In Baltimore ALL PUBLIC COMMUNITY CENTERS---PUBLIC RECREATION CENTERS----now public athletic fields have been or are being privatized and taken over by global corporations calling this SOCIAL BENEFIT CORPORATE SOCIALISM. Even our public golf course is now in the hands of private investors who RENT THE COURSE back to the city. At every turn citizen taxpayers in Baltimore are now RENTERS-----SUBSIDIZING OPERATIONS OF PROPERTY OWNERS THAT ARE GLOBAL INVESTMENT FIRMS AND GLOBAL CORPORATIONS. So, who are those employees ----they are very well-behaved-----with the MASTER PLAN-----doing all that Wall Street Baltimore Development says without question. It's the only way to get a job in Baltimore. It is also why there is absolutely no REAL left activism----and this is what exists in far-right, authoritarian, dictatorships. Folks not understanding how a Hitler, Stalin, MAO ---all far-right corporate/industry power fascists---this is it. Every aspect of public voice, public ownership, public governance is gone----deliberate high employment killing all local economic growth so people are forced to DO AS THEY ARE TOLD.......well, I guess the EXCEPTIONAL PEOPLE APPOINTED BY JOHNS HOPKINS AND UNDERARMOUR KNOW BEST AS TO WHERE, WHEN, HOW, WHY, AND TO WHAT GOAL OUR CHILDREN AND GRANDCHILDREN ARE TRACKED FROM PRE-K TO CAREER IN GLOBAL LABOR POOL.
Remember WELLNESS is all the health care that 90% of Americans will access and these will be BUSINESSES tied to global health systems and their managed care......Wall Street players making sure all this falls into the hands of global corporations while throwing a few million in pay-to-play for temporary local small businesses.
None of this is left leaning or Democratic ---it is far-right wing global 1% Reagan/Clinton neo-liberalism with Bush/Hopkins global 1% Wall Street global neo-conservativism------all while candidates run as DEMOCRATS. EXTREME WEALTH AND EXTREME POVERTY always sold by Wall Street players like these Baltimore pols as helping the poor, the old, the disabled, helping labor with jobs-----while killing all of the above.
Mayor renews pitch to sell city garages to fund rec centers
At a Tuesday news conference, Mayor Stephanie Rawlings-Blake talked about her plan to renovate the city's recreation centers and pushed city council to reconsider her plan to fund the project by selling parking lots. (Amy Davis/Baltimore Sun)
Pamela WoodContact ReporterThe Baltimore Sun
Baltimore mayor says city will invest $136M in 40 recreation centers, athletic fields and pools in city.Mayor Stephanie Rawlings-Blake is again calling on the City Council to consider her year-old plan to sell four city-owned parking garages to raise money for improvements to recreation centers and pools.
Speaking Tuesday at the Rita Church Fitness and Wellness Center in Clifton Park, which opened in 2013, the mayor pitched a $136 million multiyear plan for park, pool and rec center improvements around the city.
Selling four city-owned garages downtown would speed the pace of the renovations, Rawlings-Blake said. The city estimates a sale could raise $60 million.
"This plan could happen in six years or 26 years," Rawlings-Blake said. Money from the garages "would significantly help."
City Council President Bernard C. "Jack" Young has refused to allow the mayor's bill to move forward, saying he wants the recreation plan to include two big new centers, on the east and west sides. Young also questions whether it is a good idea to sell the garages and forgo their revenue, saying the money could gradually pay for recreation improvements.
City needs more rec centers, less bickering Through a spokesman, Young accused the mayor of resorting to "political theatrics" when the parties should be negotiating to resolve their differences.
"These kind of games that we've seen with trying to negotiate through the media, they just don't serve anyone and they need to stop," spokesman Lester Davis said.
Howard Libit, a spokesman for the mayor, said all council members were invited to the news conference. The mayor met with most of them to discuss her recreation plans over the past week.
"We were clear with how we would finance the plan in an accelerated fashion. I don't think we were trying to stick it to him. The mayor has been asking the council to give her bill a hearing," he said.
