Strange Bedfellows: Edwin Flores, Monty Bennett, and the Dallas Regional Chamber

strange-bedfellowsThe Dallas Morning News released their May 2015 Voter’s Guide this week, with information and Q&A on all the local candidates that responded.

The candidates were asked how much money they had raised so far and to identify their top three contributors. DISD District 1 candidate Edwin Flores listed Dallas businessman Monty Bennett as a top contributor. No specifics are available until the first required filing, but Flores claims a campaign stash of $50,000, so Bennett is in deep.

This blog has written of Bennett before. While his main business focus is hotels, Bennett attracted attention in Fort Worth when, embroiled in a controversy over a water pipeline traversing his east Texas property, he contributed $235,000 to 3 Tarrant County Water Board candidates last year.

Bennett drew our attention when he identified himself on his website as a home rule supporter, one of the shadowy contributors to Support Our Public Schools, the cobbled together group that unsuccessfully attempted to put a proposition on the ballot that would remove Dallas ISD from state education law oversight and open a Pandora’s box of legal challenges.

Mr. Flores was trustee Mike Morath’s appointee to the Home Rule Commission. Morath is generally credited with coming up with the home rule scheme. Flores, who co-wrote this opinion piece on the virtues of home rule possibilities, was one of the 5 commissioners that were outvoted by their fellow commissioners in a defeat of the home rule initiative.

Bennett’s company, the Ashford Group, holds $5 billion in assets and sponsors, ahem… pays for, a local blog that relentlessly supported home rule along with current superintendent Mike Miles.

Miles’ main accomplishments to date has been to increase the number of low performing schools and increase administrators on campus by almost 50%, from 490 in 2012 to 924 in 2015.

But Bennett’s most alarming foray into education has been his involvement in anti-school bond campaigns. He gave $56,198 to the campaign to defeat the Keller and Birdville ISD bond election in 2014. Did I tell you Bennett lives in Dallas?

And this guy is supporting Edwin Flores as trustee for the Dallas ISD Board?

District 1 WT White parents have been raising a ruckus at DISD board meetings and posting comments on news articles, detailing the sorry state of affairs on their campus and in other District 1 schools, pleading for money to upgrade their facilities.

Do they know that Flores, who represented WT White 3 years ago, is bankrolled by a man that actively opposes school district bond programs and has the money to make them not happen? Bond programs in districts that he doesn’t even live in?

The Dallas Regional Chamber Education PAC announced, unsurprisingly, that they were endorsing Mr. Flores last week. They have worked together before, so one would assume a certain comfort level there.

I don’t know the Chamber’s reason for existence, but I would think it has a lot to do with economic prosperity; you know, cutting deals and doing business. Making loans and buying lumber, pouring concrete and hiring electricians.

Do the Chamber folks know their endorsed candidate is funded by a man that opposes school district bonds?

This may be a case where the Dallas Regional Chamber gets what it deserves if Mr. Flores is elected. The kids in moldy rat-infested portables deserve better though.

Maybe Monty will donate some vacant hotels for them to use instead.

Posted in Rotten in Denmark, Trustee Elections Tagged with: , , , ,

DISD: Tell the Feds It’s Poppycock and Hogwash

wfaa-title6A complaint has been filed with the Department of Education alleging that DISD is, basically, diverting money away from the neediest kids in the district and spending it elsewhere while claiming to be spending the money equitably.

The complaint is the result of what has to have been untold hours of research and untold hours of work spent compiling the data, writing the complaint and filing the complaint.

To the group of taxpayers and parents who worked tirelessly on behalf of the poorest kids in our city, I say a heartfelt thank you. To Bill Betzen, who has become the group’s de facto spokesperson (thus putting himself personally in the line of fire), I say thank you. And I’m certain that 9,000+ teachers join me in thanking you for your work on behalf of 150,000 children.

This is truly a big deal, which is evidenced by the response of Team Miles, with one member going so far as to characterize the allegations as “hogwash.” How professional.

