btw, Buck, I'm not ignoring your very fine replies.
I never have the time to immediately reply to your posts, because they
make me think. I can reply quickly to booths because they don't.
you make some fine points below.
On 4/9/07, Buck Calabro <kc2hiz@xxxxxxxxx> wrote:
> Teachers unions don't exist to provide a better education for our
> children. They exist soley to consolidate and monopolize power and
> protect it's workers performance from being scrutinized for quality.
The teacher's unions are to protect teachers from abuse. Tenure isn't
lifetime employment (i.e. can't get fired.) Tenure means that a
teacher firing needs official justification. The idea is that the
teachers will have the freedom to teach, and not be at the whim of the
school administrator-of-the-moment.
Private school teachers haven't got those protections. We're seeing
mixed success with charter schools. One local school is kicking out
SABIS (the private management firm) for mixed performance.
http://www.newyorkcharters.org/documents/ICSSFINALReport.3-07withAddendum.pdf
There's a lot of turnover (half the teachers have a year in house).
The school has not met its accountability goals yet (2 years of
inadequate funding/no operation, 3 years of operation) and is
statistically no better than the public school system.
They are cheaper though.
And while teacher unions drive teacher education and certification,
private teachers may have neither. In Schenectady
'...Aside from these pockets of excellence, inspectors found that the
quality of instruction was inconsistent from classroom to classroom,
as the quality of teachers' instructional techniques and content
knowledge varied.'
'In several classrooms in both upper and lower grades, inspectors
observed that student engagement in lessons was limited. In these
classrooms, students were staring off and day-dreaming, their heads on
the desks. Inspectors repeatedly observed pockets of students simply
not doing work. Many transitions from lesson to lesson were slower
than they should have been, largely due to low-level misbehavior or
students simply not immersed in the activity.'
'Teachers lacked content knowledge in science. During science lessons,
inspectors observed that teacher explanations about solutions,
suspensions, and mixtures were often incorrect and the inaccuracies
were reinforced in non-related or inconsistent exemplars. In one
instance, science materials that have a potential low-level danger
when improperly handled were being passed among students without the
proper precautions (i.e. gloves, goggles, and ventilation). Teachers
did not model proper precautions, nor appear to understand that
precautions were necessary.'
They are cheaper though.
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