Category Archives: Uncategorized

Two Wheels, Same Bike: Conflict of Interest at the Delaware DOE @KilroysDelaware @ed_in_de @Apl_Jax @RCEAPrez @ecpaige @nannyfat @Roof_O @TNJ_malbright @DelawareBats @hanna_hurley #netde #eduDE #edchat #Delaware

so many ties………….not entirely new to education……….

The Exceptional Infinite


Thanks to anonymous for getting this to me!  Our schools and DOE in Delaware have been slowly invaded by pro education reform individuals.  This is all backed by The Rodel Foundation of Delaware and The Vision Network.  Last Spring, the Delaware DOE hired Mrs. Penny Schwinn, a charter school leader from Sacramento, as the Chief Accountability and Performance Officer.  Months later, Mr. Paul Schwinn, her husband, has been hired as the Director of Leadership Development for the Delaware Leadership Project, which is funded by the Delaware DOE, Rodel and Vision.  I know the Delaware DOE wants family involvement, but this is a clear conflict of interest.  The wheels on the Schwinn go round and round…

Paul Schwinn

Paul Schwinn joined the Delaware Leadership Project as the Director of Leadership Development in 2014.   Mr. Schwinn began his teaching career in Baltimore City Public Schools in 2004 as a middle school social…

View original post 365 more words


The Thanksgiving Top Ten Lists for Exceptional Delaware! @KilroysDelaware @ed_in_de @RCEAPrez @Apl_Jax @ecpaige @Roof_O @nannyfat #edchat #netde #eduDE #Delaware

If you have not read this parent/activist blogger, you a missing out!!

The Exceptional Infinite

Happy Thanksgiving to all my awesome readers.  I wanted to thank you for making this blog happen!  I appreciate all the comments, whether on here or through Facebook, Twitter, and email.  It has been my pleasure to inform citizens of Delaware and help out where I am able to.  I’ve learned a lot these past 5 1/2 months, more than I ever bargained for.

I wrote an article a few days ago on Arne Duncan’s new regulations regarding special education.  This has become my most-read article to date.  I never thought anything would topple my son’s common core homework back in September, but when you tick off special needs parents, expect a backlash Mr. Arne Duncan!

Top Ten Most Viewed Articles:
1) US DOE & Arne Duncan Drop The Mother Of All Bombs On States Special Education Rights
2) My Special Needs Son’s First Day Of Common Core Division & This…

View original post 306 more words

A “Conversation” with WHYY’s Chris Satullo


Chris Satullo of WHYY spoke this morning on air about Standardized testing. I felt compelled to contact him, and now am compelled to share what I learned with my readers.


This is a link to the broadcast, and a text of it as well.


I have been a listener of WHYY for a number of years, and while I sometimes disagree with a view expressed, or the slant of a story, I have found, at least, that the reporting is more thoughtful, and frankly, less insulting, than both local and national television news broadcasts. What appeals to me most, however, that more than provide information, NPR makes me think.

I have been a member only a few of those years, though, and have withstood the pangs of guilt during each fund raising campaign, especially while listening to Fresh Air. Nobody interviews like Terri Gross. Nobody.

I recently contacted PRI about the favorable presentation of education reform policy that was allowed Melinda Gates when she was interviewed on one of their programs. I don’t mind hearing her views, but how about some balance? Not a token, but real balance. Uninformed listeners would likely come away seeing the Gates’s as heroes of public education. Nothing could be further from the truth. And the Gates’ Foundation contributes generously to NPR as well as PRI.

This got me thinking. (That’s what NPR does, remember.) What if NPR does this same sort of unbalanced presentation on any number of issues? Even unspoken communication, such as tone or enthusiasm, during an interview can lead the listener. Multiply that by the rate at which public radio listeners vote, and you’ve got some serious influence.

Which brings me to this. As I was driving to school on this dark wet morning, Chris Satullo, a vice president of WHYY in Philadelphia presented an editorial of sorts. His position affords him the privilege of reading his blog aloud, on air, to the nearly half million who tune in to WHYY each week. That’s influence. I worked hard to filter out the classical music station that competes with WHYY on most mornings, so that I could hear everything being said about standardized testing in schools.