First, Miles came out and held a midday press conference. He even went “off script” in his I-mean-business mad-voice (the one that generally shuts up the minions and is parroted by the principals with the worst climate survey scores), saying something about how, “we are going to stop taking one piece of information that you don’t understand and then filing a claim or starting an investigation on it.”

Umm, Floyd? I think they just did file a claim and start an investigation. But it wasn’t based on one piece of information a dozen educated people somehow failed to understand. It was based on hours of research and reams of data. So much for your mad-voice.

For Step 2 of Operation Poppycock (“poppycock” was Jon Dahlander’s characterization), Miles sent an email out to everyone in the district, claiming that he grew up in a struggling school with a mother who didn’t speak English.

If that’s supposed to convince me that Miles wouldn’t stand by and let the district rip off a bunch of poor kids, it didn’t work. Unlike the people who believed Miles so much that they actually MOVED to Dallas to work with him and tied their reputations to him (inexplicable, in my opinion) despite his past performance, I require verifiable, transparent numbers.

Luckily, I’m quite sure the Feds will find the verifiable numbers we need.

For Step 3 of Operation Poppycock, Jim Terry countered Shipp in an elevator by saying, “How do we even know these numbers are from Dallas ISD?” Seriously? How much is Terry paid? That’s the best he could come up with?

Step 4 of Operation Poppycock involved Mike Morath mumbling something in front of his 2 giant computer screens. He’s the only person I am less likely to believe than Mike Miles, so I will just skip over Step 4 and let someone else explain that mess.

Here’s the bottom line: educated, informed people looked at the numbers and concluded that kids at Lakewood are getting about double the funding of kids at Stevens Park despite what the district is saying (and that’s just one of many examples).

My understanding is that Feds must act on this complaint within 6 months. I eagerly await the amount of “poppycock” and “hogwash” they find in the claims.

Posted in Teachers Rule Tagged with: , ,

Teach for America and Dallas ISD: Special Delivery!

to-tfa-from-your-reformer-friendsIt is that time again! Teachers recently got an email advertising Dallas ISD’s ONLY OPEN TRANSFER teacher job fair, to be held on March 21.

A cut and paste of that email began:

DISD is proud to partner with myEDmatch, a job-matching platform that empowers teachers to find a job in a school that is a good fit. To make the most of your time at the hiring fair, we recommend Dallas ISD schools (link), to learn more about the campus culture on their profiles, and even show interest in schools in advance of the fair.

What the heck, you ask, is myEDmatch? And why do you need to sign up with them before the job fair?

Well, you wouldn’t go to a church mission meeting or an art lecture at SMU or even a bar in Deep Ellum without first checking on first, would you? How many likely matches will you find at each of those venues? What sort of folks go and will I get along?

That’s pretty much what myEDmatch is, a dating service for teachers. You sign up, answer some questions, check out some school profiles, and voila’, you hook-up!

I guess Dallas ISD HR wants potential transfers to sign up and make their matches before the Job Fair Saturday. Makes for a much more efficient process.

“Hi, I’m Emily! I hear you are into deep thought on random numbers like me! We would be good together!”

myEDmatch received $2.89 million in startup money to launch this dating service for teachers and schools. Dallas ISD started advertising the service to campuses in December 2014.

It would be interesting to see the deal DISD has with myEDmatch, but their website indicates a cost per school of $1,499. That figures to be about $320,000 a year for DISD. That is assuming we get the $500 a school discount for a multiyear contract.

myEDmatch claims hiring a new teacher costs a district $12,500 in recruiting costs, so matching up schools and teachers and making everybody happy saves money in the long run, if all goes as planned.

I can’t envision prospective hires, after poring over school profiles in myEDmatch and starting their careers in DISD, without thinking of Goldie Hawn in Private Benjamin:

“I did join the Army, but I joined a different Army. I joined the one with the condos and the private rooms.”

