The people getting in on this free-for-all in fraud and corruption and city development----global corporations do not intend to keep the people they use to get what they want on the payroll----your family will fall into the mess you are helping create. There is enough money owed in corporate fraud to rebuild Baltimore, all its schools, and community resources that strengthen existing neighborhoods. We don't need the corporations enriched by fraud 'donating' and owning our schools and buildings. Fighting to keep public education strong and Democratic means fighting this city HUD development that uses Baltimore school board as a development tool. A corporate school board has to go.
The idea that moving the working class out of Baltimore is better than moving Wall Street Bloomberg University (Johns Hopkins) out of the city is wrong.
STOP ELECTING HOPKINS' POLS---RUN AND VOTE FOR LABOR AND JUSTICE--WE CAN TURN THIS AROUND.
Maryland labor union and justice leaders think all these policies are great---they support these Maryland Assembly and Baltimore City Hall pols every election.
Schools Are More Segregated Today Than During the Late 1960s
Emily Richmond Jun 11 2012, 1:01 PM ET Housing patterns, not laws, are causing today's crisis. But John F. Kennedy's critique of American education still rings dismally true.
When Greater Homewood shouted----'these schools report to us' they meant the policies a principal has to follow will be used push those children with the most challenges out. In Baltimore principals were made to create policies they knew the current families could not meet----strongly recommend a charter as being better only to have that charter close. Students were given far too much homework to keep up, parents required to participate in school meant the underserved sometimes working two and three jobs would not have the choice. SCHOOL CHOICE means----the school chooses. It does not mean citizens have more choice.
Baltimore has plenty of money to have more public schools for a growing affluent class. It could well have integrated schools in communities to accommodate the working class and poor. The Master Plan does not see this----the city center is to go back to the splendid days of the Railroad tycoons they say only the communities being created are such a mix of people passing through and vacant and crumbling houses bought cheap just to wait for development over decades.
So, now, the school principal's job is being the source of shedding a school of its students with challenges as with any charter school----Great Schools does too! That is what all of this evaluation and testing is about---not only ending equal opportunity, but placing all decisions of where citizens attend schools and what they learn in K-career college is the reason for evaluations and testing.
EVALUATIONS AND TESTING HAS NOTHING TO DO WITH QUALITY EDUCATION---IT IS COMPLETELY ABOUT CONTROLLING PEOPLE AND INFORMATION.
Greater Homewood actually had a policy of 'requiring' principals to donate to their own schools -----sometimes tens of thousands of dollars of their own wages---to allow resources to meet evaluation stats. Needless to say----these principals retired---they were old-school you know. Remember, the goal now for principals is to give corporations what they want in a worker.
Principal evaluations ensure school excellence
August 30, 2014/by Carlos Antequera
Teacher evaluations have become a significant topic of discussion recently. Education leaders are advocating for a system that would more closely tie student achievement to assessments of teacher quality, as well as more frequent evaluations. However, school leaders are often overlooked in the conversation about evaluation reform. While teachers are more directly charged with efforts to improve student achievement, principals are responsible for creating a framework that allows educators and students to thrive.
In an article for eSchool News, Michael Moody, CEO and founder of national consulting firm Insight Education Group, argues principal evaluations should be targeted in the greater initiative to improve assessments. According to Moody, a good evaluation system for principals given the current education environment should focus on how successfully principals are able to create a leadership framework and incorporate student growth into evaluations and professional development plans.
Here are some considerations when revising the principal evaluation process:
Come up with uniform metrics
Implementing changes to the way districts assess the success of principals is never an easy task. It requires a lot of thought and planning. The first step is for school leaders to come to a consensus about what makes an excellent principal in the particular district in question. While general frameworks can be found online and used as resources, districts have unique needs that must be addressed on a case by case basis. Come up with a list of the actions and characteristics of an effective principal and make sure all evaluators understand how these terms are defined and what weight they bear in the overall results.
Finding a way to evaluate principals consistently can be a difficult prospect. Principals often fill the role of teacher evaluator. Since they are always on the premises, it is easy to make sure that teachers are assessed on an ongoing basis. School leaders will have to determine how to ensure that principals are evaluated often enough that any changes in performance will be noted quickly. Another question is which individual will be the one making these evaluations. The first step may be automation of these proceedings. With a digital system, school leaders can be alerted when the time comes to reevaluate a principal.
Use data effectively
Principals should also be evaluated based on student achievement data, just as teachers are. However, they will be assessed on a more macrocosmic view of student achievement. Like any assessment based on data, school leaders must find a way to turn numbers into actionable results. According to Associate Director for Illinois Association of School Administrators Richard Voltz, it's not the data that makes the difference, but the discussion it creates. This is another area in which a school management system can be particularly useful. Making assessments more quickly available to the individual being evaluated improves the process by making it more obvious what conversation to have. Rather than regurgitating student testing data, the evaluator can review it and formulate insightful questions that can help the principal move forward with the changes he or she needs to make for continued success.
