What Teachers Make – Why Merit Pay is Crap!

In anticipation of my new blog post coming next week, I have decided to post this video. Often as I read and research for posting on this blog I become downtrodden and question whether the my work on this blog, your work as readers, and the work of many educators/allies across the country is worth it. In other words, sometimes the attacks on teachers get to me. Especially when they become coupled with delegitimizing my choice to become teacher with changes in law allowing relative novices to come into the classroom with no pedological foundations. Then I turn to this video for some motivation and realise that the work done across the country by great educators and educators who aspire to be great are not in vain.

Despite what many may say, teaching is hard! There are no quick fixes. There are no simple solutions. You can’t get more out of less. And it takes a special person to truly EDUCATE students day after day. Taylor Mali understands that, because he is a teacher.

Money won’t make great educators.

Have a good new year holiday! I am looking forward to the new year!

I Hate When You Put on the God Costume

Omnipotence – an agency or force of unlimited power

George Sr. - Arrested Development - Wearing the God Costume

I was told at a forum that I went to on education reform by a man who had a PHD in Education Policy that, “teachers are the most important factor in aiding whether or not a student succeeds.” I was struck by this comment. Not because I haven’t heard it before, but because someone with a PHD in education policy would ever utter those words. I thought to myself, Me? The most important factor in student success? I must be God.

Rhetoric regarding education reform is full of this level of unrealistic omnipotence. There is an alarming level of complacency in the idea that the teacher is the centre of education and the answer to failing schools is centred on addressing the inadequacies in the teachers across the country. Moreover, the omnipotent rhetoric doesn’t end with just attacking teacher “ineffectiveness;” it also exists in discussing the solutions to fixing failing schools.

Education reform will not come to past if there is a continued filter of omnipotence that guides rhetoric and policy. Rhee argued in her Student’s First Mission Statement that “[o]nce inside the school, a great teacher is the single most important factor in a child’s education. While there are many factors that influence a student’s ability to learn, a great teacher can help any student overcome those barriers and realize their full potential.” Can Michelle Rhee explain to a teacher how they are supposed to help a student “overcome” living in a home with lead paint and being subjected to lead poisoning through their developmental years? Can Michelle explain to a teacher how to help a student “overcome” the barrier of a father who is sexually abusing her, and the local child protective services say, “There is no evidence to prove that this child has been abused, because she is sexually active?” Can Michelle Rhee explain to a teacher how to help a student overcome the “barrier” that is in place for a student who is so exhausted when he comes to school because his parents get in physical altercations that keep him up nightly? These are all examples of students that I’ve had in the past, whose “barriers” stifled their “full potential.” The student with lead poisoning had to be placed a severe learning-disabled self-contained classroom, because he only read at the second grade level (he was in 10th grade). The student, whom was being abused by her father, killed herself because despite my (and other teachers) best efforts, she felt that no one could save her. The student, who witnessed daily domestic violence, watched his mother being killed and went into a deep depression because he was essentially an orphan. As much as these situations pained me, and still do to this day, I know that I did my best to help these students. It is my awareness that I am not omnipotent that keeps me going to help the students who have a lesser degree of personal circumstances. However, to Michelle Rhee, I am an ineffective teacher because each of those students was failing my class when their lives changed forever.

I wish I could say that these are unique problems that many teachers, who work in the toughest schools in this country, deal with. The problems that plague our schools are so much deeper than any one inadequate teacher, the bureaucracy of the teachers unions, the layout the teacher evaluation system, and the rigour of the state standardized tests. The problems that plague schools are historic, economic, racial, and societal. This is why I am confident that Michelle’s “RHEEforms” aren’t omnipotent, regardless of the number of billionaires, media outlets, and filmmakers that are on her side. There is no simple solution, and the mere fact that the Student First’s mission statement is nonchalant in “the factors that influence a student’s ability to learn” implies that solutions are omnipotent.

Principals? Administrators? the Federal Government? Angels?

The Student’s First blog featured a video that was a compilation of teachers, who were concerned about school reform, and one teacher’s comments gave me pause.

“When we have to contract out how many hours a teacher spends, how many hours they get paid after school…how many hours they have to be on school premises…that is not putting kids first.” – Barbara, Learning Specialist

Additionally, in an interview with nj.com, Michelle Rhee argues:

“I don’t think we need to reform tenure. I don’t think there is a need for tenure. Teachers need to understand they are not going to be discriminated against. If they feel they’ve been unfairly terminated, they need to have a process by which they can address that issue. School districts need to ensure firings are not happening in an unfair manner. But all of those things can happen without tenure being in place. [T]here are federal protections in place against discriminatory firings.”

