hitler, Stalin, Mobutu, the Duvalier(s) and Ferdinand Marcos, all rolled into one, and it is still no excuse for the complicit, implicit or explicit participation of teachers, parents or students in the educational slaughter of generations of this city's youth. If, as you state, "my job is to teach kids how to think, how to write, how to enjoy reading, how to question things that are not fair and just," then I ask that you do just that, no more and definitely no less! The problem is that far too many people are using the "personality" of one person to assume a position of powerlessness relative to the academic and intellectual oppression of this city's children, particularly the Black ones.
The fact of the matter is that it does not matter who the Superintendent is or has been, the one constant is the continually decline in the academic, behavioral and attendance patterns of children in this city. Blame Ackerman, sure, blame parents, OK, excuse Vallas and Hornbeck and others if you choose, but we all need to own this, some more than others. Stop hiding behind individual anecdotes of success and personal importance and lets own the fact that this is a failed system and all components of it and participants in it are liable. Our children at least deserve the truth and we/they can't fix it if we keep deluding ourselves and shifting blame to particular individuals and personalities, whether you like them or not.
Submitted by Stay in your lane (not verified) on Sat, 01/29/2011 - 15:30.
If it's so easy, if working conditions don't matter. If you think we teachers are trying to blame everyone else. Why don't you become a TEACHER and talk to me about your thoughts when you have learned some empathy and from experience. In the meantime, my attempts to engage you in this topic, and to share my thoughts as a person who is not trying to wiggle out of their job, as a person who is doing their very best have been futile.
Submitted by Anonymous (not verified) on Sat, 01/29/2011 - 15:45.
Who is excusing Vallas or Hornbeck? That's in your mind. They were as useless as all of the CEOs we have had for the last few decades, but Ackerman has truly gummed up the work big time. She refuses to admit she is ever wrong. To say nobody has the right to blame her is absurd. Ackerman has dictated the policies that teachers have to follow so when those same policies fail she must be willing to take the blame.
Submitted by anonymous teacher from Empowerment School (not verified) on Sat, 01/29/2011 - 15:51.
Eric, I don't think you understand what scripted curriculum is, what teachers in Empowerment Schools are forced to do. Otherwise, you couldn't possibly write "If, as you state, "my job is to teach kids how to think, how to write, how to enjoy reading, how to question things that are not fair and just," then I ask that you do just that, no more and definitely no less!"
Submitted by Tamara Anderson (not verified) on Fri, 01/28/2011 - 21:53.
This is a very interesting debate, and I have enjoyed hearing the various points of view. For more insight and data please read the following link
http://www.examiner.com/education-in-philadelphia/the-power-of-creativit...
http://www.examiner.com/education-in-philadelphia/tale-of-a-high-school-...
Submitted by Casey (Parent of a special ed student) (not verified) on Sat, 01/29/2011 - 10:22.
Do you hear the zeal that is in these posts?! This is what America needs for our children, teachers who are passionate about them and passionate about how to reach them. If our school districts continue with the status quo by enforcing the same ridged rules, autocratic and intimidating management styles, and attitudes that resist change, America is in bigger trouble than we know.
The status quo is killing us, our county, and our children. Any teacher who is willing gets into the trenches in our inner city schools deserve to be at least heard. Unfortunately, Ms. Ackerman and the Philadelphia school district that supports her, seems to unable and unwilling to open their ears and at least listen.
Please keep fighting and speaking out. The children need you!!
Submitted by Eric K. Grimes (not verified) on Sat, 01/29/2011 - 17:21.
I appreciate your passion and position, but you miss my point, and it is real simple. I don't know Ackerman and could care less about her personality. However, if (as you all frame her) she is a tyrant, tyranny requires compliance in order to be enacted. Tyrants don't function well in the presence of resistance efforts. I am amazed at the time and energy we spend trying to organize and empower students and young people, while we adults sit silently by and just complain while things within our control are just allowed to happen.
Instead of acquiescing, engage in coordinated acts of resistance. If, as you say, the SDP is about non-teaching, non-learning, then teach and learn regardless. Bystanders are as complicit as perpetrators in acts of tyranny and the educational slaughter of this city's children is an act of tyranny. If these children mattered to you, this is the fight you would undertake instead of the finger pointing, personifying and complaining that anonymous posts allow you to do.
