There is no "right to teach," in a public institution, for compensation. None. Nobody has the right to decide--hey! I think I'd like to work with children, mold their little minds. I'm smart! I'd probably be great--with no preparation or experience whatsoever. The "right to teach" and "teacher shortage" blah-blah masks a darker truth. We're not willing to solve problems--health care, clean water, racism, rampant childhood poverty, neglected schools--with hard work and investment in our collective future.
Recently in Detroit Public Schools Category
August 16, 2016
June 30, 2016
All the good intentions in the world cannot override the conversion of a long-established public good into a profit-making commodity. I no longer believe that there is a magic legislative formula that will allow "good" charters to exist harmoniously with public schools. I now understand that the end game of unfettered charterism: privatization and exclusivity.
May 14, 2016
The Common Core is just another set of standards. We can raise and lower, tweak and replace standards until the cows come home, but until other things are in place (clean, safe classrooms, say--or books, supplies and experienced teachers), it's an exercise in blah-blah over reality. Most important: if we're going to dump everything we've been working on, let's put the rebuilding back in the hands of educators, not politicians.
May 04, 2016
Why are the papers and the policy-makers all over those protesting teachers in Detroit--while the white-collar crime in charter world goes virtually unnoticed?
February 27, 2016
A young man I spoke with in Detroit said: We used to talk, all the time, about sustainability. But that's a 20th century concept. Now we talk about flexibility, the opportunity for constant growth, change and innovation. No one solution. Why say nice things about Detroit? Detroit matters to the health of the whole state of Michigan. In fact, Detroit matters to the entire nation. If we can't solve problems with flagship businesses like the auto industry, or the problem of educating kids in deep poverty, we're in trouble.
February 24, 2016
So there's the micro-question: What does it take to keep something successful and amazing going--providing the same critical services, contributing to the value of the Detroit community and students' lives? Do you do whatever it takes, and deal with the consequences as they come? Then there are the macro-questions: When resources from a public system build something wonderfully useful, addressing a social need with persistence and imagination, what do you lose when you turn over control and management to a private company? What strings are attached when you supplement public monies with private funding?
January 27, 2016
Affluence makes even mediocre teaching look good and poverty can make masterful teaching appear mediocre. It takes many clock hours within classroom walls to decipher the difference. Few education change-makers and upper crust teachers dedicate that kind of time to our neglected classrooms. The essential resource that is missing is our presence. Detroit's inhumane classroom conditions didn't occur overnight; they existed for at least a generation. Where were we?
January 14, 2016
It's wrong to characterize this string of protests in Detroit as selfish actions taken by a minority of teachers--or a union-driven overreaction to a belt-tightening. There's a lot at stake here, beginning with the survival of a major public school system. Think this could never happen in your state or district? There doesn't seem to be much to prevent collapse of public education in Detroit, except for the professional courage of its teachers.
January 11, 2016
Today, a group of Detroit teachers--fed up with Darnell Earley, the same Emergency Manager who presided over the Flint water scandal, and a raft of further harmful offenses to real Detroit children and their education--organized a sick-out. They did so in frustration, knowing full well they would be accused of greediness, or keeping children from their federally subsidized meals. They did so knowing they will be labeled "unprofessional," led around by their unions (false)--when their actions represent what is ultimately the core of what professionalism means: autonomy over important work.
July 06, 2015
Haven't we had enough blue-ribbon commissions, slick data-rich presentations and spurious happy talk about soaring scores and college enrollments?