In both the statements by Barbara and Michelle Rhee there is an “air of omnipotence” that seasons their rhetoric. The “air of omnipotence” is demonstrated here in three forms:

• Teachers are not human; therefore they should give all of their time, effort, and energy towards educating students with little to no compensation.
• Principals and other administrators are infallible; therefore they will not subject teachers to any practices that may be deemed discriminatory.
• If a non-infallible principal happen to slip through, then the omnipotent anti-discrimination laws by the federal government (you know…the law that makes sure that women and men are paid the same) will protect them and their reputation while they go through the courts.

I am sure most of you reading this are thinking that these statements are ludicrous. Nevertheless, this is the nature of their rhetoric. This is what happens when you scapegoat one group of people in a system with a lot of players. There is an unrealistic precedent created that will not lead to the reforms needed. This is why the Due Process (pejoratively known as “Tenure”) and teacher’s unions are important. These two elements of the educational landscape do their best to level the playing field for the people who work with STUDENTS day in and day out. While I will never assert that teacher’s unions are infallible and omnipotent, stripping the landscape of these two entities only serve to leave unrealistic expectations for all players. When I was unfairly fired from a charter school a couple of years ago, I created/adopted a mantra that I will always believe: “As long as schools are run by people, we will always need unions.”

In a Perfect World Part Two

Meet Adam Miranda
How should Adam Miranda handle this situation in a world without unions?

Adam Miranda is very excited! He recently graduated from the University of Michigan with a degree in Secondary Mathematics Education. Mr. Miranda was also married soon after his graduation to his high school sweetheart Marissa.

Adam was a December graduate from school so he knew that he should probably apply to be a substitute teacher in Chicago Public Schools until he could secure a position. He lands a position as a substitute for a teacher on maternity leave. He teaches two sections of Algebra One to freshmen and two sections of Geometry to sophomores. While he struggles in the beginning with the students, he eventually wins their trust. The students’ progress during his time as the teacher was more than anyone could have expected. The progress was so extraordinary; the principal offered him a full time job starting in August. Mr. Miranda was excited and eager to get started the next school year. He loved the school and the students and they were eager to have him next year in Algebra Two and Pre-Calculus.

Mr. Miranda rushed home to tell his wife that he had secured a position for the next school year. His wife told him more startling news, that she was pregnant with their first child. Mr. Miranda screamed, “This is the happiest day of my life!” He had a job, which he figured would support his wife and new baby, and the beginning of a new family. During the time leading to the end of the current year, Adam and Marissa discussed their family plans. They both decided that Marissa would stay home with the baby until it was old enough to go to school.

In Late July, Mr. Miranda was getting excited about the prospect of being a full-time teacher. He went to some of the local teacher’s stores to buy materials for his class. His parents threw him a party to celebrate his accomplishment and give him materials for his classroom. Later that week, Mr. Miranda opens the offer letter from the school that he will work at in the fall. In the letter he showed that he would be making $40,000 for the school year. Mr. Miranda was puzzled; he knew that there were first year teachers in the district that made more money. He figured it would be an easy task to ask his principal for an increase in his pay.

The next morning, he went to his school and asked to speak to the principal. Adam explained that he was very excited about the work that he was going to be doing at his school. He followed up by saying, “While, I am excited about my position, I am a little concerned about the pay. My Wife and I are having a baby in a couple of months and we decided that she should stay home with the baby. I am very concerned that we will not able to do this because my starting pay is a little low.” The principal responded, “I appreciate your concern, but after looking at our budget, this is the most that I can give you at this time. We have many other priorities, and we have to balance them. This offer is essentially non-negotiable.” Mr. Miranda thanked the principal for his time and began to think about whether he would have to work a second job or have his wife go to work after she had the baby.

Truce Mr. Obama? Hardly!:Race to the Top = Slap in the Face

Message from State Superintendent Christopher A. Koch

We have just been informed by the U.S. Department of Education that Illinois has not been selected to receive a Race to the Top grant. While this is disappointing news, I am proud of the effort that our state has made to put together such an ambitious plan, which I believe should serve as our blueprint for where we need to take education through the next decade.

