tag:blogger.com,1999:blog-48025356544289179682024-02-18T21:59:12.543-08:00Gassaway's Ed WordBernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-4802535654428917968.post-87544515814286652162020-02-27T03:44:00.003-08:002020-02-27T03:44:42.212-08:00Bloomberg, It Is Not Too Late<div class="MsoNormal">
Originally Published 2011</div>
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Dear Mr. Bloomberg,<o:p></o:p></div>
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My name is Bernard Gassaway, proud father of 16-year-old Atiya Lilly-Gassaway. I am a doctoral candidate at Teachers College, and my dissertation topic is “Principal as Community Leader.” I believe that principals must serve as de facto community leaders if they are to faithfully serve their children. When I agreed to serve as principal of Boys and Girls High School, I was clear about the challenges. I knew that I would likely face many battles with children, teachers, parents, and community stakeholders. My job, like yours, is complicated. I can relate to you when you strongly believe in a position, regardless of the opposition.<o:p></o:p></div>
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The purpose of my letter is to highlight some things you may want to consider as your tenure as mayor comes to a close, particularly in respect to the New York City Department of Education and your legacy as the education mayor. I beg your indulgence as I share some of my thoughts about our system of education and the role you may be able to play in creating sustainable change.<o:p></o:p></div>
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Mr. Bloomberg, it is not too late. You can build political capital and respect by saying, “I was wrong to select Cathie Black as chancellor without community input.” Many see that selection as more of an exercise of political muscle than political maturity. No one, at this point in your mayoralty, should question your strength. You have crushed all of your critics, rendering most impotent. They may call you arrogant and stubborn. So what! You still have the final word. Some people may refer to you as being “gangster.” In some circles, this is an expression of respect. As a sign of self-respect, I recommend, again, that you demonstrate contrition and admit your error in the way you handled the chancellor selection.<o:p></o:p></div>
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Mr. Bloomberg, I agree with your espoused position that every child should have a highly effective teacher. To this end, I will fight with you. I may agree with other policies that you have implemented. However, I strongly disagree with your tinkering with your democracy. When you fire anyone who votes against your position (as you did with your battle for the elimination of social promotion), you create fear and paralysis. Your approach does not allow for evidence or reason to prevail. You have closed some schools in the face of convincing opposition. As I watched the school closing hearings, I often wondered why members of the public participated. Didn’t they know that you had decided to close the schools months before the actual hearing? Didn’t they know the actual hearings were merely perfunctory? All of the screaming and gesticulations were wasted, though valiant acts. At the end of the day, I feel badly for the children. The closing of their schools, without true due process, may have tainted any understanding of democracy that they learned in school.<o:p></o:p></div>
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Mr. Bloomberg, it is not too late for you to make a few changes in your policies and practices to become the true education mayor. Ultimately, you want to build a sustainable school system. Some of the good that you have done may dissipate as soon as you leave office. This is what happens to many schools once “savior principals” leave. All that they have worked to establish is undone by their successors. Why? They did not understand the principles of sustainable leadership. If you find the time, read “Seven Principles of Sustainable Leadership” by Andy Hargreaves and Dean Fink.<o:p></o:p></div>
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Mr. Bloomberg, I am not interested in joining the chorus of folks who scream and shout in opposition to your policies and practices, specifically your pledge to open an unprecedented number of charter schools or your failure to faithfully engage the public in meaningful policy discussions. Although some agree with some of your actions vis-à-vis education, many, including me, do not agree with your Machiavellian approach: The end does not always justify the means. I would recommend that you earnestly engage some of our preeminent scholars on school reform in ongoing analysis of our school system. The time is right for such analysis. I would also recommend that you engage community stakeholders in unprecedented ways. Invite the communities to establish independent think tanks to discuss and recommend policies and practices. Your current leadership approach absolves the community of its inherent obligation to educate its children. No school is an island. No community is an island. All are inextricably connected in one way or another. Since people are afraid of you, they sit back and silently criticize your policies and practices while failing to take meaningful actions of their own.<o:p></o:p></div>
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Mr. Bloomberg, it is not too late to establish a legacy as the education mayor if you transform your approach and let the democratic process prevail. Unfortunately, your current legacy may reveal that you used your political might to muffle democracy by dismissing the very pillars that support our society. You should not lead as if your followers are peons or minions. It is true that many folks are afraid of you. They fear your wrath and fury. They witness what you do to those who disagree with you. History may reveal that you were not unlike dictators who ruled with fear and an iron fist. Mr. Bloomberg, embrace democracy over dictatorship. It is not too late to change your ways. <o:p></o:p></div>
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Mr. Bloomberg, when we look at great leaders of the past, all have undergone some form of personal transformation. Demonstrate a willingness to accept sound advice. Use the remainder of your time in office to allow independent researchers to study the impact of your policies and practices. On the one hand, place a moratorium on school closings, particularly on schools that have rich traditions in their communities. On the other, continue to pursue policies that would allow principals to immediately remove ineffective staff from schools, with swift and deliberate due process.<o:p></o:p></div>
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You may silence your critics by inviting them to propose better solutions than the ones that you currently dictate. By doing so, you may help to establish sustainable change that may last far beyond your tenure as mayor.<o:p></o:p></div>
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Let your legacy be that you began the real revolution in education. You fought for the right of every child in New York City to have a highly effective teacher in his or her classroom. It is not too late.</div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-37297052085425392132018-10-09T12:24:00.000-07:002018-10-09T12:24:00.479-07:00Hempstead Union Free School District Takeover<div class="MsoNormal" style="background: white; line-height: 13.85pt;">
<span style="color: #222222; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">October 9, 2018<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">New York State Education Department<br />
89 Washington Avenue<br />
Board of Regents, Room 110 EB<br />
Albany, New York 12234<o:p></o:p></span></div>
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<span style="color: #222222; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Dear Members of the New York State Board of Regents:<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman";">Please take
immediate action to “takeover” the school board of the Hempstead Union Free
School District.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman";">I will not waste
time writing a rationale for what has been painfully obvious for decades.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman";">I can only think
of two things that have prevented the state education department from taking
action on Hempstead’s dysfunctional school board: <b style="mso-bidi-font-weight: normal;">Politics and Fear</b>. I agree with Bolman and Deal (2017): “It is
deeply disturbing to see political agenda corrupting technical decisions,
particularly when lives are at stake.”<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman";">Please do not
delay any further. Act now on behalf of the children of Hempstead. While
receivership may not be the answer, it is at least a start to corrective action.
Each day of inaction is incomprehensible and highlights your failure as a
governing body akin to that of Hempstead’s school board. Not to act is
definitely a betrayal of the most vulnerable of our community: children.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman";">Sincerely,<o:p></o:p></span></div>
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Bernard Gassaway<o:p></o:p></div>
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<div class="MsoNormal">
Concerned Citizen<o:p></o:p></div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-12911852257898813642018-03-09T05:59:00.000-08:002018-03-09T05:59:25.914-08:00NYC OFFICE OF THE CHILD ADVOCATE - PROPOSED 2007<div class="p1">
PRESS RELEASE</div>
<div class="p2">
FOR IMMEDIATE RELEASE</div>
<div class="p3">
<br /></div>
<div class="p3">
<br /></div>
<div class="p4">
<b>BERNARD GASSAWAY</b></div>
<div class="p5">
JAMAICA, NEW YORK 11434</div>
<div class="p6">
<b><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>JANUARY 28, 2007</b></div>
<div class="p7">
<br /></div>
<div class="p8">
CONTACT:<span class="Apple-tab-span"> </span>BERNARD GASSAWAY</div>
<div class="p5">
<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span>718.598.1538</div>
<div class="p5">
<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><a href="mailto:BGAS37@AOL.COM"><span class="s1">BGAS37@AOL.COM</span></a></div>
<div class="p5">
<span class="Apple-tab-span"> </span><span class="Apple-tab-span"> </span><a href="http://www.bernardgassaway.com/"><span class="s1">WWW.BERNARDGASSAWAY.COM</span></a></div>
<div class="p9">
<br /></div>
<div class="p10">
<br /></div>
<div class="p11">
<b>PROPOSES CREATION OF NYC OFFICE OF THE CHILD ADVOCATE</b></div>
<div class="p12">
<b></b><br /></div>
<div class="p12">
<b></b><br /></div>
<div class="p5">
Bernard Gassaway is challenging the New York City government and its citizens to create an office that would be solely dedicated to child-related issues. The New York City Office of the Child Advocate would be led by an independently elected citywide official. The office will fight for improved child-related services, early childcare, children’s rights and education.</div>
<div class="p7">
<br /></div>
<div class="p5">
The city council and mayor are urged to put this proposal before the Charter Revision Commission to make it a reality. New Yorkers are encouraged to lobby their city and state representatives to support this initiative to have it put on the ballot as a referendum. They may contact the commission directly by calling 311 or via <a href="http://www.nyc.gov/"><span class="s1">www.nyc.gov</span></a>.<span class="s2"> </span></div>
<div class="p7">
<br /></div>
<div class="p5">
According to Gassaway, “If we measure ourselves by the conditions and treatment of our children, we are in crisis. Though such an office would not be a panacea, it would provide New York City children with full-time, independent, proactive advocacy.”</div>
<div class="p7">
<br /></div>
<div class="p5">
By all accounts, the city’s office of Administration for Children Services (ACS) is overwhelmed by the number of child abuse cases before it. It also lacks the resources and independence to carry out its mission fully. According to Gassaway, “An independent advocate would fight to secure adequate funding for child-related services. Most would agree that ACS is underfunded, understaffed and overwhelmed.” New York City currently has nearly 2,000,000 residents under 18 years old.</div>
<div class="p7">
<br /></div>
<div class="p5">
Mr. Gassaway said, “Rather than supporting legislation to criminalize children at an earlier age, we need to aggressively address the conditions that cultivate criminal tendencies. New York City should choose to be seen around the world as a child-centered city, a city that leads the way in protecting the rights and well-being of all children.”</div>
<div class="p12">
<br /></div>
<div class="p13">
Bernard Gassaway is the former principal of Beach Channel High School and senior superintendent of alternative schools and programs for New York City, a Columbia University Charles H. Revson Fellow 2003-2004, author of <span class="s1">Reflections of an Urban High School Principal</span>, and homeschool father.”</div>
<div class="p12">
<br /></div>
<div class="p12">
<br /></div>
<br />
<div class="p14">
###</div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-67751418120790794342017-09-14T05:14:00.000-07:002017-09-14T05:14:14.946-07:00Curriculum of Inclusion and Correction<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">September 14, 2017<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">New York State Education Department<br />
89 Washington Avenue<br />
Board of Regents, Room 110 EB<br />
Albany, New York 12234<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Dear Members of the New York State Board of Regents
[Individually Addressed]:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">I request that you consider a comprehensive review of New
York State public school curricula to identify omissions and inaccuracies that
lead to ignorance and misrepresentations of history. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">In light of what occurred in Charlottesville, Virginia, and the
movement in the aftermath to remove symbolic, though controversial, monuments
across America, the time is right to do right.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">When I was the principal of Beach Channel High School from 1997
to 2002, I asked a certified teacher of English to tell me his favorite James
Baldwin novel. He said, to my surprise, that he had never read anything by
Baldwin. I thought, how could this be possible? <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Well, in 2017, it is not only possible, but also very likely
that works by people of the African diaspora are not required reading in many colleges
and universities (not to mention primary and secondary public schools).