Councilman Brandon Scott, who joined the mayor at her news conference, said it is important for the city to move forward in positive ways such as expanding recreational opportunities.
"We have to put aside our egos," he said. "This is not about us."
The garages, located on West Lombard Street, South Eutaw Street, St. Paul Place and Water Street, generate a combined $2.8 million in profits per year.
The city operates 40 recreation centers and does not intend to close any of them, administration officials said. Rawlings-Blake came under fire three years ago for closing four centers and turning over 10 to other operators.
She said Tuesday those "tough choices" put the city in a better financial position to improve other facilities, among them the Rita Church Center, an $8 million renovation of an old pavilion that now includes a fitness center, computer lab, kitchen, game room and multipurpose room. An expansion will open in 2016.
Rawlings-Blake touted recreation projects already complete or in the works, including the $4.5 million Morrell Park Community Center that opened last summer, the $11.5 million Cherry Hill Fitness and Wellness Center that will open in 2017 and the $12 million Cahill Fitness and Wellness Center that is scheduled to open in 2017.
The mayor's plans unveiled Tuesday include rehabilitating or building 11 fitness and wellness centers that would cater to people of all ages at a cost of $84 million.
Another $20 million would pay for renovating five community centers and $20 million more would go to upgrading four outdoor sports centers. Upgrades to four existing outdoor pools and three "spray pads" would cost roughly $13 million.
Rawlings-Blake said her recreation plans will help achieve her goal of adding 10,000 new families to the city, both by attracting new families and giving current residents a reason to stay.
Below we see the national corporate charter chain getting all this funding for athletic fields, wellness centers, new everything including being tied to what will be those global corporate COMMUNITY CENTERS-----this is one of the largest global corporate pre-K chains that now have elementary, middle and high schools all privatized corporate and owned by the same NYC Bloomberg GREAT SCHOOLS rated vocational tracking school marketers.
This is to what all funding Baltimore City Hall says will rebuild our public parks, public athletic fields, public community centers, public rec centers, AND will be the only source of PUBLIC LIBRARY----as PRATT LIBRARY is outsourced and eliminated. This is the WRAP-AROUND format that has all that was public services and programs now installed into global corporate schools and no matter how much they PRETEND LOCAL SMALL BUSINESSES AND NON-PROFITS are tied to them ---these will ALL BE TOTALLY GLOBAL CORPORATE NEO-LIBERAL EDUCATION VOCATIONALLY TRACKED SCHOOLS.
Here we have former very, very, very, very global neo-conservative Johns Hopkins BEN CARSON---making his donation -----investment into a corporate chain school.
So, our public schools are not getting athletics fields, wellness centers, our communities are not getting public parks or rec centers-----all these taxpayer funding is building global corporate schools ----
Friendship Academy at Cherry Hill
Baltimore, MDOn March 3, 2011 members of the Baltimore Rotary Club delivered dictionaries to third grade students at two Ben Carson Reading Room Schools: Cherry Hill Elementary/Middle and Patapsco Elementary/Middle School. We thank the Rotary Club for their dedication to helping Baltimore’s youth.
Cherry Hill Elementary/Middle School
Reading can take you to new heights, especially if you’re a student at Cherry Hill Elementary School in Baltimore City! Nestled high above the reading room is a loft for children to stretch out, relax and enjoy their favorite books. Thanks to the generosity of the Rotary Club of Baltimore City, the room is also furnished with comfy beanbag chairs, brightly colored pillows and books galore.
305 W. Chesapeake Avenue
Towson, MD 21204
Phone: (410) 828-1005
Fax: (410) 828-1007
Make a Donation to the Carson Scholars Fund
Carson Scholars Fund.
All Rights Reserved.
Site by August
Friendship Academy operates an approved private elementary, middle and high school program for students ages 5-21 that can include mental health services for students who may need them. Friendship Academy is licensed by the PA Departments of Education and Welfare. Recognized as experts in the area of special education and mental health, Friendship Academy staff also provide training and consulting services to area agencies and school districts. In addition, Friendship Academy is a training site for university programs in special education, social work, psychology, counseling, pediatrics and nursing.