I thank you for your support of Illinois students and look forward to working with you as we implement many of the elements that comprised our application. As you know, the Illinois education community worked collaboratively to form our Race to Top application, so many of the proposed changes are in statute and will occur anyway.
We still intend to develop new rigorous teacher and principal evaluation systems, as required by state law, as well as continuing our work to improve teacher and principal preparation programs.

We are still committed to developing a comprehensive longitudinal data system to assist us in better preparing students for college and careers and we are already on our way to implementing the new Illinois Learning Standards, incorporating the Common Core.
Nothing more is needed with regard to the Race to the Top at this time, however, we will be working with you as we move forward with the goals we’ve outlined for driving educational progress in Illinois.

I appreciate your passion for students and your commitment to excellence.


The second phase of “Bribery to the Top” winners were announced today, and to the dismay to many, Illinois just didn’t make it to the top. I am curious to view Illinois’ application and will be doing so soon. Chris Koch, the Illinois Superintendent, released the “warm and fuzzy” letter above after the announcement from the U.S. Department of Education.

Mr. Koch is insistent on “developing a comprehensive longitudinal data system to assist [Illinois] in better preparing students for college and careers and…implementing the new Illinois Learning Standards, incorporating the Common Core. So is Mr. Koch’s insistence based on his own personal beliefs, the advice of teachers, and the support of community members, or is it based on the potential prospect of the money from Race to the Top (RTTP). In other words, was it the chicken or the egg?

The losers of RTTP were more than just the states. Photo Courtesy: tripadvisor.com

This is an important question and has many implications for all the states that lost [and won] the Race to the Top Funds. It is the impetus for me calling Race to the Top, Bribery to the Top. Many states rushed to develop the “reforms” necessary to win Race to the Top funds only to come up short at the end. While they rushed to develop these reforms many members of the education landscapes’ voices were silenced including teachers, parents, and the infamous union leaders. How are people like Chris Koch going to mitigate the concerns from all of these people now that the prospect for the money is gone? Who is going to champion these reforms now that prospect for the money is gone? Will there be political will in place to implement the reforms now that prospect for the money is gone? For the states that won, will the money continue to be there next year and/or after Mr. Obama leaves office, or will the program be added to one of those failed “good/popular” ideas like Supplemental Education from the NCLB days? Mr. Obama and Mr. Duncan have essentially threw many educational leaders “under the bus” to fend off the obviously unpopular reforms that were adopted to “win” RTTP funds. It is leaving states to fend for themselves to MAINTAIN these systems, while playing on the desperation from the recession and the historical disinvestment in public education.

Where is the Money Going to come from?

Illinois is one of many states across the country that has cut education jobs to balance their budget for the next year. This is a clear sign that there is a cash-flow problem. However, Mr. Koch is still “committed” to the heralded longitudinal data system and the creation and implementation of new standards (which include training). Where is this money supposed to come from? I assume you could probably take it from the Edujobs money.

RTTT is largely reminiscent of No Child Behind. The implementation of the requirements of NCLB came as a great cost to the states. As Diane Ravitch discusses in her book The Death and Life of the Great American School System, “some states complained that the federal government did not even give them enough money to do what the law required. Federal funding for elementary and secondary programs were increased by 60 percent in the early years of NCLB, but Democrats complained that it was way below what was needed and what Congress had authorized.” (Page 98)

Now that only eleven states and the District of Columbia is privy to the $4.35 billion from the RTTT funds, what are the other 39 states going to do to implement the RTTP reforms? Are they going to have to have their arm twisted in applying for the “School Improvement Fund” or the “Charter Schools Program?” Having cash strapped states create unfunded or under funded “reforms” is wrong and definitely from the Bush/Spellings playbook.

When Mr. Duncan and Mr. Obama are gone, the states are still going to be left to try to figure out how to add these “reforms” to their budget year after year. The amount of money that the USDOE had to work with was unprecedented for any Secretary of the Department of Education. It doesn’t hurt to mention also that the money is borrowed. Is Obama and his predecessors going to make education a principal priority with two wars, a stagnant economy, and a soon to be deficit-hawk Congress? If no, is the blame for the states inability to maintain the reforms going to be placed on states; therefore continuing the cycle of blame from the teachers to the states/districts? I believe that these questions (among others) need to be answered before I stand up and applaud for Obama/Duncan’s leadership on improving education in our country.