Therefore, students could go through their entire formal education without being
exposed to any non-Anglo or non-Eurocentric readings. The implications of such
a phenomenon are profound on many levels, particularly for prospective
teachers.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Today, your 17-member board is more diverse than it has ever
been. I fear if you won’t address omissions, diversity, inclusion, and
correctness in the state’s curricula now, it might never happen. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">While I appeal to all members of the board of regents, I
especially call upon those regents who owe their positions to courageous forebearers
to shift swiftly, deliberately, and conscientiously toward correctness and
inclusion.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">On behalf of current and future generations, please consider
the challenge to continue a movement that took root with former vice chancellor
</span><span style="background: white; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">emerita of the <span style="mso-bidi-font-weight: bold;">New York State Board of Regents</span></span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">
Adelaide Sanford, the late education advocate and New York State education
commissioner Thomas Sobel, and others. </span><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Sincerely,<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Brush Script MT Italic"; mso-bidi-font-family: "Times New Roman";">Bernard Gassaway</span></div>
<div class="MsoNormal">
<span style="font-family: "Brush Script MT Italic"; mso-bidi-font-family: "Times New Roman";"><br /></span></div>
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Hempstead, NY (<b style="mso-bidi-font-weight: normal;">Brooklyn</b>)<o:p></o:p></span></div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-37788260881659198652017-07-14T03:15:00.000-07:002017-07-14T03:15:05.397-07:00Hempstead Community: Black Public School Children Don’t Matter by Bernard Gassaway<br /><div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Let’s agree
that Black children in Hempstead don’t matter. Then we can stop the charade and
the futile efforts to change and improve schools under the guise of caring about
children.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>I find it
extremely troubling that too many people have accepted, through their actions,
that Black children do not matter. I am not one of them.<span style="mso-tab-count: 1;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>The purpose
of this message is to focus on ways residents of Hempstead can change from accepting
an education culture of dysfunction, corruption, and incompetence to promoting
and supporting a culture of community, care, and competence.<span style="mso-spacerun: yes;"> </span>This can best be demonstrated by strategically
and conscientiously investing in our children’s education.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>A
responsive and accountable school governance structure is essential to a good
educational system. Hempstead’s current public-school governance (its school
board) is dysfunctional and corrupt, which makes it impossible for children in
Hempstead to receive a quality education. What is required to change the school
board’s unaccountable, nonresponsive, and irreverent culture? First, let’s
explore how we got here. Then we can focus on how to change.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>People
remember where they were when President John F. Kennedy was assassinated. They
remember when Dr. Martin Luther King, Jr. was murdered by an assassin’s bullet.
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>As longtime
Hempstead residents, where were you when the hope of public school children of
Hempstead was assassinated? When did the despicable and deplorable acts of
corruption begin? Why does this continual cycle of corruption and incompetence persist,
with apparent acceptance from community stakeholders, including politicians,
clergy, residents, parents, teachers, and school officials?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>By any
reasonable measure, the Hempstead Public School Board is depressingly dysfunctional.
Sadly, this reality is likely to continue unless the community residents awake
from the deep and depressing disposition of believing and accepting that things
won’t change.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Too many people
in Hempstead appear to accept the current school system and are convinced that
things will never change because that’s the way it has been, that’s the way it
is, and that’s way it will always be.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>When I
speak to residents of Hempstead about public schools, they speak of the school
system with such dispassion and disconnection. Educators whisper for fear of
retribution, especially if they live in Hempstead. Some quietly argue that too
many people who work in the system got their jobs through corruption<span style="mso-ascii-font-family: Cambria; mso-hansi-font-family: Cambria;">—</span>this
reminds me of the Machiavellian notion of the ends justifying the means. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Here’s what
I know. We cannot blame children. Among all stakeholders, children are the most
resilient. They are geniuses and deserve a fertile foundation from which to learn
and excel. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>We cannot
blame parents because they have limited to no options other than what the
public school system has to offer, which is not much considering the
overcrowding conditions and outdated infrastructure of school facilities, not
to mention the poor quality of instruction and the limited course offerings.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>I will not
accept that Hempstead is hopeless, as many longtime residents seem to believe.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>I offer the
following immediate steps to begin to address the dysfunctional, corrupt, and
incompetent school board. However, you should know that any effort to improve
the public school system must be based on common individual and community beliefs
and values. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We must:<o:p></o:p></div>
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<br /></div>
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</span></span></span><!--[endif]-->Invest in our children. Address the education
crisis as if it were a life-threatening virus. Repurpose our current spending
patterns to maximize available funding.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Value family. Organize weekly and monthly
activities to bring families together. <o:p></o:p></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Value community. Organize weekly and monthly
activities to bring residents together.<o:p></o:p></div>
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<br /></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Organize local clergy to strategize on how to
support and empower parents to participate meaningfully in the educational
process.<o:p></o:p></div>
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<br /></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Convene a planning summit of local government, grassroots
organizations, clergy, and public school officials to devise a plan to replace
the current dysfunctional school board. Establish criteria for school board
membership, including selection and removal. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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</span></span></span><!--[endif]-->Create five- and ten-year capital plans to
upgrade, renovate, and construct state-of-the-art school facilities. Devise a short-term
plan to remove trailers.<o:p></o:p></div>
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<br /></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Partner with businesses, colleges and
universities, and grassroots community-based organizations to embrace and value
education as a community obligation.<o:p></o:p></div>
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<br /></div>
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<span style="mso-tab-count: 1;"> </span>In 1955,
the Montgomery Improvement Association played a pivotal role in a bus boycott
that lasted for 381 days. How long are you prepared to plan and promulgate policies
and programs to improve opportunities for a sound education for children living
in Hempstead? <o:p></o:p></div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-27870977428609063052017-07-05T07:11:00.001-07:002017-07-05T07:11:57.088-07:00New York Governor Cuomo Fails to Fight for K-12 Public School Children by Bernard Gassaway<div class="MsoNormal">
<span style="font-family: "Times New Roman";">New York’s
Governor Andrew Cuomo has failed to keep his pledge to be the chief lobbyist
for public school children. Cuomo said in his 2012 State of the State Address, </span><span style="background: white; color: #333333; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">“This year, I will take a second
job — consider me the lobbyist for the students. I will wage a campaign
to put students first, and to remind us that the purpose of public
education is to help children grow, not to grow the public education
bureaucracy.” What happened?<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #333333; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">What made Cuomo change his
course? He has apparently chosen to </span><span style="font-family: "Times New Roman";">abandon
the fight for public education, and thus the children. I, like others, believe
he has chosen to focus on a presidential run in 2020 instead. This is sad. </span><span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">At one point in
2015, Cuomo seemed eager and ready to take on his most formidable foe, the
teachers’ unions. He pledged to fight for effective teacher evaluations, turn failing
schools around, expand charter schools, and quicken the removal of ineffective
teachers. What happened? <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">The teachers’
unions unleashed a barrage of strategic media attacks. They apparently hit
their mark. Cuomo quickly retreated and waved a white flag. Since then, he has
been relatively silent on public education reform.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Instead of
tackling challenges related to K-12 challenges, Cuomo announced his college
tuition initiative. If his goal was to distract folks from his K-12 debacle, it
worked. Ironically, the college tuition initiative is likely to fail if K-12 is
not fixed. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">However, when it
comes to his inability to improve public education, Cuomo does have a trump
card: he can blame the New York State Legislature and the New York State Board
of Regents. While the 10<sup>th</sup> Amendment of the U.S. Constitution gives
the states authority to run public education, the New York State Constitution specifically
gives authority to the legislature to run education. The legislature appoints
members to the board of regents (education policymakers), who in turn hire the
New York State commissioner of education.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Interestingly, Cuomo
appears to be comfortable with not being in control of education. Perhaps he
has concluded that the problem with public education is irresolvable. Furthermore,
a battle with the teachers’ unions might jeopardize his 2020 presidential
aspiration.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">As a teacher of
teachers and a chief child advocate, I am disappointed in Cuomo’s lack of fight
when it comes to public education. It takes a lot of courage to fight for
children, particularly since they do not vote.</span></div>
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<span style="font-family: "Times New Roman";">Cuomo has the gift
of rhetoric. Unfortunately for children, he does not have the gift of
delivering on his pledge to fight for them.<o:p></o:p></span></div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-75658788535982406382017-04-14T19:51:00.000-07:002017-04-14T19:51:18.368-07:00NY Governor Cuomo Weak on Public Education by Bernard Gassaway<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Andrew M. Cuomo has had nearly two terms as governor to
significantly improve public education in New York. He has failed to use his
bully pulpit to promulgate policies to improve student outcomes. New York’s
average student performance for reading and mathematics remains less than 50%
proficiency.<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">While Cuomo is articulate in his criticism of failing
schools, and what is needed to improve them, he has not acknowledged his
inability to be a change agent for public education.<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">Below are education-related excerpts from Cuomo’s seven State
of the State addresses, from 2011 to 2017. Note that his education agendas have
focused on higher education, early childhood education, funding, failing
schools, charter schools, technology, teacher training and evaluation. <o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<a href="https://www.governor.ny.gov/news/2011-state-state-transcript"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">[2011]</span></a><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: black; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">“Higher education will be the key economic
driver. We look to partner with our great SUNY system, especially across
upstate New York in making this a reality. They will provide both
intergovernmental and intra-governmental coordination and be one-stop shops.” <o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<a href="https://www.governor.ny.gov/sites/governor.ny.gov/files/archive/assets/documents/Building-a-New-New-York-Book.pdf"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">[2012]</span></a><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">“We need a meaningful teacher evaluation system.” <o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<a href="https://www.governor.ny.gov/news/transcript-governor-andrew-m-cuomos-2013-state-state-address"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">[2013]</span></a><span style="color: black; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: black; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">“We need better teachers. Teaching is one of the
most important professions in society. We must attract and incentivize the best
to become teachers. We need to overhaul the teacher training and certification
process, increase admission standards, and we should implement a bar exam type
test that every teacher takes and must pass before we put them in a classroom
to teach our students.”<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<a href="https://www.governor.ny.gov/news/transcript-governor-cuomos-2014-state-state-address"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">[2014]</span></a><span style="color: black; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="color: black; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">“The next step now in our journey is to reinvent
our classrooms with new technology. We must transform our classrooms from the
classrooms of yesterday to the classrooms of tomorrow.”<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<a href="http://wlea.net/transcript-of-governor-cuomos-state-of-the-state-speech/"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">[2015]</span></a><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 17.0pt; margin-bottom: 8.5pt;">
<span style="color: #333333; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>“We are proposing that we will pay full
tuition for SUNY or CUNY for top graduates if they commit to going to teach in
New York schools for five years. And we will create a residency program to give
teachers early training just the way we do with doctors.”</span><span style="color: #333333; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: "Times New Roman";"> </span><span style="color: #333333; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><a href="http://wlea.net/transcript-of-governor-cuomos-state-of-the-state-speech/">[2015]</a></span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 17.0pt; margin-bottom: 8.5pt;">
<span style="color: #333333; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.5pt; mso-fareast-font-family: "Times New Roman";">“…We
have committed $1.5 billion to phase-in full day Pre-K for four year olds and
we are excited about that. We’ll invest another $365 million this year in Pre-K
for four year olds but we also want to take the next step and start designing
programs – not for four year olds – but for three year olds.”<o:p></o:p></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><a href="http://wlea.net/transcript-of-governor-cuomos-state-of-the-state-speech/">[2015]</a></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 17.0pt; margin-bottom: 8.5pt;">
<span style="color: #333333; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">“To ensure that charter
schools are serving all of the public, we will propose an innovative
anti-creaming legislation to ensure charters are teaching their fair share of
high needs populations, English language, learning disabled and free lunch so
no one can say that the charter schools aren’t taking the same cross-section of
public students that the public schools have.”<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 12.0pt;">
<a href="https://www.governor.ny.gov/news/video-transcript-built-lead-governor-cuomos-2016-state-state-and-budget-address"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">[2016]</span></a><span style="color: #333333; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: 12.0pt;">
<span style="color: #333333; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">“Let’s dedicate $100 million to transform every failing school
in New York into a comprehensive, holistic, full-service community school and
change the basic education system in this state and stop the cycle of
incarceration in this state and paying for problems, rather than stopping the
problems at an early age.”<o:p></o:p></span></div>
<div class="MsoNormal">
<a href="https://www.governor.ny.gov/news/video-photos-rush-transcript-governor-cuomo-delivers-his-2017-state-state-speech-new-york-city"><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">[2017]</span></a><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: black; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">“I am proposing tuition free college at our SUNY and CUNY
schools and our community colleges for students or families making up to
$125,000.”</span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">----<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman";">When it comes to education, it is clear that Cuomo lacks
either the authority or influence to significantly improve education outcomes
for public school children in New York. While Cuomo should be given credit for
saying the right things, he fails to earn credit for doing the right thing when
it comes to education. This is unfortunate because as a state, we have too much
to lose.<span style="mso-spacerun: yes;"> </span>As Cuomo stated in 2012, “The
future of our state depends on our public schools. A strong, effective school
system is the hallmark of a healthy democracy.” <span style="background: lime; mso-highlight: lime;"><o:p></o:p></span></span></div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-66289803551486744742017-02-12T18:36:00.001-08:002017-02-12T18:36:42.841-08:00Letter to Editor of Times Union "Cuomo's tuition plan only for political gain" by Bernard Gassaway<div class="MsoNormal" style="background: white; line-height: 30.0pt; mso-outline-level: 1; vertical-align: baseline;">
<span style="background-color: transparent;"> </span><span style="background-color: transparent;">Published 3:34 pm, Saturday, February 4, 2017</span></div>
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<o:p></o:p></div>
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<br /></div>
<div style="background: white; line-height: 19.5pt; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<span style="color: black; font-family: Arial; font-size: 12.0pt;">Gov. Andrew Cuomo's latest proposal, the Excelsior Scholarship,
like some of his previous education-related proposals, seems to ignore research.
Cuomo may be gambling with taxpayer funds to further his political ambitions.<o:p></o:p></span></div>
<div style="background: white; line-height: 19.5pt; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<br /></div>
<div style="background: white; line-height: 19.5pt; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<span style="color: black; font-family: Arial; font-size: 12.0pt;">His latest proposal is to make community college free for
individuals and families whose income is less than $125,000. Other than
grabbing headlines for a few days, does Cuomo's proposal have merit?
Irrespective of cost, roughly one-quarter of new community college students
leave after one semester. Further, available data show that less than 40
percent of those enrolling in community college graduate within six years.<o:p></o:p></span></div>
<div style="background: white; line-height: 19.5pt; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<br /></div>
<div style="background: white; line-height: 19.5pt; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<span style="color: black; font-family: Arial; font-size: 12.0pt;">According to some studies, at least 50 percent of students who
enroll in community college might require at least one remedial course.
Students who take remedial courses are less likely to graduate than those who
don't.<o:p></o:p></span></div>
<div style="background: white; line-height: 19.5pt; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<br /></div>
<div style="background: white; line-height: 19.5pt; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<span style="color: black; font-family: Arial; font-size: 12.0pt;">Based on the abysmal success rate of poor and minority community
college students, many of whom serve to benefit from the proposal, Cuomo should
work with the Legislature and colleges and universities to improve K-12 public
education, which would reduce the need for costly remediation. It's not
feasible to provide a free education to students who may not be prepared to
take advantage of it.<o:p></o:p></span></div>
<div style="background: white; line-height: 19.5pt; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<br /></div>
<div style="background: white; line-height: 19.5pt; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<span style="color: black; font-family: Arial; font-size: 12.0pt;">Since Cuomo did not provide any details about his proposal, it is
difficult to determine if he plans to tie performance indicators to the tuition
funding. Cuomo's Excelsior Scholarship may be putting the cart before the
horse.</span></div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-22707226608686256662017-01-11T11:13:00.000-08:002017-01-11T11:13:40.916-08:00NYS Constitutional Amendment: If Not Now, When? Bernard Gassaway, Ed.D.<div class="MsoNormal">
The public school student performance data for New York
State (NYS) is evidence that the education system has not worked for the
majority of its children. Historically, Blacks, Hispanics, students with
special needs, and English language learners have not performed on par with
their White and Asian peers. <o:p></o:p></div>
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<br /></div>
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There is no evidence that significant changes in the
performance outcomes will occur under the current public school system.
Strategic and sound changes in the state’s education governance structure are
required to stimulate significant public school reform to meet the learning
needs of all children.<o:p></o:p></div>
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<br /></div>
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An amendment to the NYS Constitution is required to restructure
the public education governance structure. <o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">NYS Constitutional
Amendment Options </b>(examine and debate)<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Abolish NYS Board of Regents Oversight of K-12
education<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Eliminate New York City’s single school district.
Establish five districts (one per borough). Elect five superintendents
(eliminate ‘chancellor’ model)<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Constitutionalize school choice (e.g., education
savings accounts, education tax credits, vouchers, tax credit scholarships, homeschooling,
cyber, etc.)<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Change governance from legislative to gubernatorial
maintenance and support of public education (governor appoints state
commissioner of education)<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Elect state commissioner of education<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Institute mandatory funding formula to ensure
equitable school funding<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Governance<o:p></o:p></b></div>
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<br /></div>
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The governor of NYS has limited powers when it comes to
shaping public education policy. The governor’s primary means of influence is
funding. Education funding is determined after the governor, speaker of the Assembly
and majority leader of the Senate do their annual rounds of budget
negotiations.<o:p></o:p></div>
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<br /></div>
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The Assembly selects 17 members of the NYS Board of Regents,
which determines education policy. They also choose the state’s commissioner of
education. The commissioner of education implements the policies of the Board
of Regents and establishes regulations for the nearly 700 local school
districts, each of which is led by a superintendent.<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Reform Questions</b> <o:p></o:p></div>
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<br /></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->In what ways, if any, should New York’s
education governance structure be changed to improve teaching and learning?<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->What roles, if any, should the governor play in
governing public education? <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->What role, if any, should the Assembly and Senate
play in public education governance? <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->How, if at all, should the NYS Board of Regents
be restructured to better meet the learning needs of all children in New York
State? <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->How should mayoral or local control of public
schools be determined?<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->In what ways, if any, should the following original
education clause in New York’s constitution be revised to address the current
flaws in the governance of public education in New York State? <i style="mso-bidi-font-style: normal;">“The legislature shall provide for the
maintenance and support of a system of free common schools, wherein all the
children of this state may be educated.”</i><o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Why Now<o:p></o:p></b></div>
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<br /></div>
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From county to county, upstate to downstate, New York’s
students with disabilities, Hispanics, Blacks, and English language learners
are not experiencing the same levels of achievement as Whites and Asians. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
New York is home to one of the most segregated public school
systems in America. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
At no time since reading and mathematics standardized test
results for NYS began to be recorded have students’ proficiency levels risen above
50%, particularly for students with disabilities, Blacks, Hispanics, and
English language learners. <o:p></o:p></div>
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<br /></div>
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Claims of increases in New York’s high school graduation
rates are misleading, given that the majority of its students
disproportionately lack sufficient preparation for college.<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Conclusion<o:p></o:p></b></div>
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<br /></div>
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New York’s public school system is not working for the
majority of its children. There are pockets of excellence scattered throughout
the state. However, there is no evidence that public education is heading in
the right direction for its poor, students with special needs, English language
learners, Blacks, and Hispanics. <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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<br /></div>
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The public continues to debate the need for additional
funding for public education and the need for increased parental choice; yet frankly,
even if funding were doubled, little would likely change for the children who
are most disenfranchised by the public school system, unless there is a
fundamental change in the governance of the state’s current school system. <o:p></o:p></div>
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Nelson Mandela was correct when he said, “Education is the
most powerful weapon which you can use to change the world.” Use education to
change and expand opportunities for all New Yorkers. Amend the state’s
constitution to begin a real era of reform in public education.<o:p></o:p></div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-37302772241775309722016-11-01T01:56:00.001-07:002016-11-01T01:56:17.913-07:00Schools & Race Relations: A Toxic Topic by Dr. Bernard Gassaway<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">As an
educator, I am deeply disturbed by fellow educators’ apparent fear to engage in
meaningful discussions about race relations with each other and with children.</span><span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><br />
<br />
<span style="background: white;">As many teachers have shared with me, discussing
race relations can be challenging, if not downright frightening. Some fear that
their subconscious biases and prejudices might surface during a conversation,
and they might say something offensive. Others fear losing their jobs if they
say the “wrong” thing.</span><br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
<!--[endif]--><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Teachers have expressed that they
welcome meaningful professional development regarding race relations.
Unfortunately, school leaders do not appear to know how or where to begin
because, in fact, they share the same fears that many teachers have.<span style="color: #222222;"><br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
<!--[endif]--><span style="background: white;"><o:p></o:p></span></span></span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Race Relations Challenges in School Communities<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Discussions on race
relations are practically absent from school professional development
activities. While teachers admit that race relations are extremely important,
school and district leaders put minimal resources towards addressing this
important topic.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">One challenge for educational
leaders is that they do not know <b style="mso-bidi-font-weight: normal;">how</b>
to begin to address race relations. They are not aware of organizations that
specialize in leading race-based discussions and strategies in the workplace.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Race
discussions can be toxic if they are not organized around specific objectives. Simply
talking about race issues is not enough. In fact, talk without action can
actually exacerbate the problem. </span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Some
school districts find it difficult to engage in meaningful discussions about
race because they lack a critical mass of people of color to contribute to the
dialogue.</span><span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Other school districts
avoid race discussions until a racially charged incident occurs in their school
community. Once the dust settles, they go back to business as usual. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
<!--[endif]--><o:p></o:p></span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Effects of Inaction<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Some public school personnel (teachers
and principals) have long sat on the sidelines during numerous racial crises.
Their inaction only contributes to larger societal challenges. Here are some
truisms:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Communities segregate.
Schools segregate. Teachers segregate. Students segregate.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Nothing is done to establish
sustainable practices for dealing with the root causes of racism, which are
admittedly beyond the control of school systems.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">To avoid race discussions
in schools is to contribute to the seeding of segregation. <br style="mso-special-character: line-break;" />
<!--[if !supportLineBreakNewLine]--><br style="mso-special-character: line-break;" />
<!--[endif]--><span style="background: white;"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Segregation
breeds contempt, distrust and fear. </span><span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><br />
<br />
<b style="mso-bidi-font-weight: normal;">Strategies to Address Race Relations in
Schools<o:p></o:p></b></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Engage
in action-oriented race-based discussions. They are meaningless if they stop post-talk.
To be meaningful, these discussions require continuous and strategic engagement.
<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Strive
for organic engagement. Organic engagement occurs when people who share similar
interests or causes gather to plan, discuss and act on what they believe.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Be
strategic. Strategic engagement involves consistently meeting and working to prevent
problems that might occur, rather than merely responding to race-based problems
as they arise.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Invite and engage
community stakeholders in meaningful ways. By inviting stakeholders to
participate in the learning environment, you allow them to contribute to
learning experiences for children and staff. Stakeholders can infuse life into
a lifeless curriculum.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Work with the community (seek
diversity) to infuse culture into the school environment. The ultimate goal is
for the school to truly become part of the community, rather than an
institution located with a community.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Be intentional about
diversity in your hiring. It is not enough to talk about diversity. It must be
practiced.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Conclusion<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The
responsibility for improving race relations does not rest solely on the
shoulders of one people, entity or race. Rather, each individual or
organization bears the responsibility for addressing this problem.</span><span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><br />
<br />
<span style="background: white;">However, I believe that, as educators, we have a
greater responsibility and opportunity to confront and combat racism, beginning
in the workplace. Our value to society is diminished when we do not address the
reality that our children and we face.</span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">While
community and neighborhood segregation are harmful to race relations, segregated
schools are catastrophic. We can change this swiftly, though courage is
required on the part of the school, the district, and the political leadership.</span><span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><br style="mso-special-character: line-break;" />
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<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Unless we change policies and practices
(particularly in public schools), to paraphrase the prophetic pronouncement of the
former Governor of Alabama George Wallace, we will continue to suffer from “racism
today, racism tomorrow, and racism forever.”<o:p></o:p></span></div>
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<br /></div>
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it go away.<o:p></o:p></span></div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com2tag:blogger.com,1999:blog-4802535654428917968.post-44016609616844901212016-09-24T04:13:00.000-07:002016-09-24T04:13:21.662-07:00Fariña Race Conversation by Bernard Gassaway<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">New York City’s Schools Chancellor Carmen
Fariña, the leader of the largest public school system in United States with
1.1 million students, is not prepared to talk about race relations, even though
nearly 85 percent of New York City’s public student population is of color. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">Public schools seem like an ideal place
to discuss race relations, particularly with children of color who may be
traumatized by the recent killings of Black men across this country. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">Although teachers are likely candidates
to facilitate these discussions, many have expressed that they are unprepared
and in many cases reluctant to delve into race issues for fear of saying the
wrong thing and possibly losing their jobs. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">Their fear may be justified, given the
backlash that Farina faced when she attempted to publicly address how parents
and educators should talk about race with their children. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">When Farina recently penned a letter to New
York City educators and parents stating that they have a “moral obligation” to
discuss race with their children, she was inundated with hate mail. She
admitted to being surprised by the public’s response to her letter.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">Her surprise is a clear indicator that
she, like many others, is not prepared to talk about race. More importantly, Fariña
and others should realize that, when it comes to race, it is more about what
you do than what you say. The New York City public school system is no beacon
for integration and inclusion.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">New York City’s public schools are among
the most segregated in the nation. The New York City Department of Education has
not embraced curricula that would expose all children and staff to the African American
experience in America and in the African diaspora. Black men are not represented
significantly in New York City public schools or in senior leadership.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">What has Fariña done in her tenure as
chancellor to demonstrate that race matters beyond conversations? She does not
have much to show. Talking about race is irrelevant if an administrator has not
established policies and practices to address the inherent racism that is
embedded in schools’ enrollment policies, curricula, and hiring practices.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">So Fariña should not be surprised by the
public’s response to her seemingly contradictory “moral obligation” charge. Her
failure to demonstrate the significance of race relations through proactive
policies and practices is likely the source of the hate mail. Farina lives in a
glass schoolhouse and should not throw stones.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">I would implore Fariña to act on race and
not charge others to talk about it. She has a moral obligation to practice what
she preaches. Here are four specific recommendations for Chancellor Fariña:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in;">
<span style="font-family: "Times New Roman";">1. Eliminate or significantly revise school
zoning policies to erase the invisible color lines that serve to block school integration
and sustain school segregation.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in;">
<span style="font-family: "Times New Roman";">2. Embrace inclusive and culturally
relevant curricula; start by adopting recommendations from the Amistad Commission.
Then train teachers and school leaders to infuse culturally relevant and
historically accurate information into day-to-day instruction and
school-related experiences.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in;">
<span style="font-family: "Times New Roman";">3. Demonstrate an acceptance of and
appreciation for the value of Black men. Their invisibility in the New York
City Department of Education is directly related to choices that Fariña and
others have made.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: .5in;">
<span style="font-family: "Times New Roman";">4. Adopt an evidence-based approach to
recruiting educators of color. The NYCDOE’s latest effort to recruit men of
color is fundamentally flawed. As with other initiatives, NYCDOE does not
appear to have a strategic, plausible plan.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">After nearly fifty years in urban
education as a student, teacher, assistant principal, principal, and
superintendent, I am convinced that Fariña, teachers, and principals are not
prepared to talk about race relations. This is unfortunate given our current
state of emergency as perceived by many in the Black community.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">Action, not rhetoric, is what is required
to address the race problem in the United States. Schools, families, and communities
all have a stake in the reality of the race problem. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
<span style="font-family: "Times New Roman";">Fariña has the opportunity to practice
what she preaches, model for other school systems. I hope Fariña and others
receive my message and take action.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: .5in;">
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<span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">Bernard Gassaway, former
NYC teacher, principal, superintendent</span><!--EndFragment-->
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com5tag:blogger.com,1999:blog-4802535654428917968.post-69094874285825848652016-09-02T04:43:00.000-07:002016-09-02T05:01:53.590-07:00Parents, Mind Your Own Business by Bernard Gassaway<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">School business is for
educators, not parents. Parents need to focus more on <o:p></o:p></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">raising their children
than getting too involved in what goes on in schools. <o:p></o:p></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As harsh as this may sound, this is an expressed sentiment
among many educators across this country in both public and private school
systems. I have heard this from colleagues, and I have experienced it as a
parent.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Disconnected,
Disrespected and Dismissed <o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Parents, in overwhelming numbers, you have expressed feeling
disconnected, disrespected and dismissed by New York City Department of
Education (DOE) officials. This happens for numerous reasons. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
DOE officials rely on your lack of unity. Time and time
again they see how easy it is to manipulate you. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
They spread rumors to weaken any bonds that may exist among
you. They infiltrate your organizations. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
They make under the table deals with individuals and
community-based organizations to influence your decisions and actions. Since
they do not respect you, they will use anyone, even your children, to get their
way --- A way that is often not in the best interest of your children.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
DOE officials rely on your lack of stamina. They are
practically immune to the occasional protests held at City Hall or DOE
headquarters. Once the protest is over, they expect you to disperse and go
away.<span style="mso-spacerun: yes;"> </span>An effective protest should last
as long as necessary to achieve its goal. If officials are not inconvenienced
in any measurable way, they do not care if you protest. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
DOE officials rely on your blind faith. You turn your child
over to them for approximately two hundred days a year, six hours a day. Yet,
you spend less than two hours in the school all year. You believe in their
evaluation of your child, in most cases without question. You know very little
about the counselors, teachers and administrators, who are responsible for your
child’s physical and mental well-being. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
DOE officials rely on your fear. You fear their dominance
and deprecation. You fear their retribution and retaliation. You fear their
arrogance and authority. They serve as judge, jury and executioner. You and
your child are at their mercy.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
DOE officials rely on your lack of options. They readily
dismiss you because you have limited options. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Private school is not an option for many. They realize the
majority of families whose children attend public school fall below the poverty
line and can barely afford to pay for living expenses, let alone pay for an
education.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Strategies for Effective Engagement with School Officials<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
1. Listen. Tune in to what your child says about the quality
of his teachers. Children are often accurate. Schools that serve poor, Latino
and Black children have a disproportionate number of unqualified teachers. If
your child has unqualified teachers, fight to have his classes or school
changed. Your engagement with school officials begins with your child. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
2. Praise, honor and support good teachers. Tell and show
them how much you appreciate what they are doing for your child.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
3. Seek support. Do not suffer in silence. Find other
parents who have experienced what you are going through. They may be able to
help you resolve your issues.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
3. Plan for meetings with school personnel. Never meet with
them alone. Bring people, your pastor, friends, and family members. There is
strength in numbers.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
4. Deliberate. Take a reasonable amount of time to think
about any school-related decisions. Do not allow school officials to pressure
you into making rash decisions. Confer with family, clergy or parent/child
advocates.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
5. Attend and participate in school-related activities.
Share your opinion. Volunteer. The staff should know you as a concerned and
involved parent. When they know and respect you, they are more likely to know
and respect your child. Likewise, when your child knows you are involved, he is
more likely to behave and perform well. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Things You Should Expect from the School System: <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
1.<span style="mso-spacerun: yes;"> </span>Request a copy of
your child’s school records. You have a right to any material in her official
file. This is extremely important. You need to know what is being documented
about your child ñ and in some cases what may be said about you, as a parent.
Read the contents of the file with your child. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
2.<span style="mso-spacerun: yes;"> </span>Visit your child’s
class during school hours. Give at least one days notice. You must avoid
disruption. You should not attempt to speak with the teacher during this visit.
Ask for a tour of the school. Your purpose is to observe the lesson, class and
school climate. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
3. Schedule appointments to meet with your child’s teachers.
Do not wait until the bi-annual parent teacher conferences. Prepare specific
questions before the meeting. Meetings may be scheduled for after regular
school hours. This may allow for meaningful discussions and fewer interruptions.
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
4. Volunteer to work in the parent office. Each school
should have at least one office dedicated to parents. Parent friendly schools
will have Parent Reception or Resource Centers that are accessible during and
after the regular school day. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
5. Ensure school personnel are able to contact you. It is
your responsibility to inform them when your contact information changes. You
should not place this responsibility on your child. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
6. Meet with appropriate school personnel to deal with
concerns. Decide if it is necessary to meet the principal in order to get your
matter resolved. Though the principal should be accessible to parents, it may
not be possible to meet her immediately. You may expedite the resolution if you
target the person who will ultimately be able to help you directly.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
7. Attend workshops for parents. Parent friendly schools
offer them regularly. These may include: Computer training, reading, writing,
math, music, art, and others.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
8. Attend school assembly programs that honor children. You
may need to take a day or a few hours off from work. Programs may also be held
on weekends and evenings. You should attend with your child even if she is not
being honored. It may serve as a motivation for you and her while
simultaneously showing support for other children and families. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Parents, Know Your Business <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
1. Meet with your child at the beginning of each school
year. Discuss what he is expected to learn in and out of school.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
2. Monitor your child’s development. Do not rely on school
tests to define your child’s level of intelligence. Focus on whether he is
acquiring life skills? How would he respond to unanticipated occurrences? Do
you see and hear him thinking?<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
3. Seek help for your child through local libraries,
community organizations, churches and nontraditional institutions. Consider
peer tutoring as an option. It is an overlooked effective strategy. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
4. Schedule meaningful activities for your child. These may
include family trips to the park, museum, library, neighborhood walks, and
volunteering at a local food pantry or shelter. Idle time for an active child
is asking for trouble. Keep your child busy. Keep him physically, mentally and
culturally engaged.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
5. Stay active in your child’s life. Children with active
parents are less likely to be abused by school personnel. Child predators try
to avoid the kind of attention involved parents bring. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
6. Train your child to think. This does not happen in
traditional schools. They train your child to pass tests. They train your child
to conform. The school system discourages differences and independence.
Children with independent spirits generally do not function well in school
without involved parents. Children who learn differently are often labeled and
neglected. They are punished or dispirited by a system that mandates uniformity
and conformity.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
7. Make certain your child’s educational needs are met. Be a
squeaky wheel. School officials do not expect you to be persistent. Call, write
and visit daily if necessary. If the system labels or harms your child, make
them pay for it. Seek legal counsel and take them to court. Charge them with
educational neglect, deprivation and malfeasance. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Conclusion <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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A tidal wave begins with a ripple. You serve as a ripple in
your child’s life. Join with other ripples (including committed and concerned
school personnel) and make waves. When parents, community and school personnel
are on the same page, working together, children thrive. <o:p></o:p></div>
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www.bernardgassaway.com [excerpt from Education Denied: Children Challenges Choices]</div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com2tag:blogger.com,1999:blog-4802535654428917968.post-25548533672853007162016-07-24T03:45:00.001-07:002016-07-24T03:45:46.249-07:00Brainwash Black Boys to Brilliance by Bernard Gassaway, Ed.D.<div style="text-align: justify;">
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<b><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Problem<o:p></o:p></span></b></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; font-size: 14.0pt;">Choose
any major urban city and the data on Black boys is the same: <b>Negative</b>. According to one Harvard
University sociology professor, </span><a href="http://news.harvard.edu/gazette/story/2016/02/the-costs-of-inequality-a-goal-of-justice-a-reality-of-unfairness/"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">prison is predictable</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;"> for Black boys: “About
two-thirds of African-American men with <b>low
levels of schooling</b> will go to prison in their lifetime.” A </span><a href="http://www.pewresearch.org/fact-tank/2015/07/14/black-child-poverty-rate-holds-steady-even-as-other-groups-see-declines/"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">2015 PEW study</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;"> revealed that even when
the <b>poverty</b> rate slightly declined
for most Americans, it remained relatively steady for Black children. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 14.0pt;">In
addition to prison, poverty, and poor schooling, negative </span><a href="http://www.theatlantic.com/education/archive/2015/01/beyond-the-stereotypical-image-of-young-men-of-color/384194/"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">stereotypes</span></a><span class="MsoHyperlink"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">,</span></span><span style="font-family: "Times New Roman"; font-size: 14.0pt;"> </span><a href="http://blackboysreport.org/"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">statistics</span></a><span class="MsoHyperlink"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, and perceptions</span></span><span style="font-family: "Times New Roman"; font-size: 14.0pt;"> abound in the </span><a href="http://www.racialequitytools.org/resourcefiles/Media-Impact-onLives-of-Black-Men-and-Boys-OppAgenda.pdf"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">media</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;"> about Black boys.
Images of Black boys as being delinquent and defiant, wayward and worthless,
uncaring and unintelligent, cruel and criminal, vicious and violent, stubborn
and stupid, immature and incapable, dark and deceptive, a gangbanger and a goon,
a thug and a terrorist, and unskilled and unemployed are ingrained in the psyches
of millions of Americans. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 14.0pt;">As
these stereotypes are accepted, it becomes easier for people to literally and
metaphorically destroy and kill Black boys with apathy or </span><a href="http://blacklivesmatter.com/"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">impunity</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">. Some Black boys unwittingly embrace these negative
portrayals and engage in reckless and dangerous behaviors.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 14.0pt;">I
contend that “they” intentionally <b>indoctrinate</b>
Black boys to accept the negative stereotypes that have retarded and continue
to retard their development. </span><a href="http://www.africanamericanimages.com/aai/jawanza%20kumjufu.htm"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Jawanza Kunjufu’s</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;"> classic work <i>Conspiracy to Destroy Black Boys</i> is as
relevant today as it was when it was first published in 1985.<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Strategies to Brainwash
Black Boys to Brilliance<o:p></o:p></span></b></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; font-size: 14.0pt;">President
Barack Obama’s </span><a href="https://www.whitehouse.gov/my-brothers-keeper"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">My Brothers Keeper
Initiative</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">
was born out of the aforementioned reality faced by far too many Black boys. While
the root causes of these alarming and <b>often
repeated</b> statistics are the historic challenges of </span><a href="http://www.civilrights.org/resources/civilrights101/economicjustice.html?referrer=https://www.google.com/"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">race, class, and
economics</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">,
we can begin to implement strategies to redress many of the adverse affects of
social policy and practices. I recommend the following seven strategies as a
start. <o:p></o:p></span></div>
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<div class="MsoListParagraph" style="mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">1)<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Train</span></b><span style="font-family: "Times New Roman"; font-size: 14.0pt;"> Black boys in the
community to embrace their brilliance. Intentionally <b>indoctrinate</b> them to believe that they are:<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 14.0pt;"> <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 14.0pt;">Brilliant, persistent, ambitious, sincere,
motivated, bright, educated, courageous, tenacious, perspicacious, sagacious,
adroit, thoughtful, gifted, conscientious, contemplative, spiritual, strong,
diligent, tolerant, trustworthy, proper, determined, deliberate, insightful,
intelligent, loving, caring, humble, prayful, enthusiastic, respectful,
innovative, reliable, imaginative, and resilient. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 14.0pt;"> <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">2)<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Learn</span></b><span style="font-family: "Times New Roman"; font-size: 14.0pt;"> from the rhythms, beats
and linguistics of hip hop music that have influenced youth cultures around the
world to <b>persuade</b> and <b>convince</b> Black boys that they are
brilliant.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">3)<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Acquire</span></b><span style="font-family: "Times New Roman"; font-size: 14.0pt;"> knowledge from the
National Basketball Association about how it convinces millions of Black boys
that a professional basketball career is highly likely, even when the odds are
astronomically highly not likely. Utilize techniques that advertisers use to <b>sway </b>and<b> seduce</b> children to buy expensive sneakers, electronic games, and
food products after watching or listening to a commercial on television or
radio to <b>teach</b> Black boys to believe
in their brilliance. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">4)<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Design </span></b><span style="font-family: "Times New Roman"; font-size: 14.0pt;">curricula/lessons that
can be taught in school, at home, and in the community to reinforce positive
and enriching culturally relevant experiences that emphasize and instill pride
in Black boys.<b> </b><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="background: white; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">5)<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Teach</span></b><span style="color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";"> Black boys to affirm their brilliance. “<i>I affirm that I am brilliant! I value education (thinking and learning)
as a means to make my family, my community, and me stronger. I strive for success
to leave a lasting legacy for future generations to build upon. I strive never
to harm others or myself. I strive to achieve my highest potential and promise</i>.”