Have you noticed Chicago and other cities have lots of media and policy education that allows negative discussion and open dialog than Maryland----Baltimore is completely silent. Hopkins has a firm grip on creating winners and losers as any third world autocratic institution would. So, Maryland media only reports that things are great with this education reform and never talks of what the goals are. This article shows how Clinton neo-liberals like Rahm Emanuel and O'Malley's political machine in Maryland spin policies to sound progressive and have their own non-profits headed by people paid to say these policies are great.
It is important to remember that these policies are coming for all public schools----they are starting in urban areas and working out. Now, Republicans were sold this was all good because charter schools offer school choice. They are seeing school choice means the school choices----not the parent or community. Red or yellow black or white----YOU WILL BE TURNING CHINESE I REALLY THINK SO IF YOU DO NOT GET RID OF THESE GLOBAL CORPORATE POLS!
The outright lies are chilling as we have a government controlled by real sociopaths. They will say anything to sell a policy that has only to do with making US citizens into human capital strictly to maximize profit. References to Switzerland and not Finland that has a #1 ranked in the world
DEMOCRATIC AND HUMANITIES AND LIBERAL ARTS BASED EDUCATION POLICY WITH EQUAL OPPORTUNITY FOR ALL!!!!! NOT A WORD ABOUT THAT FROM CLINTON WALL STREET NEO-LIBERALS!
Emanuel promises new IB schools will get kids to college, but many could end up on vocational track City and school officials have been mum on plans to offer a vocational track at Chicago's new IB schools.
June 22, 2012 By: Linda Lutton (Flickr/Zol87)
Clemente Community Academy in Humboldt Park An initiative Chicago Mayor Rahm Emanuel has said will send more students to college may actually put many on a newfangled technical education track, albeit a rigorous one.
On Thursday, Emanuel announced that Clemente Community Academy in Humboldt Park will be converted into the Chicago Public Schools system’s third “wall-to-wall” International Baccalaureate school.
Emanuel has billed the wall-to-wall schools as an expansion of the city’s International Baccalaureate diploma programs, which operate inside 13 neighborhood high schools and offer students a curriculum originally designed in Switzerland for the children of diplomats. Emanuel and school officials have said the wall-to-wall IB schools would put all students through the rigorous program, not just a select group.
“I wanted those world-class standards for the children of the City of Chicago,” Emanuel reiterated Thursday.
“This is one way for us to open access to an IB education for students that might not have been previously given that opportunity.”- Natasha Deflorian, head of career education programs in the Americas for the International Baccalaureate OrganizationBut what the mayor and schools CEO have not said is that a good percentage of students in Chicago’s new wall-to-wall IB schools could actually end up in a new and untested International Baccalaureate technical education track—not in the IB Diploma Programme researchers have lauded for its success at getting low-income minority kids into selective colleges.
Schools spokeswoman Robyn Ziegler confirmed Thursday that CPS will run at least two separate tracks in the new wall-to-wall IB high schools, which include Senn High School in Edgewater, a new Back of the Yards High School, Clemente in Humboldt Park, and two schools that have yet to be announced.
By the end of sophomore year, students in the IB schools will have to declare whether they plan to go for the IB Diploma or a new credential, an “International Baccalaureate Career-related Certificate.” It’s also possible students could graduate from the schools with a simple high school diploma but no extra IB credential.
Officials at the International Baccalaureate Organization, which develops the IB curriculum and authorizes schools to teach it, say Chicago officials will determine what technical careers they’ll offer, but schools in other cities offer programs in automotive technology, business, marketing, culinary arts, child development, engineering, biomedical science, hospitality and management, information technology and health sciences.
“This is one way for us to open access to an IB education for students that might not have been previously given that opportunity,” said Natasha Deflorian, head of career education programs in the Americas for the International Baccalaureate Organization. She said the goal in offering the certificate was to attract “a diverse group of students that are just as academically capable as Diploma Programme students, but might have to make a choice [to move directly into a career after high school]: students that are focused on their career pathway, or different types of learners.”
Asked directly by WBEZ about the possible vocational track in the new schools, Emanuel said Thursday there would be “gradations” in the IB offerings at the wall-to-wall IB schools. “But it’s built towards college, that’s what it’s really built for.” OH REALLY????
Deflorian said the career certificate “helps prepare kids for university as well.”
Emanuel first announced the IB expansion in April—just after rejection letters to the city’s selective high schools landed in parents’ mailboxes. He promised then that the new wall-to-wall IB schools would offer the college prep diploma program to every child in the attendance area—no testing or straight As required—and he pitched the IB expansion as a reason for the middle class to stay in the city.