This is was not about Education Reform, this was about Politics

I was having a conversation with a friend of mine the other day about Race to the Top. He asked me to explain what the programme is and its purpose. After explaining to him what the ins and outs of the program were he asked me, why did the Obama Administration have to have a separate Edujobs bill to save teacher jobs? Why couldn’t he just use some of the money from Race to the Top to help save teacher jobs? My answer to him was the Edujobs bill is not about education it’s about politics. In other words, getting back in good graces with teachers and union leaders (one of Democrats’ core constituencies) leading up to the election and subsequently declaring a “truce.”

Why would I make that claim? What does the Edujobs bill tell you about RTTT? It became clear around January of this year that many of the teacher-related and education support personnel positions that were saved by Obama’s first round of American Recovery and Reinvestment Act (ARRA) funds would dry up and states would be strapped. However, the Edujobs bill was passed in August. Why did it take so long? The Department of Education and Obama had no interest in saving or helping anyone part of the “status quo” without stipulations. This was evident in his threat to veto the bill if it included taking money from RTTT. Barack Obama’s attempt to be “everyone’s president” has influenced his decisions the last eighteen months as president. Think about it. He can placate parents, civil rights leaders, and desperate states by creating “reforms,” while placating the economists and conservative (and some liberal) think tanks in the advancement of market tactics in education. With Duncan’s announcement today of the RTTT winners he emphasized his commitment to asking Congress for more money for RTTT, while many states are hoarding their EduJobs money under fear that it won’t cover through the next school year. Why is he not committed to saving teacher jobs? It has become the politically popular viewpoint to place teachers (especially the unions) in the group of bureaucrats that are hostile to any reform. There is no way that the current pseudo deficit-hawkish Congress is going to give any money to educators without stipulations especially when they are sold to be members of the “status quo.”

The second indication that it is political is the lack of stipulations placed on the EduJobs bill. While Mr. Obama has praised the bill for saving teacher jobs, many states are not doing the immediate re-hiring and the reduction in classroom sizes that was supposed to occur under the fear of being back in dire-straights again next year. Mr. President, how can you give one sum of money with an inordinate number of stipulations, but not make a fairly clean-cut stipulation like re-hire teachers part of an EduJOBS bill? It was not about education it was about politics. Selling the message of “saving teacher jobs” seems to be the politically prudent thing to do leading up to a tough election with Republicans in the midterm elections. In my opinion, there aren’t enough press conferences or supposed “truces” that would make me feel otherwise. Almost everything that President Obama has made a priority (health care, AARA, financial reform, CARD Act, etc.) has passed fairly quickly (with the exception of the health care bill.) Edujobs were not Mr. Obama’s priority; the Obama/Duncan agenda is the priority.

In any race there are going to be winners and losers. While, I don’t support many of the reforms that were required by the Obama Administration, I do believe that what has happened in this program is going to set a precedent. It is setting a precedent for twisting the arms of desperate states to adopt “reform” measures that negate all of the stakeholders in an effort to circumvent bureaucracies. It sets a precedent that similarily in the free market that there are going to be winners and losers, and that the losers just need to “try harder and do more.” It sets a precedent that education leaders not only need to be savvy in pedagogy and management, but in politics. It sets a precedent of a dangerous road for public education that is unsustainable and has many unintended but very REAL consequences.

Truce Mr. Obama? Hardly.

Don’t Pee on My Leg and Tell Me It’s Raining: Jason Song and Jason Felch Leave’s Questions Unanswered about LA Times Project

Title Source: Judge Judy’s Autobiography Title

This picture sums up my feelings during the Felch/Song chat from Thursday.

Have you ever watched paint dry? Have you ever watched a spider spin its web? Have you ever watched a documentary made in the 1970’s? I would imagine that for at least the former two most would say “no.” I would also imagine that it would be seem as something utterly boring and a complete waste of time. Well, today we can add the “chat” with the authors of “Who’s Teaching LA’s Kids,” Jason Song and Jason Felch.

Initially, I was excited to be able to have a very candid, but informative discussion about the purpose, rationale, and plans in regards to their article from Sunday. However, that is not what I got. That is clearly not what Sabrina from the “Failing Schools Blog” got either. (If you have sensitive eyes you should skip the next sentence). That hour was the longest disingenuous attempt at a masturbatory “conversation” I have witnessed in a long time. It was more upsetting, because it was supposed to be coming from journalists, whose job is to be transparent – they failed miserably.