Eileen Brennan – Goldie Hawn. Private Benjamin

myEDmatch was started by Alicia Herald, a former TFA recruit who rose through the ranks to become an Executive Director in the organization. Interestingly enough, and in the “It’s a Small World Category”, Alicia and former Dallas ISD HR director Carmen “IM” Darville were both TFA recruitment directors in 2008, Carmen in Chicago and Alicia in Kansas City . Carmen and Alicia also both played basketball in the same division during their college years. Whoop…whoop, girls!

Funny how that TFA patronage system is the gift that keeps on giving!

A couple of months ago, former TFA and current DISD Director of Planning and Special Projects Ashley “not non-elected” Bryan sent a friendly shout out to her fellow Dallas ISD TFA’ers, advertising administrative openings for the new Personalized Learning gig she oversees. Ashley says “although none of the positions below are officially posted”, please reach out to Ashley ”if you are interested in a central staff position.” Even though Ashley violated all kinds of policy by not posting those openings as required, she wanted to give her fellow TFA buddies first crack at the available jobs! Carmen got away with breaking policy, why not Ashley? In the world of DISD, TFA can do no wrong, apparently!

And the gift keeps on giving! Haven’t we said this before?

The DMN, and this blog, have already noted how many recent ex-TFA have found jobs in DISD. A tour through 3700 Ross leaves one wondering if we are running a school district or a Home for Wayward TFA That Still Can’t Find a Job.

But everyone loves TFA!

Senator Tom Harkin (D-Iowa), a TFA supporter, slipped a clause into the 2013 debt bill that extended to 2015-16 the NCLB definition of “highly qualified” to mean teachers in training, including TFA’s with 5 weeks of instruction in classroom skills.

We have seen in Dallas ISD’s Billy E. Dade Middle School what happens when these “highly qualified” teachers reach a critical mass. Scores plummet, kids are out of control, staff throws in the towel, and the Superintendent throws a hissy fit.

Texas legislator Jose’ Rodriguez (D-El Paso)recently filed House Bill 1060, legislation that would ”specify that a teacher who is employed by a district through a program that requires a two-year teaching commitment in an underserved area or low-income community and who leaves employment after the two-year commitment would not be considered for purposes of reporting teacher turnover information.”

With districts facing increasing scrutiny from the Department of Education and the Texas Education Agency on teachers’ roles in low-achieving and high need schools, including teacher retention in those schools, it only makes sense that districts prepare for the inevitable by cooking the books ahead of time.

Not only do TFA recruits count as “highly qualified” they may soon come and go in Texas without dinging any teacher retention accountability standards. Never mind that the point of measuring teacher turnover is to monitor what impacts children. To actually legislate that underserved children can have the least experienced teachers and then mask that information is not only wrong, but possibly illegal.

But still, another gift to TFA!

The Dallas-Fort Worth Regional TFA board is co-chaired by Mayor Mike Rawlings’ education advisor Todd Williams and his wife Abby. Other members include Boston Consulting Group’s J. Puckett, Container Store’s Garrett Boone, David Chard, dean of SMU’s School of Education, and home rule advocate and former DISD trustee Edwin Flores.

You have to wonder when these and other TFA supporters, who claim to be all about the kids, will advocate for programs and practices that actually benefit the kids, instead of propping up a patronage system that denies the neediest of our children the experienced and knowledgeable teachers they deserve.

Until that happens, expect more gifts labeled:

From: Your Reformer Friends

Posted in Giving Grades Tagged with: , , , ,

Todd Williams and the Dallas Morning News: Judging Pickles

disd-judging-picklesThe Dallas Morning News editorial board is an easy bunch to impress. Hand out some graphs and throw around some data and you have them in the palm of your hand. No need to explain the data-don’t worry, they won’t question it.

While the education reporters at DMN dig through data and analyze it for themselves, the Editorial Board apparently feels it is OK to simply repeat everything they are told.

