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April 11, 2006


NYC Educator

Perhaps it's simplistic, but CFE, the NYS Supreme Court, and yours truly all agree that the formula is simple--good teachers, amaller classes, and decent facilities. It's kind of costly, though.

However, it seems to work.

It's far easier to seek scapegoats and hire consultants with well-established records of abysmal failure, I suppose.


I agree with you, but I think a problem is: what is a good teacher? How small are small classes? What are decent facilities? Also, even a good teacher can't operate in a school that doesn't support him/her or allow him/her to work to his/her potential.
This year my school had a major drop in enrollment and consequently I have had the experience of small class numbers, around 19-20. Some might think this is not small, but for NYC it's tiny. And it's great. But it's not everything. Small classes are also expensive.
I believe the DOE is very concerned with "good teachers." They created the open transfer system to try to allow good teachers to work in good schools, and prevent bad teachers from taking good jobs. But where does that leave the "bad" schools? Those kids deseverve an education, too.
Decent facilities- lets add good organizational systems to that.
Abysmal failure is right- did you click on the link for Edison Schools?

NYC Educator

Good teachers are what you get when you choose from hundreds of candidates and select the very best ones. The approach of lowering standards as much as possible, 800 numbers, job fairs, and intergalactic searches in order to float a pool of precisely the number of teachers needed, while concurrently offering the lowest pay in the area, in my view, is less than ideal.

I live in a racially-mixed suburb with a school system that carries a mediocre reputation. My fourth grade daughter has had on excellent teacher after another. Not for the kids in NYC, say Bloomberg and Klein. The important thing for them is to appear to be making progress while the papers regularly vilify rank and file, who have nothing whatsoever to do with hiring practices.

As for "good" vs. "bad" schools, that will not change, and may in fact worsen under the "new" system. The only real change is fewer options for teachers, There are ways to enlarge the teaching pool, but NYC chooses not to follow those paths.

I believe the DOE is interested only in talking about "good teachers," particularly because "bad teachers" provide a convenient and handy scapegoat for all the things they willfully avoid dealing with.


Is that a new way? Sometimes I can't help but surrender to my inclusive skill I have a joke for you =) What do you call it when instead of raining cats and dogs, it rains chickens, ducks and turkeys? Fowl Weather!

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