A groundbreaking new report conducted by the National Council on Teacher Quality and published by U.S. News & World Report has delivered a scathing review of the majority of our nation’s teacher-education programs. It gives just four college programs top marks and places 160 on a "consumer alert" list.
"You just have to have a pulse and you can get into some of these education schools," said Mike Petrilli to the Associated Press. "If policymakers took this report seriously, they'd be shutting down hundreds of programs."
For Terry Ryan’s take, visit the Ohio Gadfly Daily. And stay tuned for a short review in Thursday’s Education Gadfly Daily.
Your last post was amazing—one of the most coherent, cogent articulations of a reform alternative that I've ever read.
I was particularly moved by this passage:
We need quiet places and noisy places, places full of books and computers and others full of paint and clay. We need adults with the freedom to make spontaneous decisions—shifting the conversation in response to one of those "wonderful moments" and deviating from any designed curriculum. Teachers need the time to mull over what they have learned from student work (written as well as observed) and collegial time to expand their repertoires. We need feedback from trusted and competent colleagues. We need time for families and teachers to engage in serious conversations. We need settings where it seems reasonable that kids might see the school's adults as powerful and interesting people who are having a good time.
It reminded me why I loved your books when I was studying at the University of Michigan's education school twenty years ago—and why you and your ideas are so beloved today. This is
Our first guest on By the Company It Keeps is Tim Daly, President of TNTP. I’m a huge fan of Tim and his organization. In addition to being a highly talented and endlessly affable guy, he’s helped lead TNTP into rarified air. It is as influential on policy and practice as any education-reform organization around.
Earlier in his career he was a TFA corps member (having taught in Baltimore) and helped establish and expand the New York City Teaching Fellows program. With TNTP CEO Ariela Rozman (another total star), he received the 2012 Harold W. McGraw, Jr. Prize in Education.
If future interviews turn out half as well as Tim’s, I’ll be thrilled. We learn a great deal, and the subject’s smarts, curiosity, and humility shine through. He even enlightens us about Garry Wills and Stan Musial.
As a matter of fact, the totality is so good that I’m willing to look past his grievous error about Sandy Koufax (he only had 165 career wins!).
Ladies and gentlemen, Tim Daly.
1. How would you summarize
Relinquishment is based on three principles: (1) educators should operate schools, (2) families should choose amongst these schools, and (3) government should hold schools accountable for performance and equity.
Outside of these three principles, I hold few ironclad beliefs on education. Yet in conversation, I find that others attribute principles to Relinquishment that I don’t hold. This probably stems from a lack of clear communication on my part, so let me provide additional clarity:
Relinquishment is not anti-union
Relinquishment is a reaction against management, not labor. Admittedly, I disagree with certain policies put forth by unions and their members, but individuals should possess the right to collectively bargain with their employers. Relinquishment only posits that the government should not be a party to the bargain; rather, the bargaining parties should be union and school operator. From here, results will dictate the future of unions. If unionized schools thrive, unions themselves will also thrive. I do understand that, from an organizing standpoint, unionizing decentralized charter schools will be more difficult than signing a singular collective bargaining contract with the district—but I do not believe this issue should trump the more salient issue of academic performance.
Relinquishment assumes equity in access is not the natural state of school systems
People concerned about ensuring that all public school students have equitable access to great schools often suggest that the best solution is to (1) force all kids into one system and (2) have that one operator allocate students
About the Editor
Michael J. Petrilli
Executive Vice President
Mike Petrilli is one of the nation's foremost education analysts. As executive vice president of the Thomas B. Fordham Institute, he oversees the organization's research projects and publications and contributes to the Flypaper blog and weekly Education Gadfly newsletter.
June 13, 2013
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