Todd Williams shocked DMN editor Jim Mitchell the other day with the stunning revelation that none… nada… ZERO of Texas’ Alternative Certification teachers were certified through programs that had received an “A” or a “B.”

Mitchell’s blog post had the attention grabbing headline “Texas only producing half the teachers the state needs.”

Did anyone at the DMN bother to ask where those numbers came from? Did they ask who or what certified those programs that are so horrible?

In response to a commenter, Williams pointed to the National Center for Teacher Quality (NCTQ) as the rating expert. NCTQ has been roundly criticized by many educators for the methodology it uses to rate teacher preparation programs. Shunned by many institutions who refuse to report statistics and program details to the group because of what they feel are biased and inaccurate rankings, NCTQ has been reduced to judging programs based on information found on institution websites.

Their approach has been likened to “judging restaurants based on their online menu.” Linda Darling-Hammond, chair of the California Commission on Teacher Credentialing , noting that NCTQ does not “consider the actual quality of instruction that the programs offer, evidence of what their students learn, or whether graduates can actually teach,” said that “It is difficult to trust ratings that are based on criteria showing no relationship to successful teaching and learning.”

So what do the letter grade rankings that Williams used to stun the Editorial Board mean?

If 87% of our alternatively certified teachers came from an “F” ranked institution and the rest only managed “C’s” and “D’s,” should we be worried?

I have to tell you this is boring stuff, so stop here if you are looking for entertainment.

Pretend you are a perennial pickle maker presenting at the State Fair and follow along. Todd Williams has his graphs and stats, you have your pickles. Let’s see how AC teaching programs are ranked and compare that process to pickle judging. Pickle Standards are new this year for State Fair pickle makers, so you are hereby warned!

The majority of Texas Alternative Certification teachers come from programs not linked to institutes of higher learning (IHE). In 2012 6,337 AC teachers came from non- IHE programs and 1,735 from IHE based programs. Traditional 4 year programs certified about 11,000 more.

The National Council on Teacher Quality report claims to only cover secondary Alternative Certification (AC) programs, and ranked only those programs not associated with institutions of higher learning (non-IHE). There are 74 non- IHE AC programs in Texas. The NCTQ report is based on a “sample” of 38, selected “generally, on the annual production of teachers.”

NCTQ used data from Higher Education Act Title II reports, developed by the Department of Education. Comparing the two, we see that NCTQ reports the total number of enrollees and certificates awarded by the non-IHE programs they rank, not strictly the secondary programs they claim to be ranking. I am not sure it matters in the long run, except to expose their sloppy methodology.

So NCTQ claims to be ranking secondary programs only but reports data from all programs, and chose the samples it ranked based on generalities.

There’s no way to know if a more scientific sampling would have given different results on a statewide level. I doubt it, unless a shining star was overlooked. But the lesson for State Fair contestants is that if your pickles aren’t made from the right variety of cucumber you can go home now.

The first standard NCTQ addresses is candidate quality. Get your pickles ready. Wipe off that jar and put a little yellow bow on it.

“By employing sufficiently high but pragmatic admissions standards, the program is designed to attract talented individuals who otherwise would not choose to teach.”

The National Council on Teacher Quality defines a sufficiently high standard as a minimum GPA of 3.0 or higher or equivalent SAT score. This admission standard must also include an audition process that includes “tasks that assess the applicant’s classroom presence, problem-solving and interpersonal skills, and capacity to persevere in the pursuit of improved student outcomes.”

Well, guess what, it is hard to find a teacher preparation program that makes you audition. Certainly an aptitude test might be a good idea, and many of these institutions may offer them, but apparently none measured up to NCTQ standards. A few got points for holding interviews.

What about GPA?

Texas requires a minimum 2.5 for postgraduate AC candidate admission, which is below the NCTQ standard of 3.0. So most Texas programs got zip in that category. A few got partial points for inexplicable reasons.