He doesn’t particularly care for teachers. Definitely doesn’t like unions. I base this on just a few of his references to teachers:

“And cheating scandals, where adults worried about consequences of low scores for them, keep on flaring up, nowhere more so than in Philadelphia.” (emphasis mine)


“I’ve tended to dismiss as hypocritical whining the plaints of teachers unions about the horrors “high-stakes” testing. Weren’t those the same people who were just fine issuing tests to kids as long as the stakes didn’t apply to the adults in the room?”

He’s not finished yet.

“Final problem: The adults running schools – lacking trust in the fairness of the testing system, and lacking the courage of their convictions – make a fetish of “teaching to the test” and infect students with their test anxiety.” (emphasis mine)

He is apparently in favor of national control of schools, too.

“The main reason we don’t have solid national tests is that many of the same people pushing the accountability-through-tests idea are mired in the “local control is best” delusion.”

I wondered about the source for the last statement, as in my own experience, those most pushing for accountability though testing aim to crush local control. Isn’t that what is happening in Wilmington, Delaware right now with the Priority Schools’ threatened state takeover?

In closing, Satullo suggests (surprisingly), “…that teachers teach the way they believe they should.”

That seemed encouraging. But this would require some level of autonomy, wouldn’t it?  All teachers know that autonomy is but a ghost in most systems.

In a personal correspondence with me , Satullo stated he held no disdain for teachers, “I have taught, and some of the people closest to me are teachers. I have disdain for the mindless rhetoric of resistance that teachers unions have often adopted.”

He also asked of me,   “And who says teachers deserve “autonomy”?  That seems to be the heart of the dispute, really.”

At least he admits he is confused.

What do  you think?


Below is the email I sent to Chris Satullo:


I caught your piece on testing this morning while on my way to school.  School is where I work. Where I teach. Where I fight for student and teacher rights. Where I fight to get parents on board with the education of their own children. And School is in Delaware. Delaware, the Blue State (formerly known as the First State), where Democrats have pretty much been in control since 1993. They have needed no Republican help to push public education down the chute of ed reform.

Delaware, one of the first winners of Obama/Duncan’s Race to the Top, (under Democrat Governor Jack Markell), has had three different state tests in five years, with price tags in the millions. None of these test were designed to aid in planning instruction or intervention; i.e., not for the benefit of students. Results are often obtained late in the school year or during the summer, and are never broken down into specific skill sets that can be addressed the following year. All you get is a number. A number. And an arbitrary and often fluctuating set of cut scores.

Your disdain for teachers (and their unions) was clear, but misdirected. Well before test scores determined teachers’ evaluations, or even their jobs, they were used to unfairly sort and reward schools. The common factor then, as it remains now, is demographics, not teaching. Over the last ten years, especially, teachers have lost  autonomy. Provided the illusion of a participatory democracy, teachers serve on district and statewide committees who have all but implemented their plans. All that remains for them is to claim that there was “teacher input”.

Your suggestion to just let teachers teach is refreshing, however, and not often heard outside the teaching community. Instead we spend what was once real planning time on meaningless data collection and recording after every unit (and I mean that it is the  data itself that is meaningless), developing Common Core Unit plans (as if teaching critical thinking was something new), and “learning” how to use the latest data software.

It’s not Republican. It’s not Democrat. It’s Corporatism. And the public loses.




This is the text of his response. (I can’t help wondering if  he was responding to someone else.)

I do not have disdain for teachers at all.  I have taught, and some of the people closest to me are teachers.

I have disdain for the mindless rhetoric of resistance that teachers unions have often adopted.

It is simply not a viable proposition for the teaching profession to say to the taxpayers who put billions into K-12 education (and whom we probably both think should put billions more) that there is absolutely no way to measure the success of what schools do, to sort the better schools from the ones that are failing students, to decide how to target new investments into winning practices.

And my point is: Most teachers don’t believe you can teach well without testing.  It’s simply not going to work to say, “We’re the only ones who get to test.  Everyone else’s job is simply to stand back and applaud the job we’re doing.”


