Comments on: The Global Search for Education: A Look at New York Public Schools

By: Conny

Conny — Thu, 21 Jun 2012 04:37:07 +0000

(From an e-mail sent to RP 12/11/09)Dear RP Well, I have put this off about as long as I can stand it. I have tried to string toehegtr different beginnings, soulful endings and lots of other crap. The truth is, this is painful for all of us who love you. Like so much in life, this will be quite difficult but necessary.It would seem that the news is not good and that there are some time definitions laid on by your doctors. I am torn between swearing that they don’t know what they’re taliking about and sensing Peg’s quiet and soothing tone defining in your blog just what those words meant. As you have been dealing with this cancer over a long period, you have had to summon God knows how much strength in order to deal with it. But just because you’ve had practice doesn’t mean it is any easier now.I want you to know what you have given me. I want very much for you to take this in, because your gifts come as close to the core of who I believe I am as can be. The richness of being able to express my inner being, examine it, read it aloud and like what I hear hmyself saying, has given me inestimable joy. These gifts were not pedantic, or scholarly not even strictly definable. It was just you, with that crinkled smile, reading the lines, reacting to the movement within, reaching out for that audible blessing. And it goes far back, back to the hilltop and your words of praise after one of my theater performances, far back to that King Chapel speech when you encouraged all of us freshman (hey, who is this guy?) to throw away our traditional beanies and give up such dull-witted identities. Back to baby-sitting in the Dana living room with the girls, into long discussions lifting the night, seeing you in your South Hall office counselling or laughing or reading quietly.You have never failed to tell the truth. I can still hear the echo of your voice telling me, Patterson, you’re a survivor. You cut through whatever crisis I was going through at the time; I have recalled that observation many times duing my life. This essential core of comfort was something you gave everyone in your wide circle. Even after years of separation while watching you read at NYU, that particular gift kept right on giving. I am astonished at such constancy, dumfounded at the meaning your life has had for me. Such a generous life and spirit. My gratitude is just not possible to express, RP. Thank you so very much. You deserve to know what a difference you have made in so many lives. You have surely made a profound difference in mine. . .

By: John Mark

John Mark — Sun, 22 Jan 2012 06:05:43 +0000

Barry, I agree with you fully. Point 1 is what the most advanced international education systems are focused on, such as Finland’s. It is clearly where education will go and the opportunity for the clunker systems to dig out of the basement, such as the NYC public schools. Point 2 is just about healthy economic competition in a free society. This is not Italy, beholden to the old guard and cronyism, which has stifled their economic growth for decades. Or is it?

By: John Mark

John Mark — Sun, 22 Jan 2012 05:55:50 +0000

So tired teacher, I don’t see your suggestions either. At least Nadelstern has the cajones to make some recommendations. Your approach isn’t constructive.

By: John Mark

John Mark — Sun, 22 Jan 2012 05:52:04 +0000

So Linda, what are your recommendations for fixing a mediocre system…or are you just going to criticize Nadelstern and go along with the excuse makers?

By: Barry Stern

Barry Stern — Wed, 18 Jan 2012 14:00:23 +0000

Eric Nadelstern was a tremendous asset to the NYC schools, and his priority actions make all kinds of sense. I only wish he had made two additional recommendations:
1. Do not invest more in trying to perfect the factory model high school. This century-old model simply cannot do better than it has, and principals who have only experienced this model have little idea of what is possible with alternative designs. For example, there are blended classroom-online models that feature instruction that is very intensive, cross-disciplinary, team taught, computer-assisted, highly experiential and applied to solving problems frequently seen the modern workplace. The instructors and students remain together for the entire instructional day instead of changing subjects and workgroups every 45 minutes in response to a bell. One such model that leaves the factory model behind achieves 2-3 grade level gains in math and reading in only 2-3 months. Kids are engaged since the staff knows you don’t get rigor without establishing relationships and relevance. To establish these 2 Rs students are taught to identify their preferred thinking style(s) and use it/them to learn faster and work effectively with others with other preferred styles. They also learn how to use needs-based communication to foster healthy inter-personal relations, build teams and resolve conflicts. Parents are also invited to learn some of the same relationship building skills to support their children by lowering the emotional load at home.
2. Clean up the corrupt NYC school procurement system. This is Exhibit A of a bureaucracy run amok. Bidders for contracts must jump through an inordinate number of hoops before principals can even look at what they have to offer. Result: only the well-connected and well-financed get contracts. Unfortunately, such firms tend to offer more of the same. No wonder NYC schools aren’t progressing faster after a wonderful start under Joel Klein and Eric Nadelstern.

By: tired teacher

tired teacher — Wed, 18 Jan 2012 13:22:49 +0000

joe, the problem is why do we assume that the majority of teachers have that attitude? that seems disingenuous and unfair. It is like the common assumption that there are a greater number of “bad” teachers employed then there are bad workers in any other job.

also why is it that the idea of “punching the clock” is acceptable when applied to other professions, yet from teachers we expect more while paying less?

and this isn’t about money, it is about support, we are expected to work as much as a lawyer, solve all the problems of society, and shut up and take it while people rip our competency, our intelligence, and our dedication. All the while solutions we know would work, addressing problems we know are at the foundation of all of this never happens because someone who isn’t an educator always knows better.

By: Joe

Joe — Tue, 17 Jan 2012 19:37:11 +0000

tiredteacher, I sympathize but being an educator is a job that goes beyond punching in, showing up and punching out. It requires more commitment or at least attention to problems of attendance and missed classes and disruptive classrooms. Nadelstern is faulting educators who shrug and throw up their hands at a problem without even considering any solutions for them. It is the complete lack of concern that he takes umbrage with. Nothing he said implies that he expects everyone employed by the NYC public school system to be supermen. But the attitude of “Well, not my problem!” has never really effected change either.

By: Linda Brees

Linda Brees — Tue, 17 Jan 2012 19:29:08 +0000

Also, private sector already competes in K-12 education. I believe they are even known as “private” schools.

By: Linda Brees

Linda Brees — Tue, 17 Jan 2012 19:28:14 +0000

“They did not understand why I was so disturbed by that statistic because it had always been that way. If I wanted to see it any different, I would have to give them a better building; I would have to give them better supplies and materials; I would have to send them better teachers; I would have to pay them more; and I would have to send them better kids. If I sent them better kids, I would see how great they were.”

Actually, all of that sounds reasonable to me. There is a limit to how much teachers and administrators can accomplish faced with indifference from parents and economic challenges of the kids. And any place that “private sector” has been invited to contribute to education, their contributions can be most optimistically described as “marginal.”

By: tired teacher

tired teacher — Tue, 17 Jan 2012 19:00:21 +0000

so how exactly am i as a teacher supposed to make my students come to school? or make them do their homework (I already only assign what i believe is necessary not busy work) and how am I to make them study when they care about nothing but their friends, what facebook comment is recent, and listening to their music?

I am not some bitter entrenched educator, i spend all day desperately coming up with ways to engage them to interest them, and to keep them interested. But at some point they still need to do the hard work necessary.

since based upon this article it is my responsibility to do that how am i supposed to?