But let’s look at the GPA of actual enrollees. Using data from 2013 Higher Education Act Title II Reports, we find that 76% of the programs reported median GPA’s over 3.0, some as high as 3.78. It looks like some programs simply reported the minimum GPA of 2.5 instead of calculating the actual GPA of its participants. What a mess!

Despite the confusing data, Alternative Certification teachers in Texas are not all from the bottom of the barrel academically as the Dallas Morning News would have us believe.

As for your pickles, sorry, you selected and packed 6 inchers. National Council of Pickle Quality (NCPQ) standards call for 4 inchers. You get zero points in Category 1. Like Texas AC programs, you are starting out with a grade of 66, and with no hope of raising it. You can only go lower.

The next NCTQ standard for Alternative Certification programs deals with content mastery.

NCTQ requires that a program ensures that candidates have an educational background in the content area in which they are seeking certification or have a passing score on a content test, before entering the classroom.

While a couple programs got points in this category, with vague explanations of “coursework and testing requirements ensure content knowledge is adequate”, almost all Texas programs did not.

While Texas AC programs require a 4 year degree to enter their programs, they do not require coursework in the certification area to enroll. Of course certification and the “highly qualified” designation requires coursework and content mastery, but since Texas allows certification candidates to teach on a probationary certificate, they FAIL again on NCTQ standards.

My goodness, about those pickles! You didn’t put mustard seeds in there, did you? NCPQ specifies Dill only for Quality Pickles. Zero points again. Discouraged? You should be. Your best possible score at this point is a 33.

The third standard deals with supervised practice being required before being the sole teacher in the classroom, the “teacher of record.” NCTQ requires 8 weeks of this.

Texas programs mostly fail here because AC teachers are permitted to teach on probationary certificates after only 30 hours of field based experience, and only earn full certification after a year in the classroom, assuming they have completed all other requirements. A mentor is assigned to each probationary teacher and observations are required. So, while Texas AC teachers do not meet NCTQ standards for “teacher of record”, they far exceed the clinical preparation time NCTQ requires by the time they are certified.

Another AC option involves content training with 12 weeks of unpaid student teaching in a classroom with an experienced teacher before receiving full certification, an option that should meet NCTQ standards but was apparently overlooked in their Google search of AC programs.

Contrary to the sky is falling scenario NCTQ presents, Texas AC teachers do follow a preparation program that includes supervised teaching.

Many of you are rightly thinking now of Teach for America recruits, who are deemed ready for the classroom after 5 weeks of training, and wonder where they fit in. TFA is one of NCTQ’s darlings, as you might expect of an organization Todd Williams relies on for research. In the Appendix accompanying the NCTQ report, TFA recruits appear to be excused by virtue of their “emphasis on “smarts” and candidates who are “mission driven” over preservice preparation as the key to better teaching.” Texas TFA teacher preparation academies are not ranked in the report, with no explanation given.

A few Texas programs got partial points from NCTQ in the preparation category, saving them from total ZERO failure. Most did not.

Your pickles? Sad to say, you ignored the NCPQ standard for canning immediately after pickling. You let your pickles soak in grandma’s crock with salt before packing them in jars with vinegar. No pickle points for you!

Now let’s look at the graph used to shock the DMN Editorial Board, the one justifying the headline “Texas only producing half the teachers the state needs.”

The graph shows 11,215 teachers listed as being newly certified in 2012 by Institutions of Higher Education (IHE). This is the traditional degree route to the classroom.

What’s missing here are ALL the 8,072 teachers certified by alternate means, 1,735 of whom came from programs run by IHE institutions, and including those 6,337 teachers certified by programs such as the one DISD had up until this year, the ones run by Regional Education Centers and numerous other for-profit groups, some linked with organizations, some not.

Adding all the AC certified teachers to the traditionally certified number we get a grand total of 19,574 newly certified teachers in 2012. Numbers for the previous year show 24,574 teachers were newly certified. These are initial certifications, not additional certifications for teachers seeking to change positions.