And who says teachers deserve “autonomy”?  That seems to be the heart of the dispute, really.  I don’t have “autonomy” in my workplace, and I’m the boss.  Any person in a workplace is accountable to other people for the success of what they do. The notion that teachers deserve this “autonomy” that they supposedly had in some lost golden age really is what the argument is about, right?  And testing is merely a blunt weapon wielded by both sides in that fight.

It’s my regretful view that if teachers had engaged more productively with the testing question when it arose, instead of just engaging in resistance, we’d have a much more sane testing regimen in place now.


Again, thanks for writing in.


Nice guy, huh?? 


David Brooks: Data-driven Politics is a Fiasco

Oh David, it’s not such a big leap to apply this pholosphy to education, is it?

Diane Ravitch's blog

Education is being destroyed by data-driven decision-making. The algorithms make no sense. VAM doesn’t correctly identify teacher quality. The essence of good teaching cannot be reduced to a number. The metrics are fraudulent. Big data misleads. People cannot be treated as widgets.

Now David Brooks is saying these things about our politics.

He writes:

“Unfortunately, the whole thing has been a fiasco. As politics has gotten more scientific, the campaigns have gotten worse, especially for the candidates who overrely on these techniques.

“That’s because the data-driven style of politics is built on a questionable philosophy and a set of dubious assumptions. Data-driven politics is built on a philosophy you might call Impersonalism. This is the belief that what matters in politics is the reaction of populations and not the idiosyncratic judgment, moral character or creativity of individuals.”

Just substitute the words “education” or “schooling,” and the same points are valid…

View original post 15 more words

Committee to Advance Teacher Compensation & Careers: One True Thing…Please!

The parking lot was already full, and the skies had just opened when I arrived for the Town Hall meeting hosted by the Committee to Advance Educator Compensation and Careers. Attending a meeting called by a group with a name like this should stir up the excitement and anticipation of being on the brink of something new and wonderful. A committee had been appointed by the governor for the purpose of advancing my compensation, and my career? Of course, not one committee member knows me personally, nor are they thinking of any particular individual’s quality of life, or career. But they were obviously commissioned to develop a plan to advance the compensation and careers of teachers in the state, and I am one. And advancement is good, right?

Only a teacher who’s been in a coma for the last 5 years would be fooled by a title like that. What one thing has Governor Markell proposed or implemented that has improved the quality of life for any teacher in the state? Indicated any concern about the careers of teachers? What one thing has Governor Markell proposed or implemented that has improved conditions in our schools? Or better equipped teachers to meet the diverse needs of students?

What Governor Markell has implemented is a relentless assault on teachers by crushing them with untold hours of meaningless “data” gathering and recording, less actual prep time so that after work hours paperwork is not only unavoidable, but at an all-time high for most; an unfair and burdensome evaluation system that even the state admits needs work, and torturous PLC’s good only for the embellishment of someone else’s resume.

Now this. His coup de grace. A way to demean and divide teaching professionals throughout the state once and for all: Create a low-wage work force, in competition for the very limited number of extra pay positions that are temporary, and, so far, undefined.

Name one thing, one true thing, Governor Markell has implemented with positive consequences for teachers or teaching in the state of Delaware.

The Tipping Point

Being “first” doesn’t always mean a win.
The writer makes a valid point about the what could be called a relentless onslaught of of “implementations” that have so exhausted those on the front lines, they have just enough energy to function day to day in their classrooms.
This week, I have STEM projects to grade and record, Benchmarks to grade and record, report card grades to be entered, and two PLC’s which will eat up precious time that could be used for these and other instruction related tasks.
And, oh yeah, I’m teaching too – in a room with flourescent lights that sound like an amplified bee hive. They drive me crazy, and even my students ask, “Could we please turn out the lights?’
So, too, while reform proponents are talking about a “world-class” education – (whatever that is), many teachers are in the dark about what is brewing on local, state and national levels regarding their profession, and how though it too may pass, will cause irreparable harm to our profession and to our children.

Minding My Matters

Since I began teaching in August of 2001, there have been many changes in education. For every change, every transition, every “newfangled” thing, there have been folks all around saying, “this, too, shall pass. We’ve seen it come and we’ll watch it go, and if we’re lucky enough to still be around, we’ll see it come back again later.” Part of me believes that’s exactly why the education profession has become so degraded and maligned; if educators always blow with the wind and never stand up IN PUBLIC for what we know is right, we become part of the problem. But that’s a story for another day.