BTW, contrary to your assumptions, though I am not a SDP teacher, I have an intimate working knowledge of schools and school systems - this one and others. So, though you may vehemently disagree with me, please don't try to disregard my viewpoint as irrelevant because I "don't know ANYTHING about teaching." That would be an erroneous assumption and an easy out.
Submitted by Anonymous (not verified) on Sat, 01/29/2011 - 18:34.
What would really be a "novel" idea---is to look at the proven track record on academic standards that are adhered to in the ARCHDIOCESE. Sadly, more and more schools of that calibre are closing. Interestingly enough, and while I was a teacher in the archdiocese, more and more students were "non-Catholic" in attendance because their parents wanted a quality education for their children.
How did so much change in 30 years in that students have no incentive to learn. Children, regardless of age, are not stupid. And, they are smart enough to tell the difference between getting a "real education" versus a script. Perhaps these models should look at the noteworthy accomplishments that have been made with students in the Archdiocese, and adopt that modicum for teachers to practice. We are losing the race with the rest of the world! Please let teachers teach, and let's stop MAKING IT LOOK GOOD ON PAPER!
Submitted by Eric K. Grimes (not verified) on Sat, 01/29/2011 - 18:38.
I wrote this on the other blog site by Sam Reed. His post was actually about the event and the issues it was held to address. Ironically, to date, there are only 24 comments posted there. This blog topic, however, about a question and response that took place at the tail end of an otherwise vacuous and shallow discussion about a real serious issue, has warranted nearly 5 times the comments and posts. If this is a reflection of where our values and energy lie then I don't know what that means for our students and children:
******
Thank you for your overview of the panel. I was there and felt that it often missed the mark for such an important topic. Given the fact that decision-makers and major players were both on the panel and in the audience, I do feel that young men of color deserved better than what was given.
It interests me about the push back around issues of culture and affinity in education. Particularly the intentional and misinformed rephrasing of the call for more representation of men of color in teaching. The issue is not that we "think students should only be taught by people of their same ethnic background." The issue is that Black students are disproportionately taught by people of different backgrounds and a young Black male/female could literally go Pre K - 12 and barely be taught by a Black male...that is the issue. And to act as if this is a minor issue is really a major issue!
Unfortunately, the panel didn't really address this matter. Nor the impact that this reality, coupled with father absence and the systemic disproportionate incarceration of Black men and their removal from communities is having on family life, let alone education. These are real challenges that impact the potential and well-being of communities. Yet, the most that people walked away from this event with was that Ackerman offended some TFA teacher with her pointed remarks. That indicates how much this event really missed the mark.
Unfortunately, this is not only happening in educational discussions, but also in youth development and other social service offerings in this city - young men of color, and Black males in particular, are not only being woefully under-served, but also woefully mis-served. Our young men of color, deserved better than what was given at this event!
********
It would be real cool if we could all, just for a minute decide that these young men were worth the focus of so much of our energy. The tyrannical beings that dominate our lives from 440 wouldn't stand a chance then!
Submitted by Teacher (K.R. Luebbert) (not verified) on Sat, 01/29/2011 - 20:55.
I think all of us who teach in Philly public schools believe that the young men who were supposed to be the topic of the forum are worth saving. My colleagues and I believe it--and we are of many races. The people who do not really believe it are Ackerman and Archie--they believe that complex and complicated young men (and women) should be bored with scripted programs that try to kill their inquisitiveness. Those of us who teach the program with IN-fidelity (in other words, actually stopping to question and discuss) may risk being called on the carpet, but so what? We really work for our students and families, NOT Arlene.
Submitted by Anonymous (not verified) on Sun, 01/30/2011 - 13:21.
Why would someone in Ackerman's position attack a young teacher in public other than to send a message: shut up or get out? Is this how we attract bright, new young teachers? I am appalled and sickened to have this woman as a leader! Shame on you Arlene Ackerman.
Submitted by Anonymous (not verified) on Tue, 02/01/2011 - 22:13.
