There are two novels that can change a bookish fourteen-year old's life: The Lord of the Rings and Atlas Shrugged. One is a childish fantasy that often engenders a lifelong obsession with its unbelievable heroes, leading to an emotionally stunted, socially crippled adulthood, unable to deal with the real world. The other, of course, involves orcs.... John Rogers
What are their counter-proposals? And why are they better than letting parents decide where to send their children to school? When CPS only graduates 50% or so of its students, something's got to happen. Fast. Whole generations of kids are being left behind.The word "vouchers" is not an argument nor a demonstration of the veracity of an argument. Please show why teacher's unions say they are against vouchers, what their counter proposals are and why vouchers are better for students than their counter proposals.
Get back to me when there's one in plavce.I've already provided links where the head of the Chicago Teacher's Union showed that they are bargaining on behalf of student interests in addition to their own interests. In addition to that, CTU leaders have given several interviews where they've explained that as well. Why is this insufficient for you?
Air conditioning, more librarians and social workers is not the answer. It is insufficient to me because it's insufficient. At minimum, 40% of kids in CPS are failing. Paying teachers more, more librarians, more social workers, and air conditioning is hardly the answer.
Here is the plan: http://www.ctunet.com/quest-center/r...inal_Offer.pdfThey have presented a plan for evaluation system.
Here is more information on the plan and their work with CPS to develop one: [url=http://www.ctunet.com/quest-center/research/teacher-evaluation/pera-faq]Chicago Teachers Union | Teacher Evaluation[/url
If that's the way you see it, I have no problem with that.If you blame the Chicago Teacher's Union, then you are blaming the 90% of unionized Chicago teachers since the majority of them voted to authorize a strike in June based on what CTU is proposing.
Teachers in five schools (IIR) agreed to work longer days last year having been given IPods as token appreciation for doing what private industry has done for the last 4 years -- work a little longer and harder. As you know, the union blasted and negated that agreement and threatened to sue the district. Those teachers (and, in fact, two in my family who are teachers) had no problem with it at all. But. The union couldn't stand their power being usurped. And, now, here we are.Please demonstrate that CTU "are greedy pigs interested only in making sure they promote divisiveness between teachers and the school system to protect their own jobs." And please demonstrate how you are not, then, calling a significant amount of teachers "greedy pigs" since the majority of teachers voted to authorize a strike.
I agree with you.Actually, CPS should have respected the fact that it was out of money by not increasing the length of the school day, particularly since there is no demonstrable benefit to the students for doing so. I mean, how much sense does that make?
Thank you, Quazi!
if there are work rules in the contract, and the employer unilaterally changes one or more of them, and the union does not object, then the union gives up its right to challenge further revisions to that contract provision because - by the union's inaction - it has already accepted the earlier changes as "past practice"
as a result, the union has to be vigilant about such things, otherwise it renders the affected contract provisions as no longer binding and enforceable whenever the union knowingly fails to enforce the negotiated contract provisions
(this is also true for the employer; if it allows employees to do things not provided by the terms of the contract, it cannot later enforce those provisions as they will have been accepted and established as "past practice")
arcane and nuanced, but true
i very strongly agreeIt's like being a salesman
if, in my opinion, you want to have any chance of teaching math, for example, in this day and age, you gotta incent
the way i've done it all my career is---you better try (every single one of you) your very hardest to do these 8 problems right---or i'll just assign 80 and you can go ahead and flunk
of course, every class you've ever had is gonna try you---so BUST em, NOW and HARD
yes, it's sales
math is very hard to sell, but PERSONALITY's a blast
if i can't come up with a little myself i can always find a kid
i don't think i've ever had a class without at least a couple student's whose personalities i could promote
My daughter went to a public charter school where teachers were allowed to do their own thing. Pay no higher or lower than other teachers. Same class sizes per students. A very small school physically and in student numbers. The teachers each had to teach multiple different topic classes, including those not of their field. No teachers union, no administator oversight. Overall, the per student budget was signficantly lower than the regular public school.
Thus, the students should have done dismal.
In fact, they won exactly every area of science fair, from science to math, environment to computer science, medical to engineering - literally every single category. Yet they aren't 1/100th of 1% of total school population.
Why is that?
It is because the school's sole administrator not only was selective in who he selected as teahers - not hesitating to get rid of any not doing the job - but he also was teaching classes himself.
Teachers who wanted to teach - and none otherwise - given total power to actually teach as each saw fit and right for each class and each student. This lead to strong bonding of mutual goals between teachers and students for the goal of LEARNING - and being able to prove it. The students thought so highly of their teachers that making their teachers look good by their performance was one motivator, and the teachers openly measured their success and pride in how well their students did.
And there is a kicker. SO UPSET at that success, the overall school administration vetoed, literally BANNED those students participating in national science fair - because they made the regular schools and the administration look so bad by those student's successes - literally torpedoing the student to cover up their incompetency.
The first thing schools should consider doing is firing all school administrators and just letting the teacher run everything for a couple years and see how it goes. At one time, that's how schools worked. Before grossly overpaid zippy pinhead socialists and ideological hacks became the overseers and masters.
Overall, Charter schools perform no better than public schools. Also, they actually should perform better because most are selective, cutting losse any student who might bring down their scores. And still, overall, they perform no better. This should raise some doubts about them.
AUSTAN GOOLSBEE: I think the world vests too much power, certainly in the president, probably in Washington in general for its influence on the economy, because most all of the economy has nothing to do with the government.
Constant disruptions, no means of disciplining students, work in areas that have higher number of deaths each year than the military does in combat zones, have to work with parents who don't care and only use the school system as a daycare, the school has security and cops all over and has more in common with a prison than a school.
Even if you paid teachers for those types of schools double others, you still are only going to get those who cannot get hired at a different schools and they will probably only stay until they do get another position. Frankly, anyone who would actually work in those schools very long has a heart of gold, but the brains of a gnat.
Thank you, Quazi!