The graph claims 22,715 new teachers were needed in 2013. New as used here means beginning teachers, as reported to the Texas Education Agency.

The alarming part is the huge increase in the gap between teachers certified and beginning teachers, more than doubling between 2012 and 2013! The heading on the graph claims “significant gaps between teachers certified by IHE and new teachers needed”

Todd Williams’ graph is downright stunning. But the DMN uses it to create a panic where there should be none.

The shocking need gap the headline trumpets is magically produced by not counting new teachers certified by AC programs.

Apparently Williams feels justified in ignoring alternatively certified teachers because a group with a biased agenda devised a ranking program that dismissed Texas’ rules and requirements and failed the whole bunch of them.

The number of traditionally certified teachers has remained fairly constant, with a 1-2% change from year to year. Alternative Certification programs are more flexible and respond more quickly to fluctuations in teacher demand.

Because teachers seeking certification are included in the “beginning teacher” number the TEA reports, it is difficult to compare these numbers and get an accurate picture of need vs supply. Looking at the last few years, we find that Texas certified 69,420 new teachers in the years 2010-2012. The TEA reports 58,002 teachers began their careers in the years 2011-2013.

It looks like there are plenty of teachers available.

I can’t tell from Williams’ graph if we have a teacher shortage or not. I can’t tell if we have a shortage of bilingual teachers or math teachers or science teachers.

I certainly can’t tell if we have a shortage of good teachers, which is even more important. Unlike Todd Williams and the DMN, I am unwilling to label all Alternative Certification teachers as “failing.”

Every child deserves a fully prepared, effective teacher. No Child Left Behind originally required equitable access to “highly qualified” teachers, which was defined as “fully certified.” Ironically, the same reformers that support NCTQ’s attempts to bash teacher preparation programs also support Teach for America and lobbied for a change in the law that permits teachers in training to be considered “highly qualified.” This change permits our highest need classrooms, in both charters and public schools, to be disproportionately staffed with teachers in training, including TFA recruits.

Mitchell writes, “There’s no reason an alt.cert. teacher can’t be a good teacher…”

I agree with that statement. Where we disagree is whether there is good research on Alternative Certification programs and the quality of the teachers they produce. When we have federal laws that consider teachers in training “highly qualified” it is hard to quibble over a few GPA points.

If there are substandard Alternative Certification programs, and I have no doubt that some exist, give us some real data that shows that, not misleading charts and bogus rankings.

To wrap this up, it is false to say Texas is only producing half the teachers the state needs. It is also misleading to say the majority of programs that are producing these teachers are so inadequate they deserve a grade of “F.” The data used to make that claim is not linked to actual teacher performance or student outcomes, but is instead based on a poorly executed review of the programs that train teachers, using a ranking developed without consideration for Texas’ own legislatively developed standards and practices.

Your pickles? Your pickles are great. Tasty, crunchy, spicy 6 inchers. Everybody likes ‘em. Everybody, that is, except the National Council on Pickle Quality.

But who cares what they think?

Posted in Baloney Meter Tagged with: , ,

DISD Teachers are Too Smart for Schemes

too-smartSince Mike Miles has arrived in Dallas, the number of Improvement Required (IR) schools has increased. That’s right, Miles fans: despite a Rides on Rims debacle, subjecting 1st graders to ACP exams in Art, harassing 5,000 experienced teachers until they quit, and a host of other scandals, the number of struggling schools has, mysteriously, gone up. Who could have predicted such a thing?

Naturally, this development made the “reformers” who support Miles, along with Miles himself, look completely ignorant and not at all worthy of the public’s trust. Miles had to respond with a plan, and pronto.

This is where it gets good (OK, I admit it: I love to see greedy, destructive people fail).

Initially, Miles responded by trying to vaguely mention something about the district moving Distinguished Teachers to the IR campuses (probably as a way to float the idea before formally announcing it). I couldn’t have been more delighted; the idea was classic Miles. All of us who have worked under this regime are used to this offensive mindset: the presumptuousness and the arrogance that reveals the deep belief that administrators and reformers “own” teachers and can treat them however they like. The mindset is that teachers in this regime are nothing more than chattel.

