Submitted by ann, Apr 27, 2007 10:37

Teacher's College has had a long, profitable relationship with NYC public schools. They have capitalized on their reputation as a leader in education policy and high-quality teacher preparation to garner their "expertise" into what seems to be state-of-the-art methodology . Years ago they joined NYC public schools in an effort to convert junior high schools to promoting a middle school philosophy- with the assurance that their program could improve the turbulent school years. In reality, it was a program that gave the impression that teachers had to change their methodology to meet the special needs of adolescents. While it may have been impressive on paper - their recommendations made little difference in the quality of education. This "new" program is another example of Ivy college elitism. Unfortunately, in our country, Ivy League has become synonymous with knowing "what is best" for the less fortunate (disadvantaged, underprivileged, minority, etc.). As a former NYC teacher, I knew many competent, dedicated educators in the NYC school system who could have helped make effective improvements if they were given an opportunity. I'm not referring to flexibility in the classroom, but rather initiating school policy. However, the "powers that be" consistently looked to outside "expertise" and are willing to pay a ransom for that advice. Wouldn't it be more fitting to allow City school teachers and administrators be able to make the needed changes? Instead of hearing about millions of dollars thrown at outside think tanks, it would be refreshing to let the people in the "front lines" make the adjustments, and reap the financial benefits as well. Merit pay has been a controversial issue, because it challenges the credibility and efforts of teachers, however, I doubt merit pay has ever referred to funding programs generated by NYC school empolyees. We constantly hear about how our governmental education policies encourage innovation (2005, Margaret Spelling - A Road Map to State Implementation), but innovation seems to only be financially rewarding if you're backed by an Ivy League background, or some well-funded outside corporation expertise. There are numerous foundations willing to "reward" exceptional teachers for their efforts, but compare that amount of money to the billions spent nationwide on "expert" advice.

Isn't it time to stop disregarding and ignoring teachers and school administrator efforts by paying huge sums of taxpayer funds for outside education policy? Try letting the people who work directly with the children and their families to be able to experiment with their own ideas for improving their services. Give the millions back to the people who really need those funds. Looking at public education today, I believe the push for charter schools, vouchers, and any other alternative education policy are dishonest, erosive attempts to destroy and discredit the efforts of so many competent people. Those other choices don't have the constraints placed on them that public school personnel have. Teachers in charter schools don't have any superior training or knowledge. In fact, it would be interesting to learn what they mean when they claim they have zero tolerance for disruptive students, and how they miraculously figured out an effective way to eliminate such behavior. We too, in public school had zero tolerance, but we didn't have many options in how to address the problem. We had to accept everyone, no matter how difficult the child or family was. How many charter schools HAVE TO admit everyone? They claim they admit on a first come first serve basis, but it would be curious to learn what they do when they encounter a "problem". Do they willingly admit those families or invest a lot of time towards rehabilitation? If they are so successful, then it would make sense that public school teachers can do the same. There is something that charter schools isn't revealing - maybe it has something to do with their ability to weed out problems and send those students back to the dumping ground: a local public school

I'm not suggesting that NYC schools aren't in need of change, but in truth, their current situation should also be credited to many well-intended outside initiatives that have cost the City millions down through the years. Make those funds accessible to existing City employees, and I believe you could see a higher level of motivation. Let their voices be heard and I believe you would see a dramatic improvement in the morale of people who really do care.

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