I'll be taking a break this May to work on my new book, but in the meantime, I think we've once again assembled a stellar slate of great guest-bloggers.
It's worth keeping in mind the underlying rationale for educational entrepreneurship— that American education is in need of transformative improvement, and that it's easier to promote that kind of change by launching new ventures than by wrestling with the conventions of established systems.
In Shakespeare's Macbeth, when reporting that Cawdor died with honor, Malcolm observes, "Nothing in his life became him like the leaving it." It's too bad that Mr. Duncan didn't figure this out regarding his own departure from public office.
Last week, the California appellate court overturned Judge Rolf Treu's decision in Vergara v. California. I know I'm supposed to be outraged about the reversal, as plenty of people are. But I'm not.
We're not even two months into King's tenure, and his Department seems intent to go on trampling the law in order to do whatever the Secretary and his team happen to think is the "right" thing to require of the nation's states, systems, and schools.
The possibility that knowledgeable, informed, and reasonable people might actually disagree on these things is simply not part of the AERA worldview—primarily, I suspect, because it's not part of the ed school worldview.
On Tuesday, the National Network of State Teachers of the Year (NNSTOY) released its inaugural Federal Policy Survey. It provides the kind of practical advice from seasoned professionals that administrators and policymakers sorely need, but on a lot of the more explicit "federal policy" recommendations, I found the responses far less compelling.
I've never really been able to get on board the high standards train. It's not that I'm opposed to "high standards"—it just usually plays out like the 7-Minute Abs scene in There's Something About Mary.
The recent Supreme Court split decision in Friedrichs v. California Teachers Association may have some impact for future education issues in the court.
Are there reasons to be leery of varying teacher compensation by field? Absolutely. But the reality is that some knowledge and skills are more in demand than are others, and one consequence is that they cost more.