Friendship Academy serves as an educational placement option for students ages 5 to 21 with serious emotional and behavioral challenges. Our students receive highly specialized instructional services with a maximum of 1:4 staff-to-student ratio, assuring each child the tailored attention needed to reduce frustration and foster success. We emphasize research based standards driven reading, writing and math instruction that encourages children to see themselves as capable and creative. In addition to academic skills, our program includes opportunities for artistic success through art and music therapies.
Partial Hospital Program
Friendship Academy offers a psychiatric hospital program that provides intensive treatment during the day to children and adolescents. The treatment program emphasizes a skill based approach, including emotional management and problem solving. Students are also taught cognitive behavior therapy skills to improve perception of self, situations, and critical events.
Friendship Academy also offers outpatient services. Outpatient therapy provides mental health services for children and adolescents with less intense behavioral health needs. Outpatient therapy may be a good fit for those preparing to return to public school or move toward independence. Services might include any combination of individual, family, group and medication management. The clinical team will help determine the best level of care for a child.
Friendship Academy Brochure
Friendship Academy 2016-2017 calendar
For more information and to refer a student to Friendship Academy call 412-365-3800.
255 S. Negley Avenue
Pittsburgh, PA 15206
'Friendship Academy of Science and Technology is a
transformation school with an outside operator whose contract
is up for renewal in 2012–13. Final plans for this building will
take into account the outcome of that renewal process'.
Here is Friendship Academy tied to STEM-----of course it is in the global East BAltimore Johns Hopkins campus and if you Google this article you will see these PUBLIC K-12 SCHOOLS being build all over the city. This is the only employment for citizens wanting to be TEACHERS------AND MOST ARE FILLED WITH TEACH FOR AMERICA---ADJUNCT PART-TIME OR TEMPORARY STAFFING.
When a Catherine PUGH says she know education policy this is what she knows-----all of this will be tied to testing and evaluations having appointed committees EVALUATING which of these global corporate schools a child should attend. These schools look just like those same global corporate schools in all Foreign Economic Zones----so global labor pool will be sent here, there, everywhere as global Wall Street wants. All the $1 billion school building bonds are building these corporate campus schools while ALL OF BALTIMORE'S PUBLIC K-12 ARE BEING CLOSED.
of Science and Technology
Program: Renew the operator’s contract for a three
recommendation from renovate in Year 3 to renovate in Year 2, relocating the Friendship Academy of Science and Technology program so that a new elementary/middle school can be housed in this building
Friendship Academy of Science and Technology (FAST) is an operator-run school that serves students in grades 6 to 12,
with a focus on career preparation in environmental science, biosciences, medical sciences and computer networking.
As part of its portfolio review last year, City Schools granted the operator a one-year contract extension, with the proviso that the operator participate in a renewal review again this year. As
part of its portfolio review this year, City Schools again took FAST through the renewal process to determine whether the contract
with the operator should be recommended for renewal. This
analysis generated Developing ratings in the areas of
academic performance and climate and an Effective rating for financial management and governance.
Based on these ratings, City Schools
recommends renewing the operator’s contract for a three-year term.
FAST occupies the Canton building, located in the southeast part of the city where there is severe overcrowding in the elementary grades and growing demand for seats in pre-k to grade 5.
Last year, schools in the area served 6,001 students with a capacity
to serve just 5,336.
To alleviate this overcrowding, as part of its portfolio review this year, City Schools recommends moving FAST to another district
building, moving up the current recommendation to renovate the
Canton building in Year 3 of the 21st-Century Buildings Plan to renovating it in Year 2 and creating a new elementary/middle
school in the building to serve the southeast area. The district will identify a new location for FAST for 2016.
By renewing the operator contract for FAST for three years, City Schools retains the ability to bolster its college and career readiness programming, the diversity of its school portfolio and the
opportunity to work with FAST to make it a stronger school option. By moving the program and repurposing the Canton building for a new elementary/middle school, the district
reduces overcrowding at other, nearby schools with elementary grades and creates a new school in a newly
renovated building for students in southeast Baltimore.
Implementation requires full funding of the 10-year plan.