Since then, the mayor’s office and school officials have had trouble explaining how lower achieving students would handle the IB diploma program’s demanding workload. Teachers say IB diploma kids get up to six hours of homework a night; they can earn college credit for their coursework. Currently, students must meet minimal testing requirements. City officials never mentioned they were also planning a career-education track at the all-IB schools.
The IB career-related certificate is so new, none of the 2,365 IB Diploma Programme schools worldwide is authorized yet to offer it. The IBO is expected to authorize its first group of about 50 schools soon; Prosser Career Academy High School on the Northwest Side—a neighborhood IB school—has applied for authorization and could be among them. Clemente and the Back of the Yards High Schools also will apply, district officials say. They say the career track will not be an option at Senn High School.
It takes about two and a half years for a school to win approval to offer the IB diploma program, which students begin in 11th grade. It takes 12-18 months for a school to be authorized for the career-related certificate.
IB officials say students who go for a career certificate will be required to take at least two diploma program courses along with their career-related coursework. They’d also take a “core” curriculum that includes an “approaches to learning” course, 50 hours of community service related to their career choice, language study and a final project.
Below you see some national organizations and real progressive education blogs that are working hard to regain control of this education policy from these crony Wall Street pols. Make no mistake------this movement is strong and it is large-----so, WAKE UP MARYLAND AND BALTIMORE AND TAKE BACK YOUR SCHOOLS!
Parents Across America is committed to bringing the voice of public school parents – and common sense – to local, state and national debates.
PAA was founded by a group of parents active in their communities who recognized the need to collaborate for positive change rather than remain isolated in local battles. Since the top-down forces that are imposing their will on our schools have become national in scope, we need to be as well.
Up to now, the parent perspective has been almost entirely missing in the policy proposals being imposed on school districts across the nation. Many of these practices, focused on increased privatization, high stakes testing, mass school closures, school “choice,” and the deprofessionalism of teaching, are not based on solid research, and are not supported by most parents.
In contrast, we advocate for proven, progressive measures, such as a child-centered curriculum, a strong parent voice in school decision making, quality multiple assessments, adequate social services, and reduced class sizes.
PAA serves as a network for parents to share their concerns, activities, and strategies. We equip parents with the tools they need to advocate for progressive policies at the local, state and national levels.
THE BIG EDUCATION APE IS A GREAT EDUCATION BLOG OUT OF NEW YORK----PLEASE READ REAL EDUCATION NEWS AND STOP LISTENING TO THE FAKE DATA PRINTED IN MAINSTREAM MEDIA----
This is of course for whom Rahm Emanuel and Martin O'Malley in Maryland are working. You see tons of corporations enriched from the massive corporate frauds now sending that money back to buy policy that will install Trans Pacific Trade Pact policies taking the US from first world----to now second world----and with TPP third world and completely controlled by global corporations-----NO CITIZENS ALLOWED IN THIS AUTOCRACY. Let's take back our government by running for every elected office and become the REAL Democratic Party!
Thursday, March 12, 2015
Who is Muneer Satter and why is he throwing more money at Rahm?
#Chuy2015 #imwithchuy Mike Klonsky's SmallTalk Blog: Who is Muneer Satter and why is he throwing more money at Rahm?:
Who is Muneer Satter and why is he throwing more money at Rahm? Muneer Satter, the man from Goldman Sachs I could easily cross-post this at Schooling in the Ownership Society. I'll tell you why down below.
Greg Hinz at Crains describes how Rahm's hedge-fund patrons and those who are after more city contracts are over-stuffing the mayor's campaign war chest with more money than can possibly be spent in the short time remaining until election day. More importantly, they are also contributing to the climate of fear by promoting the racist notion that a Chuy Garcia victory on April 7th, will lead to Chicago becoming "Detroit" the following day.
Another check came from prominent GOP donor and investor Muneer Satter. He's given before and reportedly is quite a big Emanuel fan, but he accompanied this donation with a personal email that went to quite a few execs around town. The note says that Chicago is at a "critical" point and risks "becoming Detroit." It then goes on to urge recipients to vote and donate. Who is Muneer Satter? Among other things, he's one of the creeps who ran Goldman Sachs. He's now the Chairman of Satter Investment Management LLC. He also serves as Chairman of Restorsea Holdings, LLC., Co-chairman of Aerpio Therapeutics, Inc., Co-Chairman at Akebia Therapeutics, Inc. and has been its Director since 2012. He has been a Co-Chairman and Lead Director of Vital Therapies, Inc..
Muneer's mansion. He's also Vice Chairman of the Board of the Goldman Sachs Foundation, GS Gives and the Satter Foundation. Oh, did I mention that he's on the Board of Trustees for Northwestern University?
In other words, Muneer is a player. He's also a Mike Klonsky's SmallTalk Blog: Who is Muneer Satter and why is he throwing more money at Rahm?: