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View Diary: National Education Association's Lily Eskelsen Garcia on teaching, testing, and fighting back (79 comments)

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  •  Lily has answered this question many times (2+ / 0-)
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    Mostel26, RiveroftheWest

    as you might imagine. I couldn't find a good link, but perhaps someone else will.

    I believe it goes something like, "Absolutely, there's nothing teachers love more than being handed a class that was previously taught by someone incompetent."

    Teachers don't want to work in inner city schools for the same reason you probably don't live there - because the conditions are unpleasant. The schools tend to have less money, larger classes, worse facilities, bigger problems, often security issues, and, bonus, "reformers" want to solve the problem by firing all the teachers when the students don't magically get better.

    Student learning conditions are teacher working conditions. When teachers don't want to staff a school, when there's a lot of turnover, the problem is probably larger than any one or even group of teachers.

    I encourage you to listen to what she says and take the time to read her writings: her public record long predates her union presidency. Teachers know a terrific teacher and a great leader when they see one. She's a very worthy person to have a seat at any table talking about education.

    As for that lawsuit (Vergara), you know that half the kids named as plaintiffs had teachers that weren't subject to tenure protection, right? And that no evidence at all was ever presented that any administrator had made any attempt or demonstrated any desire to remove any of the teachers discussed.

    Fry, don't be a hero! It's not covered by our health plan!

    by elfling on Sun Jul 27, 2014 at 10:50:07 PM PDT

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    •  Another reason experienced teachers might (3+ / 0-)
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      Mostel26, elfling, RiveroftheWest

      avoid inner city: you want to judge their performance by the children's test scores. They'll use their seniority to get in the upper middle class school where the students do well even if they do nothing. In the poorer schools, there are too many variables the teacher has no control over, so the teacher has, in some cases, little effect on the test scores.  I'll use the example of one school: over half the students were learning their second or third language, English, when they entered.  The school had a 60% turn-over in students during the year.  Many of the students were migrant worker children who left from Dec. to Mar. and most did not attend school during that time.  Funny thing, it was called a "failing school" even though it had a hard working, dedicated staff.

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