Friendship Academy of
Science and Technology
230 = Friendship Academy of Science and Technology (Canton Building); 47 = Hampstead Hill; 215 = Highlandtown
#215; 228 = John Ruhrah; 237 = Highlandtown #237; 327 = Patterson Park
Friendship Academy of
Science and Technology
School/building number: 338/230
Address: 801 S. Highland Avenue, 21202
Planning area: Eric Southern
RENOVATE OR REPLACE
Not a City Schools Building
1 Mile from School
1/2 Mile from School
Rationale for Recommendation
The Facility Condition Index (FCI) is an indicator of the basic
condition of the building. It compares the cost of renovating an
existing building to the cost of constructing a new building of the
same size; in general, an FCI greater than 75 percent indicates that
constructing a new building should be considered. Estimated costs
are $18,804,813 to renovate the Canton Building and $24,209,412
to replace it, giving an FCI of 77.7 percent. This FCI suggests
that renovation or replacement should both be considered. The
historic significance of the building will be taken into account in
determining the appropriate action.
The target Educational Adequacy Score is 80 for district
buildings in which instruction occurs. The Canton Building has
an Educational Adequacy Score of 54.4, indicating that it does not
meet the standard for supporting excellent teaching and learning.
The acceptable utilization rate for City Schools buildings is 65
to 100 percent. With a 2011–12 functional capacity of 916 and a
projected 2016 enrollment of 835, the Canton Building is on track
to be utilized at a rate of 91.2 percent.
Friendship Academy of Science and Technology is a
transformation school with an outside operator whose contract
is up for renewal in 2012–13. Final plans for this building will
take into account the outcome of that renewal process.
Here we see Obama and Clinton neo-liberals installing what is this very, very, very far-right wing authoritarian RE-EDUCATION corporate structure into what all American public schools will be enfolded. They call this SPECIALIZED TEACHING and if one looks broadly we see ALL AMERICAN CHILDREN COULD BE LABELLED SPECIAL NEEDS----remember they are telling us US students are ranked last ----I looked at this special needs designation and indeed the United Nations has the same global education corporations calling themselves SPECIAL NEEDS in all Foreign Economic Zones---and they will be tied to vocational tracking by testing and evaluations for an assigned vocational track.
THIS IS INDEED FAR-RIGHT FASCISM-----IT IS NOT TRUMP IT IS THESE TWO ABSOLUTELY MORALLY AND ETHICALLY BANKRUPT PEOPLE ----ARNIE DUNCAN AND OBAMA----GLOBAL WALL STREET PLAYERS EXTRAORDINAIRE---with the rest of the CLINTON/BUSH/OBAMA POSSE.
HERE IS MARYLAND SKEWING ITS DATA AS USUAL-----
'Furthermore, the department will judge states on how many special education students actually take NAEP. In some states, big percentages of students with disabilities are excluded; in Maryland, for example, 66 percent of special needs students were excluded from the fourth-grade reading test'.
Obama expands use of standardized tests for special-needs and American Indian students
By Valerie Strauss June 27, 2014
President Obama delivers remarks next to Secretary of Education Arne Duncan. (YURI GRIPAS/REUTERS )President Obama recently told graduates at the University of California, Irvine, that people who deny the science behind climate change are just as wrong as people who say the moon is “made of cheese.” Congress, he said, “is full of folks who stubbornly and automatically reject the scientific evidence” about climate change and call it a hoax.
He’s right about that. But his administration is doing some denying of its own — refusing to accept extensive research on the proper use of standardized tests.
The president and his education secretary, Arne Duncan, have for years been using student standardized test scores to hold students, teachers and principals “accountable” even though assessment experts say they aren’t reliable enough to be used for that purpose. Assessment experts say that tests should be used only for the purpose for which they were designed and nothing else, yet the administration keeps finding additional ways to use standardized test results in ways that are questionable.
Earlier this week, Duncan announced that the administration was tightening its oversight of states in regard to how they educate special-needs students, applying more stringent criteria. From now on, the department will not only consider whether proper procedures are being conducted but on outcomes, including how well these students score on standardized tests and the achievement gap, based on test scores, between students with and without disabilities.
How well special education students perform on a test called the National Assessment of Educational Progress, or NAEP, will be one of the factors considered. This marks the first time that NAEP scores have been attached to any education policy that has potential consequences; the Education Department could withhold federal funds to states that don’t comply with the new special education regulations, though officials there said that is not something they want to do. But NAEP, a test given every two years to a nationally representative sampling of students, wasn’t designed for this purpose. When asked by reporters about whether using NAEP for this purpose was turning it into a high-stakes test, Duncan said, “I wouldn’t call it high stakes.” He said his department was using NAEP because, however “imperfect,” it was the “only accurate measurement we have.”
Furthermore, the department will judge states on how many special education students actually take NAEP. In some states, big percentages of students with disabilities are excluded; in Maryland, for example, 66 percent of special needs students were excluded from the fourth-grade reading test.
Apparently, the department believes that more testing will help special education students achieve more in school. But since No Child Left Behind started, the standardized test-based “accountability” era more than a dozen years ago, there has been no evidence to show that standardized tests have improved student achievement, or that linking test scores to teacher evaluations has created better teachers.
Special education isn’t the only area that the Education Department has new standardized testing plans. Duncan announced earlier this month that the department was going to reform the U.S. Bureau of Indian Education.
Nobody would argue that the agency, responsible for the education of tens of thousands of American Indian students, isn’t over-ripe for reform: The agency has had 33 directors in the last 35 years and student outcomes in the education programs and residential facilities for Indian students that it supports are awful.
Bureau director Charles Roessel admitted as much at a Senate hearing last month:
The BIE supports education programs and residential facilities for Indian students from federally recognized tribes at 183 elementary and secondary schools and dormitories. Currently, the BIE directly operates 57 schools and dormitories and tribes operate the remaining 126 schools and dormitories through grants or contracts with the BIE. During the 2013-2014 school year, BIE-funded schools served approximately 48,000 individual K-12 American Indian and Alaska Native students and residential boarders. Approximately 3,800 teachers, professional staff, principals, and school administrators work within the 57 BIE-operated schools. In addition, approximately twice that number work within the 126 tribally-operated schools….
The BIE faces unique and urgent challenges in providing a high-quality education. These challenges include: difficulty attracting effective teachers to BIE-funded schools (which are most often located in remote locations), the current Interior regulatory requirement that BIE-funded schools comply with the (23 different) states’ academic standards in which they are located, resource constraints, and organizational and budgetary fragmentation. A lack of consistent leadership — evidenced by the BIE’s 33 directors since 1979 — and strategic planning have also limited the BIE’s ability to improve its services. Furthermore, over the years, federal American Indian education has been contracted or granted to tribes in approximately two-thirds of the BIE school system, but the BIE’s management structure and budget have not evolved to match the BIE’s long-term trajectory of increased tribal control over the daily operation of schools. Currently, the Department is funding approximately 67 percent of the need for contract support costs for tribally-controlled schools. Each of these challenges has contributed to poor outcomes for BIE students.
But will grant competitions and standardized test-based evaluations of teachers actually help? That’s what the administration said it wants to do: Initiate efforts that are very similar to the Race to the Top contest for federal K-12 education funding that required state competitors to promise to make specific Duncan-approved reforms, including linking teacher evaluation to test scores. Does the administration really think that controversial evaluations will entice more teachers to schools that are already facing teacher shortages?
For years assessment experts have been warning about misusing standardized tests. They have said that a popular way of linking student test scores to teacher evaluations, known as “value-added measures” or VAM, is not valid or reliable. In fact, the American Statistical Association, the largest organization in the United States representing statisticians and related professionals, said in an April report that value-added scores “do not directly measure potential teacher contributions toward other student outcomes” and that they “typically measure correlation, not causation,” noting that “effects — positive or negative — attributed to a teacher may actually be caused by other factors that are not captured in the model.”