Cherry Picking Questions

It was clear that Sabrina attempted to ask some questions that many may have had on their mind, but as you can see from her tweets, Song/Felch cherry-picked the questions that they wanted to answer and had no interest in a substantive debate or conversation.

“I’ve sent 4 comments so far, all asking about the possibility of misleading the public by offering no context. 1 fragment made it through.”

“I think I’m up to 8 comments submitted, and one “pending” on the site itself. #headdesk”

“9 comments. Instead we get softballs like “will you do more profiles in the future?”

As journalists, I would have expected that the Jasons would have been more transparent in their intentions, furthermore more clear and concise to the answers to the chat member’s questions. However, the entire hour felt like a political stump speech. The few cherry-picked questions that were answered did very little to address the concerns that exists across the blogosphere.

Issues with Valued-Added Assessments

One of the many concerns that came up across the blogosphere is the limitations of value-added assessments. It became clear throughout the “chat” that Felch/Song was intent on circumventing the actual issue by either justifying it with “expert analysis” or using ambiguous words to describe why they are still effective in assessing teacher performance.

[Comment From Clay Landon]
Diane Ravitch wrote on your paper’s editorial page that a standardized test is an awful way to measure a child’s educational achievement. Why do you feel such a test should be used as a measurement of teacher effectiveness?

Jason Song:
One thing all experts said is that value-added analysis shouldn’t be the sole factor in determining a teacher’s effectiveness. Most districts that use it count on value-added for 50% or less. But the test are aligned to state educational standards, so many feel they could be a valuable evaluation tool.

How does this answer Mr. Landon’s question? The mere fact that the tests are “aligned to state educational standards” is not an all-inclusive answer to demonstrate the benefits of the use of tests as a means for evaluating teacher effectiveness. Additionally, the answer was not all-inclusive of the potential problems that may arise from using test scores as a measure of teacher effectiveness. The answer Mr. Song gave to this question clearly indicates that he is possibly aware of the problems, which is why he wanted to make clear that “most districts…count valued-added for 50% or less” on evaluations. If he was not acknowledging the problems, he clearly didn’t make it clear he wasn’t.

One of my favourite comedians in the world is George Carlin. Since his early days of being a comedian used the phrase (a phrase I use in my classroom) that “language will always give you away.” I love that phrase because it is concise in saying that the words you choose reveal the way you are actually thinking about things. It was clear that Mr. Song and Mr. Felch knew that there were many reservations (including from education statistics experts) of the value-added approach. Despite the knowledge of the reservations they insist on using it and justified it by detailing their “methodology.”

[Comment From Kev]
How can factors such as severely emotional chaos at a student’s home and local gang activity, for example, factor in to a teacher value? My wife teaches in Highland Park where very few parents seem to really care that their children are learning, and certainly don’t care if they advance past their own education which is frequently illiterate.

Jason Felch:
The value added approach has limitations, but its strength is that, for the most part, it does score judge teachers by who their students are — something they have little control over. How can it do this? By measuring student progress against their own past work, not that of other children. Statistically speaking, this controls for many of the factors beyond a teacher’s control: student poverty, limited English, chaos at home, etc. The assumption underlying the approach is that many of these factors are consistent in a student’s life…if a student was poor in 2nd grade, they’re likely to be poor in 3rd.

If my student wrote a paper using the words “for the most part,” “controls for many” and “assumption” I would question their argument as something that they aren’t clear or convinced of themselves. I believe that these answers speak to my blog piece “Editorizing Fear.” There is a convoluted dismissal of the research that shows that it is difficult to control for many factors that a teacher may have to deal with on a daily basis, and they justify it by following it up with their “research findings.” Clearly, Mr. Song and Mr. Felch are advancing an agenda one, that prays on the desperation of a chronically failing urban school district and using the teacher as scapegoats. (P.S. You should read @TeacherSabrina’s piece “Scandalize their Name” for more on the scapegoating).

Effects with Releasing the Scores

One of the most ubiquitous concerns across the blogosphere concerning the article and the LA Times project is the releasing of teacher’s value-added scores. Many of the concerns centred around the fact that releasing the sores could cause undue hostility from parents, some who are ill-informed to properly analyze the data. Once again, Song/Felch does little to address these concerns.

Given that parents generally want the “best” teachers, do you worry that this will generate more parental pressure on teachers and cause more teachers to “teach to the test” rather than focusing on providing a more wholistic learning experience?

