May 13 (Reuters) - Leading money winners on the 2013 PGATour on Monday (U.S. unless stated): 1. Tiger Woods $5,849,600 2. Brandt Snedeker $3,388,064 3. Kevin Streelman $2,572,989 4. Billy Horschel $2,567,891 5. Matt Kuchar $2,493,387 6. Phil Mickelson $2,220,280 7. Adam Scott (Australia) $2,207,683 8. D.A. Points $2,019,702 9. Steve Stricker $1,977,140 10. Graeme McDowell $1,910,654 11. Jason Day $1,802,797 12. Webb Simpson $1,759,015 13. Dustin Johnson $1,748,907 14. Hunter Mahan $1,682,939 15. Charles Howell III $1,561,988 16. Russell Henley $1,546,638 17. Martin Laird $1,531,950 18. ...
Thứ Ba, 14 tháng 5, 2013
Egypt: detained Christian teacher released on bail
May 13 (Reuters) - Leading money winners on the 2013 PGATour on Monday (U.S. unless stated): 1. Tiger Woods $5,849,600 2. Brandt Snedeker $3,388,064 3. Kevin Streelman $2,572,989 4. Billy Horschel $2,567,891 5. Matt Kuchar $2,493,387 6. Phil Mickelson $2,220,280 7. Adam Scott (Australia) $2,207,683 8. D.A. Points $2,019,702 9. Steve Stricker $1,977,140 10. Graeme McDowell $1,910,654 11. Jason Day $1,802,797 12. Webb Simpson $1,759,015 13. Dustin Johnson $1,748,907 14. Hunter Mahan $1,682,939 15. Charles Howell III $1,561,988 16. Russell Henley $1,546,638 17. Martin Laird $1,531,950 18. ...
Thứ Hai, 15 tháng 4, 2013
Teacher who assigned essay on why Jews were evil faces discipline
By Holly McKenna
ALBANY, New York (Reuters) - A New York state high school English teacher who asked students to imagine they were Nazis and give reasons why Jews were evil could be reprimanded or dismissed, a school district superintendent said on Friday.
City School District of Albany Superintendent Marguerite Vanden Wyngaard apologized at a news conference and pledged officials would personally express regret to Albany High School students who were given the assignment and their families.
"This assignment for some of our students at Albany High School was completely unacceptable. It displayed a level of insensitivity that we will not tolerate in our school community," Vanden Wyngaard said.
"I'm deeply apologetic to all of our students, to all of our families and the entire community," she said, appearing with representatives of the Anti-Defamation League and the United Jewish Federation (UJF) of Northeastern New York at the UJF office in Albany.
The teacher, who Vanden Wyngaard declined to name, was removed from class for now and faced disciplinary action.
"It can go anywhere from a letter of counsel, to a letter of reprimand, all the way through to termination. There is a broad spectrum," Vanden Wyngaard said.
A letter would go out to all families in the school district, she said.
Vanden Wyngaard first issued an apology through the Times Union on Thursday night after the newspaper reported the assignment on its website. She responded with "absolute horror" when a parent presented her with the assignment on Thursday.
The teacher gave three classes of 10th grade students a persuasive writing assignment as part of a class project to demonstrate how Nazis thought and showed their loyalty to the Third Reich before World War Two.
"You need to pretend that I am a member of the government in Nazi Germany, and you are being challenged to consider that you are loyal to the Nazis by writing an essay convincing me that Jews are evil and the source of our problems," the assignment instructions said.
One-third of the students refused to complete the task, which was assigned following a class review of Nazi propaganda and directed them to imagine that their teacher was a Nazi official, said Ron Lesko, a spokesman for the district.
Students were asked for an introduction, conclusion and a list of arguments and were advised, "Please remember your life (here in Nazi Germany in the 30s) depends on it!"
(Editing by Daniel Trotta and Alden Bentley)
Thứ Năm, 4 tháng 4, 2013
Idaho House OKs final teacher salary bill
BOISE, Idaho (AP) -- After approving a revised $1.3 billion public schools budget that held up the Legislature's adjournment, the Idaho House took another hour to debate legislation giving districts power to cut teacher salaries and contracts.
The House voted 47-21 to pass it after lengthy debate on giving school districts more power to reduce teacher salaries and shorten their contracts from year to year.
Midvale Republican Rep. Judy Boyle said the proposal is intended to help districts manage their spending.
She said giving districts more leeway will prevent small rural schools with razor-thin budgets from shuttering their doors.
After all, Boyle said, teachers have good jobs, compared to people with no jobs.
But Democrats argued it allows schools without financial hardship to make cuts, and could dissuade talented teachers from settling in Idaho.
Thứ Năm, 28 tháng 3, 2013
A High-School Sex-Ed Teacher Is Being Punished for Saying the Word 'Vagina'
Tim McDaniel, an 18-year vetaran of the biology department at the public school in Dietrcich, Idaho, might have to figure out how to teach the miracle of life to his high-school students without saying the word "vagina" after a group of unhappy parents found the word offensive. Because now he's kind of in big trouble for, you know, doing his job in the teen pregnancy capital of Idaho. According to what McDaniel told Boise's Times-News, four parents at the school complained that he taught their children "the biology of an orgasm" and said the word "vagina" during his sex-education lesson to a room of sophomores. Yes, sophomores, some of whom have had vaginas for 14 to 15 years. It's unclear whether the word "penis" was met with equal offense. But, apparently, allegations from (likely Mormon) parents also complain that McDaniel has shown the film an Inconvenient Truth in class, and according to a letter served to McDaniel by a quick to respond official from Idaho's Department of Education:
[T]he allegations also include that he shared confidential student files with an individual other than their parents, showed a video clip in class depicting an infection of genital herpes, taught different forms of birth control and told inappropriate jokes in class.
Despite the letter from the upper levels of the state education system, the school superintendent tells the Times-News that upset parents won't get Mr. McDaniels fired: "It is highly unlikely it would end with his dismissal... Maybe a letter of reprimand from the school board." McDaniel is denying any wrongdoing, and the school's slap on the wrist might indicate that McDaniel's alleged transgressions might just be that — alleged. "I teach straight out of the textbook, I don’t include anything that the textbook doesn’t mention," McDaniel tells the Times-News. "But I give every student the option not attend this class when I teach on the reproductive system if they don’t feel comfortable with the material."
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Though McDaniel refused to name the parents who are upset with the V-word, his school is located in a region of Idaho dominated by the Mormon Church, who might have some qualms about teaching sex-ed to their youngsters. The Church's official handbook states:
Where schools have undertaken sex education, parents should seek to ensure that the instructions given to their children are consistent with sound moral and ethical values.
McDaniel also teaches in the south-central portion of Idaho, the region with the state's highest teen pregnancy rate in 2011.
Thứ Năm, 7 tháng 3, 2013
Teacher standoff stokes debate over standardized tests
SEATTLE (Reuters) - A boycott by Seattle teachers of a widely used standardized test has attracted national attention and given new momentum to a growing protest movement that seeks to limit standardized testing in U.S. public schools.
The revolt by Seattle public school teachers, joining educators and students elsewhere, comes at a time of bitter political wrangling over how best to reinvigorate a $525 billion public school system that leaves American children lagging their counterparts in countries like Finland and South Korea.
Standardized tests have played an ever-more prominent role in public schools over the past decade.
Yearly testing in reading and math for elementary school students required by former President George W. Bush's 2002 landmark testing law, known as "No Child Left Behind," exposed stark achievement gaps in many schools, mainly along racial and economic lines, and spurred interventions to help struggling kids.
Sandy Kress, a former adviser to Bush on the law and lobbyist for Pearson, a company that publishes academic tests, said focusing too much on test scores alone will, in the end, cheat students out of the kind of quality education that sometimes can't be measured by standardized tests.
"If it's all back to just grades ... a lot of people will have an easy time for about 10 years, (but later) our kids will suffer dramatically," Kress said.
The Obama administration supports regular testing but has signaled some flexibility.
"Should you assess kids every year? Yes," Secretary of Education Arne Duncan said recently. He added he was "more than sympathetic" to growing concerns about over-testing in school districts, some of which run standardized tests multiple times each year.
"There's a common-sense middle ground," Duncan said.
Increasingly, standardized tests carry high stakes. Teachers are often evaluated in part by their students' scores, and students may have to pass a standardized test to advance to the next grade in elementary school or earn a high-school diploma.
To prepare students for those high-stakes exams, and to monitor their academic progress more closely, many school districts - like Seattle - give additional standardized tests throughout the year.
STUDENTS OFF THE "MAP"
That's what teachers at Seattle's Garfield High School were protesting when they decided in January to boycott the multiple-choice Measures of Academic Progress (MAP) test, saying the computerized exam is not aligned with the state's curriculum and produces "meaningless results" upon which they are indirectly evaluated.
The Northwest Evaluation Association, maker of the MAP, said its test adapts to students' individual aptitudes and quickly provides educators with a reliable, fair progress report, though the test version used may not adhere to a specific teacher's syllabus.
Seattle schools have given the MAP test three times a year since 2009, on top of two other state-mandated exams. It is used in hundreds of school systems throughout Washington state and elsewhere.
Teachers and students staged rallies, and about 270 parents opted out for their children, some noting that the test was not required for graduation. Hundreds of students protested, either by not taking the test or completing it so quickly or randomly that the results were invalid, Garfield High School testing coordinator Kris McBride said.
'TEACHERS' SPRING'
Educators who did not give the test by February 28, the last day winter MAP test scores are valid, could face disciplinary action, said Clover Codd, a top official with the Seattle School District.
"We hear their concerns, we want to work with them, but we need to do what's right for our children," Codd said. "There may be two rights here."
A district-appointed task force will recommend on May 2 whether to renew a contract to use MAP, which costs the district $436,114 for 36,718 licenses.
The Seattle dissent was mirrored by dozens of high school students in Portland, Oregon, who launched a boycott in February over state-required exams students must pass to graduate, though they can meet the new proficiency requirements using other tests.
In Providence, Rhode Island, high school students splattered themselves with fake blood and pretended to be zombies to protest a similar move by state education officials.
Elsewhere, more than 500 school boards in Texas - and several large school districts in Florida - have passed resolutions demanding a reduced focus on standardized tests.
"We are just seeing the very beginning of this testing revolt," Jesse Hagopian, one of the dissenting teachers in Seattle, told Reuters.
"Maybe you can call it the 'Teachers' Spring,'" he added.
The Seattle move has drawn support from education leaders, such as historian Diane Ravitch, and the nation's largest teacher unions.
"As soon as they use an ill-designed test to make a high-stakes decision on someone's employment, I believe it's going to be in court," National Education Association President Dennis Van Roekel told Reuters.
After demonstrators gathered outside Seattle Town Hall to protest her appearance there last month, the featured speaker, former chancellor of Washington, D.C., public schools Michelle Rhee, expressed her continued support for high-stakes testing.
"For far too long in this country, there was no accountability," Rhee said, later adding that collecting regular testing data was crucial to measuring student learning and should factor prominently in evaluations of teachers.
Outside Rhee's talk was Robert Murphy, a math teacher at a different Seattle high school that he said was rife with struggling students who need more instruction time.
"I know the glazed look in their eyes from the same test over and over," he said.
(Additional reporting by Stephanie Simon in Washington; Editing by Cynthia Johnston and Barbara Goldberg)
Thứ Hai, 4 tháng 3, 2013
Test the teacher? Educators balk at Mexico's reforms
Imagine a school where a teacher who doesn’t show up for class, or doesn’t hold a degree, or fails or refuses a mandatory evaluation can’t be fired. Imagine a school that routinely hires and promotes teachers on the basis of favors rather than merit.
Those are some of the practices Mexico hopes to change with an education reform that took effect this week – a reform staunchly opposed by the powerful teachers’ union, but one supporters say could greatly improve the competitiveness of schools and boost Mexico’s place in the global economy.
“Education is a great engine of transformation, social mobility, competitiveness, productivity, and social development,” says Monica Tapia of the Citizen Coalition for Education, a nonprofit dedicated to reforming the system. “Mexico spends so many of its resources on education. But we’re not achieving learning.”
The reform strips the education union – arguably the most powerful in Latin America – of its influence over the hiring of teachers. It provides for a system of merit-based pay and promotions, subjects Mexico’s estimated 1 million teachers to evaluations, and requires exams of those entering the profession. All with greater oversight by the federal government.
Although the union has threatened to fight any legislation that puts teachers’ tenure at risk, its most vocal critic was abruptly silenced this week – at least temporarily – when, a day after the reform took effect, the government arrested union leader Elba Esther Gordillo on charges of embezzlement.
RECOMMENDED: How much do you know about Mexico? Take our quiz.
The reform doesn’t specify how teachers will be evaluated, or what the incentives or consequences might be. That will be up to an independent institution to decide after additional legislation is put in place.
“We know from our experience in the US that [evaluations are] rife with challenges and easier said than done,” says Lucrecia Santibañez, an education researcher with the RAND Center for Latin American Social Policy. “Everything hinges on those evaluations. If they end up being unreliable, low stakes, then it’s going to be a great missed opportunity to effect some change.”
LOW RETURN ON INVESTMENT
Mexico spends a greater percentage of its budget on education than any other country in the Organization of Economic Cooperation and Development (OECD), and it has achieved nearly universal basic education. Yet across numerous metrics, Mexico gets a failing grade.
Fewer than half of students finish high school here. Mexico’s graduation rates are among the lowest of the OECD, and it falls behind Brazil and Chile.
Mexican students lag in math, science, and critical reading skills. In an international test of math skills – considered an indicator of a country’s higher skilled talent base – more than 25 percent of Korean students tested “advanced,” as did 18 percent of Canadian students and 10 percent of US students. Fewer than 1 percent of Mexican students ranked at the advanced level.
The importance of these performance indicators are heightened as Mexico strives to achieve greater economic growth, especially in industries such as aerospace and information technology, and to reduce glaring inequality.
Aptitude statistics among teachers are equally weak. Eight in 10 teachers who took a non-mandatory 2008 evaluation exam didn’t pass, according to Mexicanos Primero, a nongovernmental organization advocating teacher evaluations and education reform.
In Mexico, just 16 percent of teachers earn their position competitively. The rest obtain a teaching plaza by a variety of means – “inheriting” it from a retiring friend or relative, obtaining it from the union, paying for it, or entering the profession by means of a guaranteed post upon exiting a teacher’s school.
The vast majority of Mexico’s education budget pays teachers’ salaries – but historically the state has had minimal control over their management. The new adherence to evaluations could put that power back in the government’s hands.
THE TEACHERS’ PERSPECTIVE
But teachers worry that a standardized test won’t accurately measure their ability in the classroom. It's an argument that echoes opponents of similar standardized testing efforts in the United States, especially those linking students' exam performance to teacher incentives.
Mariana del Rocío Aguilar Bobadilla, director of a Mexico City campus of the National Pedagogic University, notes that teachers in Mexico frequently work in diverse contexts. This includes city teachers contending with overcrowded classrooms, and rural teachers instructing multiple grades at one time.
Many teachers are open to evaluations if they are used to point out areas of weakness to work on – but they’re against any single exam that could make or break their career.
There is a lot on the line for them: Teaching can be a cushy job in Mexico, thanks to the powerful union to which the vast majority of teachers belong. Although starting wages are low, teachers in Mexico can earn a solidly middle class salary, between $1,000 and $2,000 per month; in some states, end-of-year bonuses amount to nearly half a salary. Many work just five-hour school days.
RECOMMENDED: How much do you know about Mexico? Take our quiz.
Proponents of these new regulations say they hope that at the very least they will rid the country of the practice of "phantom" teachers – people who may be collecting a salary but who never set foot in a classroom.
Ms. Aguilar Bobadilla notes that some 75 percent of teachers already participate in a voluntary program that ties some pay incentives to evaluations; she is critical of the fact that the government rarely consults teachers on the reforms that will affect them profoundly.
“We agree in that we want to see better results,” she says. “But perhaps we don’t coincide on which paths to take to get there.”
A BETTER LIFE?
The prevailing belief among parents, society, and in government is that education will afford children a better life in the future. But in Mexico, is it true?
In Mexico, unemployment rates increase with greater education, according to a 2012 OECD study. College-educated Mexicans were more frequently unemployed than those with a primary or secondary education, which suggests that the labor market still overwhelming requires low-wage workers. Although Mexico is currently graduating more engineers than ever, that pattern has held steady for a decade.
Mexico now has a unique opportunity to reflect on the kind of education system the country needs for the future – and a chance to bring together teachers and society into a common dialogue, says Felipe Hevia, a professor studying the issue of education at the Veracruz-based research center CIESAS-Golfo.
“The reform opens the door to discussion,” Mr. Hevia says, “And it foments the possibility that if we really think it through, we have a chance as a society to decide what type of education we want. It’s an opportunity to break down the fight between society and teachers.”
Related stories
- How much do you know about Mexico? Take our quiz.
- Think you know Latin America? Take our geography quiz.
- Surprise: Teachers crave evaluation
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Teacher standoff stokes debate over standardized tests
SEATTLE (Reuters) - A boycott by Seattle teachers a widely-used standardized test has attracted national attention and given new momentum to a growing protest movement that seeks to limit standardized testing in public schools.
The revolt by Seattle public school teachers and students elsewhere comes at a time of bitter political wrangling over how best to reinvigorate a $525 billion public school system that leaves American children lagging their counterparts in countries like Finland and South Korea.
Standardized tests have played an ever-more prominent role in public schools over the past decade.
Yearly testing in reading and math for elementary school students required by former President George W. Bush's 2002 landmark testing law, known as "No Child Left Behind," exposed stark achievement gaps in many schools, mainly along racial and economic lines, and spurred interventions to help struggling kids.
Sandy Kress, a former advisor to Bush on the law, and lobbyist for Pearson, said focusing too much on test scores alone will, in the end, cheat students out of the kind of quality education that sometimes can't be measured by standardized tests.
"If it's all back to just grades... a lot of people will have an easy time for about 10 years, (but later) our kids will suffer dramatically," Kress said.
The Obama Administration supports regular testing but has signaled some flexibility.
"Should you assess kids every year? Yes," Secretary of Education Arne Duncan said recently. He added he was "more than sympathetic" to growing concerns about over-testing in school districts, some of which run standardized tests multiple times each year.
"There's a common-sense middle ground," Duncan said.
Increasingly, standardized tests carry high stakes. Teachers are often evaluated in part by their students' scores, and students may have to pass a standardized test to advance to the next grade in elementary school or earn a high-school diploma.
To prepare students for those high-stakes exams, and to monitor their academic progress more closely, many school districts - like Seattle - give additional standardized tests throughout the year.
"TEACHERS' SPRING"
That's what the teachers at Seattle's Garfield High School were protesting when they decided in January to boycott the multiple-choice Measures of Academic Progress (MAP) test, saying the computerized exam is not aligned with the state's curriculum and produces "meaningless results" upon which they are indirectly evaluated.
The Northwest Evaluation Association, maker of the MAP, said its test adapts to a student aptitude and quickly provides educators with a reliable, fair progress report, though the test version used may not adhere to a specific teacher's syllabus.
Seattle schools have given the MAP test three times a year since 2009, on top of two other state-mandated exams. It is used in hundreds of school systems throughout Washington state and elsewhere.
Teachers and students staged rallies, and about 270 parents opted out for their children, some noting that the test was not required for graduation. Hundreds of students protested, either by not taking the test or completing it so quickly or randomly that the results were invalid, Garfield High School testing coordinator Kris McBride said.
"TEACHERS' SPRING"
Educators who did not give the test by February 28, the last day winter MAP test scores are valid, could face disciplinary action, said Clover Codd, a top official with the Seattle School District.
"We hear their concerns, we want to work with them, but we need to do what's right for our children," Codd said. "There may be two rights here."
A district-appointed task force will recommend on May 2 whether to renew a contract to use MAP, which costs the district $436,114 for 36,718 licenses.
The Seattle dissent was mirrored by dozens of high school students in Portland, Oregon, who launched a boycott in February over state-required exams students must pass to graduate, though they can meet the new proficiency requirements using other tests.
In Providence, Rhode Island, high school students splattered themselves with fake blood and acted like zombies to protest over a similar move by state education officials.
Elsewhere, more than 500 school boards in Texas - and several large school districts in Florida - have passed resolutions demanding a reduced focus on standardized tests.
"We are just seeing the very beginning of this testing revolt," Jesse Hagopian, one of the dissenting teachers in Seattle, told Reuters.
"Maybe you can call it the 'Teachers' Spring,'" he added.
The Seattle move has drawn support from education leaders, such as historian Diane Ravitch, and the nation's largest teacher unions.
"As soon as they use an ill-designed test to make a high-stakes decision on someone's employment, I believe it's going to be in court," National Education Association President Dennis Van Roekel told Reuters.
After protesters gathered outside Seattle Town Hall, the featured speaker, former chancellor of Washington, D.C., schools Michelle Rhee, expressed her continued support for high-stakes testing.
"For far too long in this country, there was no accountability," Rhee said, later adding that collecting regular testing data was crucial to measure student learning and should factor prominently in evaluations of teachers.
Outside Rhee's talk was Robert Murphy, a math teacher at a different Seattle high school that e said was rife with struggling students who need more instruction time.
"I know the glazed look in their eyes from the same test over and over," he said.
(Additional reporting by Stephanie Simon in Washington; Editing by Cynthia Johnston and Barbara Goldberg)
Teacher standoff stokes debate over standardized tests
SEATTLE (Reuters) - A boycott by Seattle teachers a widely-used standardized test has attracted national attention and given new momentum to a growing protest movement that seeks to limit standardized testing in public schools.
The revolt by Seattle public school teachers and students elsewhere comes at a time of bitter political wrangling over how best to reinvigorate a $525 billion public school system that leaves American children lagging their counterparts in countries like Finland and South Korea.
Standardized tests have played an ever-more prominent role in public schools over the past decade.
Yearly testing in reading and math for elementary school students required by former President George W. Bush's 2002 landmark testing law, known as "No Child Left Behind," exposed stark achievement gaps in many schools, mainly along racial and economic lines, and spurred interventions to help struggling kids.
Sandy Kress, a former advisor to Bush on the law, and lobbyist for Pearson, said focusing too much on test scores alone will, in the end, cheat students out of the kind of quality education that sometimes can't be measured by standardized tests.
"If it's all back to just grades... a lot of people will have an easy time for about 10 years, (but later) our kids will suffer dramatically," Kress said.
The Obama Administration supports regular testing but has signaled some flexibility.
"Should you assess kids every year? Yes," Secretary of Education Arne Duncan said recently. He added he was "more than sympathetic" to growing concerns about over-testing in school districts, some of which run standardized tests multiple times each year.
"There's a common-sense middle ground," Duncan said.
Increasingly, standardized tests carry high stakes. Teachers are often evaluated in part by their students' scores, and students may have to pass a standardized test to advance to the next grade in elementary school or earn a high-school diploma.
To prepare students for those high-stakes exams, and to monitor their academic progress more closely, many school districts - like Seattle - give additional standardized tests throughout the year.
"TEACHERS' SPRING"
That's what the teachers at Seattle's Garfield High School were protesting when they decided in January to boycott the multiple-choice Measures of Academic Progress (MAP) test, saying the computerized exam is not aligned with the state's curriculum and produces "meaningless results" upon which they are indirectly evaluated.
The Northwest Evaluation Association, maker of the MAP, said its test adapts to a student aptitude and quickly provides educators with a reliable, fair progress report, though the test version used may not adhere to a specific teacher's syllabus.
Seattle schools have given the MAP test three times a year since 2009, on top of two other state-mandated exams. It is used in hundreds of school systems throughout Washington state and elsewhere.
Teachers and students staged rallies, and about 270 parents opted out for their children, some noting that the test was not required for graduation. Hundreds of students protested, either by not taking the test or completing it so quickly or randomly that the results were invalid, Garfield High School testing coordinator Kris McBride said.
"TEACHERS' SPRING"
Educators who did not give the test by February 28, the last day winter MAP test scores are valid, could face disciplinary action, said Clover Codd, a top official with the Seattle School District.
"We hear their concerns, we want to work with them, but we need to do what's right for our children," Codd said. "There may be two rights here."
A district-appointed task force will recommend on May 2 whether to renew a contract to use MAP, which costs the district $436,114 for 36,718 licenses.
The Seattle dissent was mirrored by dozens of high school students in Portland, Oregon, who launched a boycott in February over state-required exams students must pass to graduate, though they can meet the new proficiency requirements using other tests.
In Providence, Rhode Island, high school students splattered themselves with fake blood and acted like zombies to protest over a similar move by state education officials.
Elsewhere, more than 500 school boards in Texas - and several large school districts in Florida - have passed resolutions demanding a reduced focus on standardized tests.
"We are just seeing the very beginning of this testing revolt," Jesse Hagopian, one of the dissenting teachers in Seattle, told Reuters.
"Maybe you can call it the 'Teachers' Spring,'" he added.
The Seattle move has drawn support from education leaders, such as historian Diane Ravitch, and the nation's largest teacher unions.
"As soon as they use an ill-designed test to make a high-stakes decision on someone's employment, I believe it's going to be in court," National Education Association President Dennis Van Roekel told Reuters.
After protesters gathered outside Seattle Town Hall, the featured speaker, former chancellor of Washington, D.C., schools Michelle Rhee, expressed her continued support for high-stakes testing.
"For far too long in this country, there was no accountability," Rhee said, later adding that collecting regular testing data was crucial to measure student learning and should factor prominently in evaluations of teachers.
Outside Rhee's talk was Robert Murphy, a math teacher at a different Seattle high school that e said was rife with struggling students who need more instruction time.
"I know the glazed look in their eyes from the same test over and over," he said.
(Additional reporting by Stephanie Simon in Washington; Editing by Cynthia Johnston and Barbara Goldberg)
Thứ Tư, 27 tháng 2, 2013
Pope legacy: Teacher who returned to church roots
VATICAN CITY (AP) — On Monday, April 4, 2005 a humble priest walked up to the Renaissance palazzo housing the Vatican's doctrine department and asked the doorman to call to the official in charge: It was the first day of business after Pope John Paul II had died, and the cleric wanted to get back to work.
The office's No. 2, Archbishop Angelo Amato, answered the phone and was stunned: this was no ordinary priest asking permission to go upstairs. It was Cardinal Joseph Ratzinger, his boss, who under the Vatican's arcane rules had technically lost his job when John Paul died.
"It tells me of the great humility of the man, the great sense of duty, but also the great awareness that we are here to do a job," said Bishop Charles Scicluna, who worked with Ratzinger, before he became Pope Benedict XVI, inside the Congregation for the Doctrine of the Faith.
In resigning, Scicluna said, Benedict is showing the same sense of humility and duty and service that he showed on that day after the Catholic Church lost its last pope.
"He has done his job."
___
When Benedict flies off into his retirement by helicopter on Thursday, he will leave behind a church in crisis — one beset by sex scandal, internal divisions and dwindling numbers. But the pope can count on a solid legacy: While his most significant act was to resign, Benedict — in his quiet and humble way — also set the church back on a conservative, tradition-minded path. Benedict was guided by the firm conviction that many of the ills afflicting it today could be traced to a misreading of the reforms of the Second Vatican Council.
He insisted that the 1962-65 meetings that brought the church into the modern world were not the radical break from the past as some liberals painted it but rather a continuation of the best traditions of the 2,000-year-old church.
Benedict was the teacher pope, a theology professor who turned his Wednesday general audiences into weekly master classes about the Catholic faith and the history, saints and sinners that contributed to it.
In his teachings he sought to boil Christianity down to its essential core. He didn't produce volumes of encyclicals like his predecessor, just three: on charity, hope and love. (He penned a fourth, on faith, but retired before finishing it.)
Considered by many to be the greatest living theologian today, he authored more than 65 books, stretching from the classic "Introduction to Christianity" in 1968 to the final installment of his triptych on "Jesus of Nazareth" last year — considered by some to be his most important contribution to the church. In between he produced the "Catechism of the Catholic Church" — essentially a how-to guide to being a Catholic.
Benedict spent the bulk of his early career in the classroom, as a student and then professor of dogmatic and fundamental theology at universities in Bonn, Muenster, Tuebingen and Regensburg, Germany.
"His classrooms were crowded," recalled the Rev. Joseph Fessio, a theology student of Ratzinger's at the University of Regensburg from 1972-74 and now the English-language publisher of his books. "I don't recall him having notes, but he would stand at the front of the class, and he wasn't looking at you, not with eye contact, but he was looking over you, almost meditating."
It's a style that he's kept for 40 years.
"If you hear him give a sermon, he's speaking not from notes, but you can write it down and print it," Fessio said. "Every comma is there. Every pause."
___
Benedict never wanted to be pope and he didn't take easily to the rigors of the job. Elected April 19, 2005 after one of the shortest conclaves in history, Benedict was at 78 the oldest pope elected in 275 years and the first German one in nearly a millennium.
At first he was stiff.
Giovanni Maria Vian, the editor of the pope's newspaper L'Osservatore Romano, recalled that in the early days Benedict used to greet crowds with an awkward victory gesture "as if he were an athlete."
"At some point someone told him that wasn't a very papal gesture," Vian said. Benedict changed course, opting instead for an open-armed embrace or an almost effeminate twinkling of his fingers on an outstretched hand as a way of connecting with the crowd.
"No one is born a pope," Vian said. "You have to learn to be a pope."
And slowly Benedict learned.
Crowds accustomed to a quarter-century of superstar John Paul II, grew to embrace the soft-spoken, scholarly Benedict who had an uncanny knack of being able to absorb different points of view and pull them together in a perfect, coherent whole.
He traveled, though less extensively than John Paul and presided over Masses that were heavy on Latin, Gregorian chant and the silk brocaded vestments of his pre-Vatican II predecessors.
Benedict seemed genuinely surprised sometimes by the popular reception he would receive — and similarly surprised when things went wrong, as they did when he removed the excommunication of a bishop who turned out to be a Holocaust-denier.
For a theologian who for decades had worked toward theological reconciliation between Catholics and Jews, the outrage directed at Benedict was fierce and painful; he was let down by his aides who hadn't done the simple research to discover the true nature of the bishop.
Benedict was also burdened by what he called the "filth" of the church: the sins and crimes of its priests.