Teach the way they learn huh? Then why are English 3 and Algebra 2 teachers being given scripted do-nows--do those scripts accommodate all our students and the "way they learn?" Seriously, does this woman (Ackerman) and her top notch team ever think about what they say or are they constantly ranting and dictating in a context and content free environment?
Submitted by Teacher (K.R. Luebbert) (not verified) on Tue, 02/01/2011 - 22:33.
No--the rhetoric and the reality are at a profound disconnect. What we all know from research and practice are the best things for our students are the very things we are not allowed to do anymore!
Submitted by Anonymous (not verified) on Wed, 02/02/2011 - 07:57.
The School District of Philadelphia right now is a bunch of really great ideas being done very poorly or in absolutely the wrong context.
It's like a high school coach watching the Super Bowl and then trying to copy the winning team's strategy with his own team without adjusting for his own players' specific abilities and the differences in the context between high school and pros.
In much the same way, the SDP sees something being successful in one place (a highly achieving elementary school, let's say) and then decides to do a blanket intervention in every classroom across the district. They fail to analyze WHY things are successful and HOW they could be used to inform best practices in other contexts. They just copy the WHAT without thinking. This is how they fail to notice the DIFFERENT things work in DIFFERENT situations.
Submitted by Erika Owens on Wed, 02/02/2011 - 12:52.
Neat analogy! I don't even care about football, but that description still explains things very clearly to me.
Submitted by Anonymous (not verified) on Wed, 02/09/2011 - 12:47.
I have been teaching in the School District of Philadelphia for almost 3 years. I am no expert, although I have enough experience to speak clearly about what works and doesn't as a district. I agree with both Ackerman (having teachers stop making excuses) and the young teacher who stood up to her about the unnecessary paperwork and procedures. Teachers do lose valuable teaching time due to things like unapplicable tasks, short periods, and money. We are ultimately here to EDUCATE students, not fit a mold. Every teachers caseload or rosters are different. There are a lot of lazy teachers who have been jaded by a system that they see is failing, and they should find new jobs. If teachers want to stay in the district and try to make a change, then they should rise above the challenges and spend a little bit more time planning and filling out paperwork. It is just the way it needs to be. Good teachers will never, ever be paid enough and bad teachers don't deserve a penny. They are ruining our society and the future for everyone. We, as Americans, have enough proof that the students are not to blame, the schools and system are. "Waiting for Superman" touched on how possibly Unions are to blame by keeping bad teachers in the system when really they have checked out already, causing a poor education for all. Statistics and test scores, which are so heavily dwelled upon by the School Districts (Make A.W.P. or else...) prove that the U.S.A. has the worst education of all developing nations in the world, yet so much money is tied up between these people. The distribution of wealth, the government spending, use of tax dollars and general good will in this country are all being misused, and our future is in trouble. All the "great teachers" in the world alone could not fix this.
Submitted by Meg (not verified) on Wed, 02/09/2011 - 17:02.
I would love to know where you are teaching. It's AYP first off - NOT A.W.P.
The unions are here for our protection - thanks to a lot of sacrifice from those who came before us. 30 minutes for lunch is not what the rest of the world deals with, but all we get and they would take that if we let them.
Okay - I will grant that there may be a few teachers not doing all they can, but your message of just shut up, do the extra work - even after you admitted that the paperwork is meaningless... this makes no sense. If it is meaningless - why are we doing it??
I think you secretly want the chance to teach that rock to read.
Just go ahead. The rest of us will continue to tach the children.
Submitted by Anonymous (not verified) on Wed, 02/09/2011 - 20:23.
Meg, I know what AYP is, and it was obviously a typo. I spend my energy on eating lunch and reading during my lunch break if I am not working through it with the students that are always in my classroom. First of all, you are clearly one of those teachers who rely on the union for your job security because your teaching is probably not up to par. Teachers do need to do extra work. Not all of it is meaningless, if you want to re-read what I wrote feel free because you didn't comprehend it. Perhaps you are a victim of a failing school yourself. I am not worried about being evaluated, doing some paperwork or following some extra orders if it means that there might possibly be a dramatic change in the system. It definitely needs something ballsy to improve even in the slightest.
P.S. It's TEACH, not tach....smarty pants
Submitted by Paul Socolar on Wed, 02/09/2011 - 21:36.
Hi - can I ask you please both to cut the name-calling and one-upsmanship and stick to actually making your points about the issues? We try to keep this blog free of mudslinging.
Submitted by Meg (not verified) on Thu, 02/10/2011 - 15:24.
Defensive much?
I do not use the union for anything. I work harder than most - but treasure that 30 minute lunch as a chance to recharge and compare notes with my teaching partners.
"Smarty Pants"? I feel so young...
As for what you think about my teaching, my understanding of your post or anything else - I have enough courage to post with my name.
Submitted by Anonymous (not verified) on Wed, 02/09/2011 - 12:49.
I have been teaching in the School District of Philadelphia for almost 3 years. I am no expert, although I have enough experience to speak clearly about what works and doesn't as a district. I agree with both Ackerman (having teachers stop making excuses) and the young teacher who stood up to her about the unnecessary paperwork and procedures. Teachers do lose valuable teaching time due to things like unapplicable tasks, short periods, and money. We are ultimately here to EDUCATE students, not fit a mold. Every teachers caseload or rosters are different. There are a lot of lazy teachers who have been jaded by a system that they see is failing, and they should find new jobs. If teachers want to stay in the district and try to make a change, then they should rise above the challenges and spend a little bit more time planning and filling out paperwork. It is just the way it needs to be. Good teachers will never, ever be paid enough and bad teachers don't deserve a penny. They are ruining our society and the future for everyone. We, as Americans, have enough proof that the students are not to blame, the schools and system are. "Waiting for Superman" touched on how possibly Unions are to blame by keeping bad teachers in the system when really they have checked out already, causing a poor education for all. Statistics and test scores, which are so heavily dwelled upon by the School Districts (Make A.W.P. or else...) prove that the U.S.A. has the worst education of all developing nations in the world, yet so much money is tied up between these people. The distribution of wealth, the government spending, use of tax dollars and general good will in this country are all being misused, and our future is in trouble. All the "great teachers" in the world alone could not fix this.
Submitted by Anonymous (not verified) on Wed, 02/09/2011 - 18:03.
LOL@ AWP
Is that a root beer?
Your expertise is obvious.
Submitted by Marvin K Mooney (not verified) on Wed, 02/09/2011 - 21:05.
I'm sorry but "Waiting for Superman" is not an accurate account of our country's education crisis. It was created by Davis Guggenhiem. Whose trust fund is probably tied up in a hedge fund. The CEO of the hedge fund is probably on the board of some charter school in NYC. Let's get real. Corporate America is trying to highjack our tax money and cut in on the cash cow that is public education. Corporate America has major issues with organized labor. Unions do not protect bad teachers. They protect all teachers to their American right of due process, so that good teachers who may not have the same pedagogy as their supervisor do not get "fired" arbitrarily. If Unions are so bad, then how come Finland has the best education system? All of their teachers are UNION. The poverty rate in Finland is only 4% while here in America it is about 22% and probably climbing. However, we can't compare our education system to Finland's, nor China's, nor Great Britain's because all of those systems are NATIONALIZED. Our schools are not, they are locally controlled. So Davis Guggenheim and all of the other reformers are really comparing apples to oranges. They are also marketing their ideas to the public so that they can make more money for their hedge funds by opening more charter schools. Think about this, Neil Bush (the son of George HW Bush, the one who was a part of the S&L scandal of the late 80's) owns a company that sells computer software to help prepare students for Florida's State Test. The one that is used under NCLB to determine a school's AYP.
I have been in education for over 17 years and the number of testing companies I have seen appear on the scene since NCLB is unbelievable.
So if you want to blame someone for the state of education in America, maybe you should look further than the evil teacher's union and look at the Corporations. NCLB did nothing more than de-regulate the education market so that the rich can make money off of our children (future)
Submitted by Teacher (K.R. Luebbert) (not verified) on Wed, 02/09/2011 - 21:14.
Very, very well stated.