A 2009 warning by the Board on Testing and Assessment of the National Research Council of the National Academy of Sciences stated that “VAM estimates of teacher effectiveness should not be used to make operational decisions because such estimates are far too unstable to be considered fair or reliable.” The Educational Testing Service’s Policy Information Center has said there are “too many pitfalls to making causal attributions of teacher effectiveness on the basis of the kinds of data available from typical school districts,” and Rand Corp. researchers have said that VAM results “will often be too imprecise to support some of the desired inferences.”
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These are just a few of the many reports on this issue, yet Duncan and Obama keep right on denying this extensive research. I recently asked the Education Department what Duncan thinks of all this research, and department spokesman Dorie Nolt said in an e-mail, reflecting Duncan’s position:
“Including measures of how well students are learning as part of multiple indicators of educator effectiveness is part of a set of long-needed changes that will improve classroom learning for kids. Growth measures are a significant improvement over the system that existed before, which failed to produce useful distinctions in teacher performance. Growth measures — including value-added measures — focus attention on student learning and show progress. While these measures are better than what existed before, educators will continue to improve them, and sharp, critical attention from the research community can help.”
As to whether Duncan is aware of the latest research, she said:
We keep track of all major research on this topic.
They keep track of it, but they choose not to believe it. Who does that sound like?
Why are the 99% of American teachers leaving? Because global neo-liberal education has nothing to do with American quality of life and broad democratic education and it takes a 5% to the 1% to want to install these policies on our children.
More concerning is this---the goals of preK - career college tied to global corporate campus apprenticeships for free labor is having online classroom lessons and testing where a teacher is replaced by EDUCATION TECHS----and these of course will be global labor pool.
' And, both black male and female teachers express that they are often hired to be rule-enforcers, not educators. According to the teachers we spoke with, stereotypes and additional roles are not only placed on teachers of color by fellow teacher colleagues, but also often by school administration'.
Black Teachers Are Leaving the Teaching Profession at Staggering Rates. But Why?
Sep 30, 2015 by Ashley Griffin
A new report from the Albert Shanker Institute shows that teachers of color (including black, Hispanic, Asian and Pacific Islander, American Indian, and multiracial) — and especially male teachers of color — are underrepresented in the workforce, with large gaps in representation between teachers and students of color. What’s particularly astounding, though, is the share of black teachers in the workforce that declined in nine major cities across the U.S. over the last 10 years. New Orleans and Washington, D.C., saw the most significant declines at 24 percent and 28 percent, respectively, while trends for Hispanic teachers were more positive and stable across time. So, what is happening with our nation’s black teachers? Why are the numbers so low and continuing to decline?
The problem is both recruitment and retention. Of the two, recruitment seems more tangible and actionable, with retention of black teachers having less obvious solutions or strategies for improvement. Research shows teachers of color, specifically black teachers, can be more motivated to work with students of color and in hard-to-staff schools. Teachers of color are also disproportionately concentrated in high-need schools (urban, low-income with high proportions of students of color). But, teaching in poor schools and teaching black and brown kids is not why they leave the profession.
They leave because of working conditions. Research from the Shanker report indicates that teachers of color feel they don’t have a voice in education decisions and have limited professional autonomy in the classroom. The bottom line is that across the nation teachers of color are placed in schools that are more likely to have less desirable working conditions. And this impacts their desire and willingness to stay.
This study begins an important conversation by documenting the problem. But this quantitative exploration of data needs qualitative support to provide a deeper understanding of teachers’ perceptions regarding their practice, challenges, and general experiences in education. This will help administrators know better how to retain teachers of color in a profession that desperately needs them. It is also why we are currently engaged in a research study to better understand these very issues.
We have conducted more than 28 focus groups across five states, in an attempt to understand the experiences, issues of practice, and perceptions of current education issues — as well as educational themes most critical to — black and Hispanic teachers. Much like in the quantitative data provided by the Shanker report, our preliminary findings reveal the need for school organizations to take into account the distinctive needs of teachers of color and the unique workplace challenges they face. For example, black teachers often feel their decision to teach in hard-to-staff schools has a negative consequence on how they are perceived — they feel labeled as “bad teachers.” And, both black male and female teachers express that they are often hired to be rule-enforcers, not educators. According to the teachers we spoke with, stereotypes and additional roles are not only placed on teachers of color by fellow teacher colleagues, but also often by school administration.