Jason Song: It could generate parental pressure, but, as I said before, value-added analysis is only part of the picture. It only measures performance on math and English standardized test scores right, so if a parent wants to make sure their child gets exposure to art or other subjects or a teacher’s classroom manner, they’ll have to find other sources of information or visit a school.

[Comment From Effective Teacher]
Jason and Jason — The two of you are doing profound damage to select LAUSD teachers. Your cautionary notes that this data only provides one facet of the true picture will be lost on parents who see their children’s teachers labeled as ineffective.

Jason Felch: And what about all of those incredible teachers who, like one we featured in the story, are eating lunch in their classrooms, unrecognized and unstudied? In the end, we came down on the side of publication. We’re trying hard to put the data in context, and giving all teachers an opportunity to provide additional context or comments before the scores go live.

Mr. Song was completely nonchalant when addressing the issue of teachers possibly teaching to the test. I guess to Mr. Song that fact that releasing the value-added scores “could generate parental pressure” is not much of a problem. Apparently, Mr. Felch doesn’t seem to care either. Mr. Song’s weak justification for this is “valued-added analysis is only part of the picture.” However, he has done little to show that valued- added assessments are only part of the picture. He essentially editorialized VAA as the best measure to assess teacher performance. Parents, who are not equipped to analyze the data, are then left to interpret something that is flawed and in his words not complete. However I guess it’s okay for a teacher to get fired while a parent “make[s] sure their child gets exposure to art…[and] a teacher’s classroom manner…[through] other sources of information.” Mr. Felch’s weak justification is that “we came down on the side of the publication.” How is this journalism? Isn’t journalist supposed to supply the whole picture? At least he was honest, coming down on the side of the publication means choosing what will sell. With the current demonizing of teachers in the media, it is clear that any “parental pressure” or that the “true picture will be lost on parents” is just a negative externality.

Journalist Education Credentials

[Comment From LA Times Subscriber]
What credentials do you hold to judge the teaching profession? Do you guys have degrees in education?

Jason Song:
I don’t think many people would label either me or the other Jason as an educational “expert.” But we observed many teachers multiple times and have researched value added analysis for almost a year and checked our findings with leading experts, so I feel we’re on solid ground as journalists.

[Comment From Guest]
They should actually teach for a year, too. 😉
Jason Felch:
I thought you’d never ask! Before going into journalism, I taught middle school and high school students. I also founded and ran an after school program for “inner city” kids in San Francisco, and am very familiar with their challenges. My colleague Jason Song has covered the city’s schools for years.

It was clear that Mr. Song and Mr. Felch tried to maintain their image as an authority on the matter. Mr. Felch even went as far as saying that he taught middle school and high school students before he became a journalist. I am not negating that it is true. However, it is clear that Mr. Song and Mr. Felch are not aware of the daily realities of a teacher, especially a teacher in a urban school. Why? Because of the answer to this question.

[Comment From Mr.G]
What are your plans for “Grading the Administrators”?

Jason Felch:
Good question. Research shows that teachers are the most important influence on a student’s learning. But principals are also important. Many also used to be teachers. We’re exploring ways to reliably get at this with the data. Stay tuned!

I guess that Bill Gates and Jason Felch are looking at the same “research” when making the dubious claim that “teachers are the most important influence on a student’s learning.” Any teacher knows that they are very influential on their student’s learning, but that there is a lot more that influences children. What happened to the old adage, “It takes a village to raise a child?” However, when talking to teachers in affluent suburban school districts, magnet urban schools, and some private schools they all sight many factors including parent involvement, home status, and personal issues. It is and will always remain a RIDCULOUS notion that teachers are the most important influence on a student’s learning. Especially when teachers have to combat with many different influences including some of the horrifying ones detailed in the “Failing Schools” blog. If there is going to be an examination of teachers, then there should be concurrent examination of administrators. Not only do they hire the teachers, they set the tone for the school. Read “Stepping Up to the Plate” by my good friend Erin for more information on that.

I think my tweet and Sabrina’s tweet sums up the sentiment of the entire “chat” from Felch and Song.

@mppolicy: The #LATimes chat was one of the most unproductive hours of my entire life. #smh #ineedsomeair

@TeacherSabrina: Wow, that was a total sham. I wish I’d saved the comments I submitted in vain.

Shake my head Felch/Song.