<o:p></o:p></span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">6)<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Develop </span></b><span style="font-family: "Times New Roman"; font-size: 14.0pt;">action plans (engage
community leaders, educators, parents, clergy, mentors, and brothers-keepers)
to <b>engage</b> Black boys in experiences
that require them to broaden their mental, spiritual, and physical horizons. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span lang="EN" style="font-family: "Times New Roman"; font-size: 14.0pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">7)<span style="font-size: 7pt;"> </span></span><!--[endif]--><b><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Provide</span></b><span style="font-family: "Times New Roman"; font-size: 14.0pt;"> Black boys with evidence of their brilliance by sharing
information about their brilliant ancestors: </span><a href="http://www.biography.com/people/louis-armstrong-9188912"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Louis Armstrong</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="http://www.biography.com/people/ray-charles-9245001"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Ray Charles</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="http://www.biography.com/people/lewis-howard-latimer-9374422"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Lewis H. Latimer</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="http://www.biography.com/people/george-washington-carver-9240299"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">George Washington Carver</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="http://www.ancient.eu/imhotep/"><span lang="EN" style="font-family: "Times New Roman"; font-size: 14.0pt; mso-ansi-language: EN;">Imhotep</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="https://en.wikipedia.org/wiki/Charles_R._Drew"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Charles R. Drew</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="http://www.jesseowens.com/"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Jesse Owens</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="http://muhammadali.com/"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Muhammad Ali</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="http://africana.library.cornell.edu/africana/clarke/index.html"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">John Henrik Clarke</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="http://www.biography.com/people/john-hope-franklin-9301314"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">John Hope Franklin</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="https://www.nelsonmandela.org/content/page/biography"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Nelson Mandela</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="http://www.biographyonline.net/politicians/african/haile-selassie.html"><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Haile Selassie</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt;">, </span><a href="http://www.britannica.com/biography/Toussaint-Louverture"><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">Toussaint Louverture</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">, </span><a href="http://www.ancient.eu/hannibal/"><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">Hannibal Barca</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">, </span><a href="http://www.biographyonline.net/writers/olaudah-equiano.html"><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">Olaudah Equiano</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">, </span><a href="http://www.biography.com/people/chinua-achebe-20617665"><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">Chinua Achebe</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">, </span><a href="http://www.biography.com/people/benjamin-banneker-9198038"><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">Benjamin Banneker</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">, and </span><a href="https://en.wikipedia.org/wiki/Elbert_Frank_Cox"><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">Elbert Frank
Cox</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">.</span><span lang="EN" style="font-family: "Times New Roman"; font-size: 14.0pt; mso-ansi-language: EN;"><o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman"; font-size: 14.0pt;">Conclusion<o:p></o:p></span></b></div>
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<a href="http://www.biography.com/people/carter-g-woodson-9536515"><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">Carter G. Woodson</span></a><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">, father of Black History Month
and author of <i>The Mis-Education of the
Negro</i> said it best:<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-weight: bold;">If you can control a
man’s thinking you do not have to worry about his action. When you determine
what a man shall think you do not have to concern yourself about what he will
do. If you make a man feel that he is inferior, you do not have to compel him
to accept an inferior status, for he will seek it himself. If you make a man
think that he is justly an outcast, you do not have to order him to the back
door. He will go without being told; and if there is no back door, his very
nature will demand one.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 14.0pt;">It
is necessary to take <b>control</b> of our
Black boys’ thinking. It is our moral responsibility to teach them <b>how to think</b>; in extreme times and
circumstances, it is also necessary to teach them <b>what to think</b>. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 14.0pt;">Remember
our Black boys learn by seeing and doing. They need to see you behave as you
expect them to behave. They need to see that you practice what you preach. They
need to be actively engaged by you daily to counteract the subliminal and overt
negative stereotypes that influence how they are perceived and how they behave.
<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman"; font-size: 14.0pt;">We
need to do whatever is necessary to protect and nurture Black boys so they can
grow to become healthy Black men.<o:p></o:p></span></div>
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<!--EndFragment-->Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com1tag:blogger.com,1999:blog-4802535654428917968.post-46431525865250771632016-07-06T12:58:00.001-07:002020-11-29T14:56:47.808-08:00Helping Principals Build Partnerships: A Principal's Guide to Healthy and Sustainable School-Community Relationships<div class="separator" style="clear: both; text-align: center;">
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<br /></div>
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<span style="font-family: "garamond"; font-size: 18pt;">The purpose of the guide is to help principals
learn what they need to know to build successful community partnerships in
order to increase resources and opportunities and to improve student outcomes.
Principals will learn new skills and strategies to improve their current
practice in school-community partnership work.</span><span style="font-size: 18pt;"><o:p></o:p></span></div>
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<br /></div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-80087525813895318562016-05-17T00:04:00.001-07:002016-05-17T00:04:58.108-07:00School Health Services Denied: NYC Overaged Middle School Students Suffer by Bernard Gassaway
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<!--StartFragment-->
</div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Bronx teenagers with disabilities are </span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><a href="http://www.advocatesforchildren.org/sites/default/files/library/sixteen_going_on_seventh_grade_overage_MS_report.pdf?pt=1"><span style="font-family: "Times New Roman";">disproportionately</span></a></span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">
at risk of being three or more years older than their middle school classmates,
having unintended pregnancies, and contracting </span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><a href="http://www.clafh.org/files/press-releases/03_whitepaperfactsheet.pdf"><span style="font-family: "Times New Roman";">sexually transmitted infections</span></a></span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">
(STIs). <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">New York education officials have not taken
aggressive steps to provide an adequate health education, STI screening, and
treatment for these vulnerable students.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><a href="https://www.guttmacher.org/fact-sheet/facts-american-teens-sources-information-about-sex"><span style="font-family: "Times New Roman";">Research</span></a></span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">
demonstrates that these students would benefit if they received an adequate
health education, STI screening and treatment.
<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">While limited services are available for
teenagers in high schools, </span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><a href="https://www.guttmacher.org/fact-sheet/facts-american-teens-sources-information-about-sex"><span style="font-family: "Times New Roman";">less</span></a></span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">
is available for teenagers who spend two or more extra years in middle school
largely because of their disabilities or limited language proficiencies. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><a href="http://www.cdc.gov/healthyyouth/data/shpps/pdf/shpps-508-final_101315.pdf"><span style="font-family: "Times New Roman";">National health care</span></a></span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">
organizations recommend an increase in comprehensive health education in
elementary, middle, and high school to prevent “health problems in the
following areas: unintentional injury; violence; suicide; tobacco use and
addiction; alcohol or other drug use; unintended pregnancy, HIV/AIDS, and STD
infection.” <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";">According to New York City Department of
Education (DOE) data, approximately 8,000 students in middle school are three
or more years over-age in 2015–2016; of these, approximately 3,000 attend
middle school in the Bronx. This number is slightly down from the 8,500
over-age students reported by Advocates for Children of New York in its 2014 </span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><a href="http://www.advocatesforchildren.org/sites/default/files/library/sixteen_going_on_seventh_grade_overage_MS_report.pdf?pt=1"><span style="background: white; font-family: "Times New Roman"; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";">report</span></a></span><span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";">. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";">The New York State Health Department </span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><a href="https://www.health.ny.gov/statistics/chac/birth/b13.htm"><span style="background: white; font-family: "Times New Roman"; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";">reports</span></a></span><span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";"> that
teenagers account for 86.6 of 1000 pregnancies in the Bronx, the highest rate among
all five boroughs. This rate is alarming when compared to Nassau County, where
teenagers account for 16.2 of 1000 pregnancies.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Data from NYC’s Department of Health and Mental Hygiene
(DHMH) confirm that </span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><a href="http://www.nyc.gov/html/doh/downloads/pdf/std/std-quarterlyreport2015-3.pdf"><span style="font-family: "Times New Roman";">Bronx teens</span></a></span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">
with STIs outnumber all other NYC peers. Because some </span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><a href="http://www.cdc.gov/std/infertility/"><span style="font-family: "Times New Roman";">STIs
can lead to infertility</span></a></span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">, increased rates of
STIs can also lead to increased infertility rates for Bronx teens.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">New York education officials currently </span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><a href="http://www.p12.nysed.gov/sss/schoolhealth/schoolhealtheducation/"><span style="background: white; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">underemphasize health services</span></a></span><span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> and
health education for school-aged children, </span><span style="background: white; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">which contributes to children making poor
choices about sexual behaviors and increases their chances of contracting an
STI.</span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">According to the </span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><a href="http://www.cdc.gov/std/chlamydia/stdfact-chlamydia-detailed.htm"><span style="font-family: "Times New Roman";">Centers for Disease Control and
Prevention</span></a></span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"> (CDC), as of 2014, “</span><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman'; font-size: 14pt;">Youth
(15–24 years old) are still at the highest risk of acquiring an STD, especially
chlamydia and gonorrhea.”</span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";">The CDC estimates </span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">“</span><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman'; font-size: 14pt;">1 in 20
sexually active young women aged 14–24 years has chlamydia.”</span><span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #222222; font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";">I recommend the following actions be
immediately taken:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">–<span style="font-size: 7pt;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">DOE,
DHMH and community-based health care providers partner to offer comprehensive
screening and treatment to children who are experiencing mental and sexual
health challenges. Services should focus initially on the over-aged middle
school student population, members of which are twice as likely to be students
with disabilities and English language learners.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">–<span style="font-size: 7pt;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Permit
the Office of School Health to offer screening for STIs to over-aged middle
school students in schools. Do not allow local superintendents and principals
to deny students access to screening and treatment. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">–<span style="font-size: 7pt;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">DOE,
DHMH and community-based health care providers develop comprehensive health
curricula to teach children about health, including sexual health. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">–<span style="font-size: 7pt;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">New
York State Board of Regents change education regulations to require mandatory
health education classes in grades 6 – 12.</span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"> </span><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Current regulations only require one
semester of health in middle school and one semester in high school.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">I urge education and government officials to
coordinate and collaborate with community-based health care providers to
address the myriad health-related issues that contribute to grade retention and
risky sexual behavior. Left unaddressed, these issues often lead to
consequences such as unintended pregnancy, sexually transmitted infections and
diseases, mental illness, drug addiction, middle school dropout, juvenile
delinquency, and even death. <o:p></o:p></span></div>
<!--EndFragment--><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment-->Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com1tag:blogger.com,1999:blog-4802535654428917968.post-63499000713762081072016-04-22T02:35:00.000-07:002016-04-22T02:35:07.678-07:00Out of ‘Site’ Education by Bernard Gassaway (2006)Paraphrase "The more things <b>seem</b> to change, the more they stay the same."<br />
<br />
I wrote the follow article in March 2006. You decide if it is still relevant 10 years later.<br />
<br />
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<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Over
the last two years, while serving as Senior Superintendent of Alternative
Schools and Programs, I have visited New York City public school programs in
church basements, housing projects, homeless shelters, storefronts, suspension
centers, juvenile detention centers, and prisons. I ventured into places that few
department of education officials would dare go. Most pretend these makeshift
programs do not exist. Worse, they pretend that these children do not exist – out
of sight, out of mind. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">The
school system’s response to children who do not fit is to place them out of
‘site.’ The familiar cry, “Lock ‘em up and throw away the key,” is more of a
reality than you might realize. The New York City Department of Education’s (DOE)
way of dealing with children who are described as disruptive is to treat them
like criminals. As states across this country have moved toward privatization
of prisons, this current administration has opted to follow suit and outsource
education. DOE establishes partnerships with community-based organizations
(CBO) to service children who have historically been failed by the system.