The public, however, was taken aback. So, since it came off like a threat to force Distinguished Teachers to move as part of what can only be called the weirdest reward ever, that idea was just as quickly quashed.

Again, I have a confession: I was disappointed to see the idea yanked off the radar because I truly looked forward to watching Miles attempt to drag teachers across town to new campuses while an aghast public looked on.

The latest scheme, though, is equally wacko and ripe with potential for entertainment. In this scheme, Distinguished Teachers who will consider moving to an IR school are promised both cash and some kind of TEI safeguard.

In other words, a Giant Dose of Reality has loomed large over a small Mike Miles and forced him to concede that the public doesn’t want teachers treated like chattel, that IR schools face incredible challenges and that TEI hurts teachers in IR schools (if it didn’t hurt them, why would he promise to protect their TEI scores?).

Of course, DISD teachers already know this, which is why almost no one will move voluntarily. Apart from 1 or 2 who plan to leave DISD anyway after the incentive pay runs out, any other teacher who does agree to move will only agree after being pressured or coerced in some way. And just wait until the parents find out that the supposedly-best teachers at their child’s school are being pressured and paid extra to leave (except at Lakewood, where they like Miles so much they won’t mind if he pressures lots of their good teachers into leaving).

So then what is Miles going to do to address the IR schools? Teachers aren’t going to move willingly and some might get vocal about being pressured to move.

Teachers already at the IR schools aren’t going to be happy, either. They will resent the new colleagues who come in making more money with less accountability (because of the TEI safeguards mentioned) simply because the transferring teachers either worked at a better functioning school previously or had a principal who gave them inflated Spot Ob scores.

Speaking of principals, how will principals react to this incentive system? Will they lower Spot Ob scores so that none of their teachers get Distinguished Teacher status in order to prevent those teachers from switching campuses? I bet that’s exactly what will happen. Will teachers sue once they figure this out?

Will some teachers take the incentive pay and move, only to then quit after a year because of the daunting conditions at IR schools, which are made even worse by Miles’ teaching mandates?

What will happen if the school gets a “Dade Raid” from Miles and he ends up reassigning one of the Distinguished Teachers in the frenzy (probably for sitting down while taking roll or something like that)?

It’s a train wreck, of course, but it’s on par with what’s been happening in DISD ever since Miles arrived.

There is a way to fix these problems. There is a way to fix all of DISD, as a matter of fact. The fix begins with hiring Alan King or someone like him to replace Mike Miles. After that, we could all refocus, regroup and watch our property values climb because we’d be part of a district where students get a great education and are enriched by a sense of community.

Or we can wait to see if teachers actually choose career suicide by moving to IR schools for a very short-term and uncertain gain of a few thousand dollars promised to them with dozens of strings attached by a man like Miles.

Take your pick, Dallas.

Posted in Teachers Rule Tagged with: , , ,

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Foundation for Empowerment (FCE) released 3 papers:

1. Disruptive Change: Mike Miles and the Crisis In Dallas ISD, which has been prepared with consultation by education academics, extensive research, review of data and education literature, and meetings and interviews with people of Dallas holding varying and sometimes conflicting points of view;

2. Digging Into Data and Evidence: Mike Miles, Dallas ISD, and Trickle-Down Education Report, by Dr. Julian Vasquez Helig, Lindsay Redd, M.A. and Dr. Ruth Vail; and

3. The Challenge of Disruptive Leadership in Dallas ISD, by Decoteau J. Irby, Ph.D. and Matthew Birkhold, M.A.

"You will see from these papers that, after much research and discussion, we believe the current Superintendent lacks the pedagogical, leadership and integrity qualities necessary to lead Dallas ISD and recommend the Board terminate his contract."

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Superintendent Mike Miles

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