As prefect of the Congregation for the Doctrine of the Faith, Benedict saw first-hand the scope of sex abuse as early as the 1980s, when he tried unsuccessfully to convince the Vatican legal department to let him remove abusive priests quickly.
But it took him until 2001 to finally step in, ordering all abuse cases sent to his office for review.
Scicluna, who was Ratzinger's sex crimes prosecutor from 2002-2012, said Ratzinger did undergo a steep learning curve but that he immediately grasped that men who would sexually assault children were not worthy of the priesthood.
"We used to discuss the cases on Fridays; he used to call it the Friday penance," Scicluna recalled.
But to this day, Benedict hasn't sanctioned a single bishop for covering up abuse.
"Unfortunately, Pope Benedict's legacy in the abuse crisis is one of mistaken emphases, missed opportunities, and gestures at the margin, rather than changes at the center," said Terrence McKiernan of BishopAccountability.org, an online resource of abuse documentation.
He praised Benedict for meeting with victims, and acknowledged the strides the Vatican has made under his leadership. But he said Benedict ignored the problem for too long, "prioritizing concerns about dissent over the massive evidence of abuse that was pouring into his office."
"He acted as no other pope has done when pressed or forced, but his papacy has been reactive on this central issue," McKiernan said in an email.
Benedict also gets poor grades from liberal Catholics who felt abandoned by a pope who seemed to roll back the clock on the modernizing reforms of Vatican II and launched a crackdown on Vatican nuns, deemed to have strayed too far from his doctrinal orthodoxy.
Some priests are now living in open rebellion with church teaching, calling for a rethink on everything from homosexuality to women's ordination to priestly celibacy.
"As Roman Catholics worldwide prepare for the conclave, we are reminded that the current system remains an 'old boys club' and does not allow for women's voices to participate in the decision of the next leader of our church," said Erin Saiz Hanna, head of the Women's Ordination Conference, a group that ordains women in defiance of church teaching.
The group plans to raise pink smoke during the conclave "as a prayerful reminder of the voices of the church that go unheard."
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But Benedict won't be around at the Vatican to see it. His work is done. "Mission Accomplished," Vian said.
And as the pope himself told 150,000 people Wednesday in his final speech as pope: "To love the church is to have the courage to make difficult, painful choices, always keeping in mind the good of the church, not oneself."
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Follow Nicole Winfield at www.twitter.com/nwinfield
Thứ Ba, 26 tháng 2, 2013
Inflation plays role in Argentine teacher strike
Following a demand this month from the International Monetary Fund to improve her government's data, Argentinian President Cristina Fernández de Kirchner’s refusal to acknowledge the soaring inflation rate has now led to a strike by teachers unions – and all this in an election year.
More than five million school children who were supposed to start classes yesterday after the summer break stayed home, as teachers in 17 provinces went on strike this week.
Union wage-bargaining season is kicking off here, and President Kirchner’s administration is facing its first confrontation: It won’t budge from a 22 percent minimum rise, while teachers want 30 percent.
The problem is that 22 percent is several points below the accepted annual inflation rate, so wages come short of matching the rising cost of living.
Private economists – who have been fined for publishing data that does not coincide with INDEC, the government’s discredited statistics agency – believe the inflation rate for 2012 was a little more than 25 percent. The government says it was around 10 percent.
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But if Education Minister Alberto Sileoni were to offer a 30 percent increase it would be “clearly admitting that the INDEC rate is fictitious,” writes Ricardo Roa, deputy executive editor of Clarín, an anti-government daily, in an op-ed today.
Earlier this month, the IMF threatened Argentina with sanctions should it fail to adhere to its rules on reporting inflation and GDP. Last year, Christine Lagarde, head of the fund, said she would pull out the “red card” for Kirchner’s government if it doesn't comply, a reference to how players are expelled from the soccer field for serious foul play.
Many teachers across Argentina, including in Buenos Aires, have continued the strike today. Classes are not expected to get underway properly until Thursday and there are threats of another 48-hour strike next week.
Kirchner has already alienated some union leaders – the traditional power base of her Peronist party – with the first general strike of her administration taking place last November.
The teacher conflict means she is now facing revolt from groups that belong to the pro-government wing of Argentina’s biggest umbrella union.
With mid-term elections coming up in October, that's bad news. In a bid to temporarily hold back inflation ,she recently ordered supermarkets to freeze prices for two months, but that will do little to ease wage demands from other sectors. Negotiating those demands may be key to October's outcome.
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