Over the past year there has been a groundswell of awareness of and disciplined rebellion against the never-ending parade of reforms with associated acronyms often more memorable than the actual name of the regulation. Article after article has surfaced demonstrating multiple angles behind…

View original post 673 more words

@DSEA1 and all DE teachers: Does this document reflect your views?

This document in no way reflects the reports of teacher participants presented at a recent association meeting.
My suggestion at that time is that we refuse to participate, because, as history as taught us, teacher participants are only being used as pawns in the games of this administration. And notice in the introduction that teacher participation was emphasized.

“They” allow the illusion of participation, if being heard, but, once again, teachers are being used. And allowing it.

Remember “Seatwork”? It’s ba-ack!!!

The bees are angry, and ready to swarm. At this week’s second PLC, a “Common Core Aligned Unit Template” was introduced to all teachers. It’s one of those things that an over eager graduate student might produce, or perhaps someone from district or D0E with too much time on their hands and a fat paycheck to justify. Whoever authored it, though, is surely someone who has spent little to no time as a classroom teacher. Of that, we are certain.

First of all, a refresher as to what constitutes a “unit” in the planning of instruction. A unit should not be confused with a lesson. A unit is a collection of lessons on a particular topic. For example, a unit of fractions might include lessons on “learning fractional parts”, “comparing fractions”, “ordering fractions on a number line”, “adding fractions with like denominators”, “subtracting fractions with like denominators”, and so on. A unit of instruction may take about a month to complete.
Back to the template. The template itself is 5 pages long, with “spaces” for answers to questions about some specifics of the unit, but also, how instruction will be delivered to a diverse student group, and assessed. Sounds reasonable, right? Let me share with you just one of the questions on this Common Core Aligned Unit Template:

Relevance/ Rationale/ Essential Questions: Why are the outcomes of this unit important in the real world? Why are these outcomes essential for future learning? What are the essential  questions the students will need to be able to answer? What are the differing levels of questions  that you will use for students to answer?

Yes, this is just one of the questions on the 5 page, 8 question and reflection guide template. How would one adequately answer this question? How much time would be required to do so? I’m usually not one to respond superficially, and anticipate this to take a lot more than the three and a half inch space below it. But of course, this is a template so I am not limited to three and a half inches. I recently completed a unit with my students that had thirteen essential questions. (And that is just one part of the four part question) Consider, too, that I teach 7 different units to two different levels throughout the year. Imagine the length of just one completed document; of a year’s worth.

And, really, who would read it anyway?

The Essential Question here is “What is the purpose for this type of curriculum reconstruction by those on the front lines?” I don’t disagree about the significance of the question, but I do disagree with where this work should take place.

This is work for the curriculum specialists, the curriculum designers, not the classroom teacher. This is what the folks making the big bucks at the district office or DoE should be doing. This is heavy, thoughty, time consuming stuff. Stuff that should be delivered to those engaged to teach. If teacher input is valued, schedule a summer institute and pay teachers to build the curriculum. After all, the teacher must plan the lessons, gather materials, create materials, differentiate for individual needs, teach, assess learning, reteach when necessary, confer with students, confer with parents, record parent conferences, record progress, copy, administer, grade, and record the state Measure B tests, copy, administer, assess and record district benchmarks, attend IEP and 504 meetings, complete FBA forms, complete student collateral forms, complete questionnaires from students’ physicians, teach STEM lessons, grade STEM projects, prepare work to be completed for suspended and sick students, prepare DPAS documents, perform hall and bus duty, and yes, attend PLC meetings during what once was planning time. This list is not complete, nor does it include the occasional blog posting.

We’re angry, state and district officials. Angry that you choose to pour resources into developing busy work like this for already burdened teachers rather than investing in smaller class sizes, increased planning time (No lectures, please. Just planning.), and the critically needed services for our most disadvantaged students. We’re angry too, because we know why you do it. You take the onus off yourselves for reform, for rigor, and meeting diverse needs, and place it on the “workers”. You do it because it’s easier. Easier for YOU.