Submitted by Anonymous (not verified) on Wed, 02/09/2011 - 23:14.
I just don't buy the deep conspiracy to destroy public education. It's actually the traditional public systems that are paying millions to corporations. Many charters develop their own benchmarks/assessments and don't pay publishers millions to produce really mediocre tests, which is what the School District of Philadelphia does. Charter actually make it harder for many corporations to make money on education. It's a lot easier to convince one big urban district to buy a program, and get millions in the process, than to convince dozens of smaller charter operators to purchase the same program.
Submitted by Anonymous (not verified) on Thu, 02/10/2011 - 01:04.
I worked in a charter school for several years. This particular charter school, like many other charter schools in Philadelphia, used the same assessments as the School District of Philadelphia. Maybe you have more knowledge than I do of other charter schools, but I speak from personal experience and knowing teachers at other charter schools. Not only did they used the same tests, but also used other programs, such as Study Island, Harcourt Trophies, Everyday Math, etc. So there really wasn't that much difference between the curriculum at the charter school and the School District of Philadelphia.
Submitted by Anonymous (not verified) on Sun, 02/13/2011 - 22:12.
Your school may have used the same materials as the SDP, but it didn't have to. The charter operator chose to. Many charter schools choose to write their own benchmarks, assessments, etc. On the other hand, when the SDP adopts a program it automatically goes into hundreds of schools with one contract. With many charter schools, the publisher/provider must convince many more people to adopt the program to sell the same number of licenses/books/etc.
I'm just pointing out that converting schools from traditional public to charter doesn't necessarily favor large corporations. There are many legitimate arguments about various forms of education reform, but I'm not convinced that there's a deep conspiracy to dismantle the education system for some nefarious or profiteering motives.
Submitted by Anonymous (not verified) on Sat, 02/12/2011 - 22:47.
Ackerman yelled at people in San Fransisco. When we would bring up problems she would claim they were our fault as parents. She did not do anything good in SF and she was hated by everyone when she left. We were paying her under $300,000. I read you are paying her $500,000. This is the true problem in Education the over paid administrators that don't really do anything for the money spend. Use that money on the classrooms!!!
Submitted by Anonymous (not verified) on Sun, 02/13/2011 - 11:16.
I know quite a bit of folks that know Ackerman personally. I have yet to meet anyone that even has a minor positive thing to say about her. She makes EVERYONE uncomfortable. Sounds like she doesn't even respect herself.
Submitted by lola (not verified) on Fri, 06/24/2011 - 19:15.
Ackerman is a bully pure and simple. It seems that bully's like this rise to the top now and then. Why was she hired? Perhaps the real motive was to chop heads? Did she do this in other school districts? I wonder if other school districts were all to happy to get rid of her without having to suffer a lawsuit for firing her? It's the end of June now, I wonder if the teacher who spoke out still works for the district. This 450,000 ackerman needs to go. She isn't doing anything that deserves such a salary. Let's not forget all the perks and insurance she gets. She probably has at least another 150,000 in perks. Why isn't Nutter complaining about her huge salary?
Submitted by philly teacher (not verified) on Mon, 08/22/2011 - 19:21.
I am glad to see her go because her talk is first rate, but her actual handling when met in person is bullying and bottom line rude and racist. I was in the room the day she says to the teachers, "The teachers who teach the children of philadelphia should be and hold up her hand and points to it (black). I for one feel that the every child left behind sounds good but is just wrong. Yes, assessment, but not that flawed method. No matter what anyone says, the only person who will ever make a difference in a child's education no matter what policy is in place is the parents and the one person has contact in the classroom ,the teacher. Listen to the teachers they give their time, their money and focus in ways no one, and I mean no one realizes.
Submitted by Anonymous (not verified) on Tue, 12/20/2011 - 19:54.
The reason that black males are so dissuaded from the teaching profession is that they see how much teachers have to deal while given so few resources with which to work. The quality of a student's education is directly related to how much their teacher has to give, and after having their funding choked and their curricula being increasingly focused on preparation for rote "performance indicators", teachers are drained and many of them have lost their will; when a student sees this, it's a wonder why ANY OF THEM would want to become an educator, never mind just black males.
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