While we continue to collect data, research like the Shanker study ignites questions about what supports need to be in place to ensure teachers of color are, in fact, acknowledged for their unique contributions and provided targeted professional development to address the unique challenges they face. I hope that our work and the work of others continues this dialogue and helps to find solutions to the needed improvements in recruitment and retention of teachers of color.
Those NEW teachers installed as Teach for America, VISTA, adjunct business people are leaving as fast as our professional career teachers because they are simply being used to install corporate education structures----global Wall Street doesn't care if these structures actually help students learn----it is making a global market and RACING TO THE TOP is about maximizing profits for those global education schools. Now we have a SHORTAGE OF TEACHERS that will need---our course---more global labor pool in our classrooms being marched down to that EDUCATION TECH facilitating online lessons.
As Trump's new Labor Secretary says-------we love global labor pool because they are glad to simply have a job and indeed it will be global labor pool having no history of strong US public schools and education that will be trained overseas and brought to these global corporate campus K-career college schools.
Global Bush/Hopkins Wall Street neo-cons POSE CONSERVATIVE in selling that this is all about breaking down another labor union to create FREE MARKETS-----while Clinton/Obama Wall Street neo-liberals POSE SOCIAL PROGRESSIVE in selling its all about better teachers---more resources----readiness for that job for underserved communities----AND GLOBAL ONE WORLD EDUCATION IS ABOUT NEITHER.
Education & Family
More new teachers leaving profession says ATL leader
By Judith Burns Education reporter
- 31 March 2015
- From the section Education & Family
Image caption ATL leader Mary Bousted warned of a crisis in the supply of new teachers into the profession
Record numbers of new teachers are leaving the profession within a year of qualifying, according to a teachers' union's analysis of official figures.
The latest figures, for 2011, show just 62% of newly qualified teachers were still in teaching a year later, the ATL annual conference has heard.
This is a steep drop from 2005 when there were 80% still in teaching after a year, says the union.
This is a "crisis of teacher supply" said general secretary Mary Bousted.
"Teachers are leaving in their first year, or not starting teaching when they have completed their training," said Dr Bousted in her speech to the union's annual conference in Liverpool.
"That's almost 11,000 qualified teachers never entering the profession - taking work elsewhere. Work with better pay and reasonable workload."
The union's analysis draws on official Department for Education figures for 2011.
The researchers added the figures for teachers who left the profession within their first year in service to figures for newly qualified teachers who never actually practised as teachers.
The results suggest that in 2011 some 10,800 newly qualified teachers never entered service after completing their training, just over a third (38%) of the total.
"Why are we losing the next generation of teachers, that new blood for the profession which should be bright-eyed and bushy-tailed, full of promise and ambition?" asked Dr Bousted.
"Is it, I wonder, because trainee and newly qualified teachers see very early on just what teaching has become and decide that they do not want to be a part of it?
"Is it that they learn as they work with exhausted and stressed colleagues that teaching has become a profession which is incompatible with a normal life?
"Trainee and newly qualified teachers cannot fail to understand that, despite Michael Gove's intentions, teaching has become a profession monitored to within an inch of its life."
Dr Bousted said fear of the demands of Ofsted had led many head teachers to impose an excessive bureaucratic load on staff, "filling forms, inputting data, using three different coloured pens for 'deep marking' and so on".
The increased workload adds "not one jot to the quality of teaching", she said.
This exodus from teaching "could not happen at a worse time", said Dr Bousted.
"We need our teachers and lecturers now, more than ever, if we are to face the challenge of change.
"A tsunami of curriculum and qualification changes threaten to engulf schools and colleges as Ofqual, the qualification agency, marches on - leaving dismay and devastation in its wake," she told the conference.
Dr Bousted concluded with a reminder that it is education professionals and not politicians who raise standards.
She warned that failing to improve the lives of education professionals risked politicians reaping "the bitter reward of parental fury when there is no teacher for their child".
In challenge to politicians to act she warned that this was no threat, but "a crisis of your own making".