These children fall into the following categories: suspended, homeless,
pregnant, over-aged and under-credited. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">By
outsourcing services for our most challenging students, DOE concedes it is not
willing to meet the needs of these children. In fact, the organizations being
bankrolled and contracted by DOE to serve these students cannot meet their
needs. These organizations will never admit it; to do so would be to bite the
hand that feeds them. However, they have told DOE officials they will not
service special education students. These students are considered too far gone
and beyond help.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Let’s
look at what was stated at a DOE press conference on November 25, 2002, in
regard to its master plan for dealing with school discipline:<o:p></o:p></span></div>
<div style="margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 5.0pt;">
“<b>Removal from School</b>: For committing repeated more serious
infractions, students will be assigned to <u>newly created ‘<b>twilight schools</b>’</u> that will be
established in each borough. These new schools will include community service
assignments during the day – performing assignments with the Parks Department,
for example – and classes in the late afternoon and early evening. <br />
<br />
<b>Extended Removal from School</b>:
Students who commit the most serious infractions will continue to be assigned
to an <u>expanded program of Second Opportunity Schools</u>. These
programs will be increased in capacity (from the current 300), re-configured to
separate middle school students from high school students, and the rules will
be changed to allow more students to be placed in these facilities.<o:p></o:p></div>
<div style="margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 5.0pt;">
As part of this initiative, and
thanks to the change in governance structure making the Department of Education
a Mayoral agency, a host of City agencies are now becoming part of a city-wide
effort to support teaching and learning. The New York City Police
Department has had a partnership with our schools for a number of
years. Now the New York City Department of Health and Mental Hygiene will
be working with schools to provide increased mental health referral services
for children involved in these incidents. The New York City Department of
Probation has offered to provide trained officers in key schools. The New
York City Parks Department will work with the Department of Education on
creating supervised community service assignments for children in twilight
schools.”<a href="https://www.blogger.com/blogger.g?blogID=4802535654428917968#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[1]</span></span><!--[endif]--></span></a><o:p></o:p></div>
<div style="margin-bottom: 12.0pt;">
<b><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Here is a reality check:<o:p></o:p></span></b></div>
<div style="margin-bottom: 12.0pt;">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Twilight Schools never happened and were quickly rebranded as New
Beginnings. New Beginnings by all accounts was an abysmal failure. It never
fulfilled its promise. Sixty students were to be removed from selected middle
and high schools and provided counseling services by community-based
organizations and rigorous academic coursework by licensed DOE teachers. With
the exception of a few notable sites, the majority of the sites failed to
deliver. Students and parents were sold a bill of goods.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Second
Opportunity Schools (SOS) are de facto juvenile detention centers. Students’
civil rights are being violated. Children are being held in these centers
without due process. There is no presumption of innocence. In addition, they
are subjected to inferior instruction. In fact, at some sites, children are
simply not receiving instruction. DOE central personnel’s current goal is to
warehouse these students, not unlike the methods used by the penal institutions
across this country. This creates an untenable situation for the program’s
administration and teachers. Furthermore, although there are a handful of dedicated
teachers in these sites, many are rejects from traditional schools themselves,
banished like the students they are told to serve. Once the students are placed
in SOS, they are forgotten by the system. Children are forced to remain at
these sites (not schools) well beyond their suspension sentences. Schools do
not want to accept them upon release, so the cycle of neglect and rejection
continues. The prevailing attitude is, “They should not have committed the
infraction in the first place. They get what they deserve.” </span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"><br /></span></div>
<div style="margin-bottom: 12.0pt;">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Interagency partnerships do not exist in any significant way. I had so
much hope for this possibility. Unfortunately, instead of interagency
partnerships, you have territorial city commissioners. In too many cases, they
do not communicate nor do they care to collaborate. For example, the New York
City Department of Probation wants absolutely nothing to do with schools. The
Department of Health and Mental Hygiene will probably admit it does not have
the resources or capacity to work with middle and high school students. <o:p></o:p></span></div>
<div style="margin-bottom: 12.0pt;">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">The only outcome of the November 25, 2002, press conference was the
removal of students from schools. All other promises were hype. I’ll tell you
what Public Enemy told urban youth, “Don’t believe the hype.” Don’t be fooled
by the power of the messages. People in this city have been fooled; I have heard
learned people quote from these press releases as if they are true. No one has
bothered to do an analysis of all of the press releases. I dare you – you can
find them at <a href="http://www.nycenet.edu/"><span style="color: black;">www.nycenet.edu</span></a>.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Pushing
children out of school is not a new phenomenon. What is new is the masterful
way it is being done. Here’s a specific example of how certain children are
being pushed out of schools. In 1995,
the board of education established a post-five program called Young Adult
Borough Centers (YABC). This program had three minimum criteria: Students must
be 18+ years of age; they must have at least 28 credits; they must be in their
fifth year of high school and have passed at least three New York State regents
examinations. Students attended school from 4 to 9 PM, four days a week. Friday
was an independent study day. This program was initially successful because the
students were relatively close to meeting graduation requirements. Under this
current administration, YABC has lowered the entry requirements. Students only
need to be 17 years of age with four years of high school and have 17 credits,
no regents required. These students face an uphill battle because many lack the
foundation to succeed in a less structured environment. In addition, contrary
to the rhetoric about rigorous curriculums, instruction is poor in most
centers. So, once these students are convinced by guidance counselors and
administrators to leave school, they can never return. Once they realize they
were sold a bill of goods, they are left to fend for themselves. Many decide to
leave the system altogether. Mission accomplished.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Since
this strategy worked so well under the radar, DOE officials probably said, “Let’s
design or rebrand another program. Let’s call it <b><i>Learning-to-Work</i></b>. We will
announce it as a new initiative and everyone will think it is something new. Oh
yeah, let’s mention that it will have a vocational component.” Schools Chancellor
Klein made the following remarks on March 10, 2005:<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in;">
<strong><span style="font-size: 14pt; font-weight: normal;">“Our newest vocational program, Learning-to-Work, addresses the need
for multiple pathways to graduation by providing overage and
under-credited students with enhanced academic supports, a range of real-world
work-related experiences, and other tools that they will need to complete their
education and thrive in the workplace.”</span></strong><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;"> <a href="https://www.blogger.com/blogger.g?blogID=4802535654428917968#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman"; font-size: 14.0pt; mso-ansi-language: EN-US; mso-bidi-font-size: 12.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[2]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">I
found out about this so-called initiative by reading the New York Post. I
received a call after the fact. I was not trusted with the ‘secret’ initiative.
It is crazy. The initiative is a ruse. It is another device to mislead young
men of color, primarily out of school. I told the chancellor and others the
initiative would not work. What was I thinking?
It never mattered. The announcement of the initiative was the goal, not
its implementation. I take absolutely no pride in being correct. In fact, I
would be thrilled to be wrong. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Finally,
in press conference after press conference, the public is told of the great
promise of having community-based organizations work with our challenged youth.
The theory is that the community-based organizations are grassroots and can
relate to the students and their plight.
Nothing could be further from the truth. There is nothing grassroots
about many of these organizations. The leadership does not live in the
community. The workers who work with students do not live in the community. The
only thing community-based about some of these organizations is the location of
their facilities. The real grassroots organizations do not want anything to do
with the department of education. They perceive the DOE as a corrupt
organization. In fact, department officials fear real grassroots organizations
because they do not rely on government funding and can speak the truth. Again,
others who are being bankrolled by government won’t dare bite the hand that
feeds them. They, unlike Daniel of the Old Testament, are eager to eat the
king’s meat. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">On
November 17, 2005, the mayor and chancellor stood together at yet another press
conference to announce major education initiatives. People left this press
conference just as they left ones in the past, feeling really good about the
information they were fed. The words and backdrop were masterfully chosen. They
hit their intended target </span>– <span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">the press. Unchallenged,
what was said at this conference was printed in papers across this city.
Readers believed it would happen, as they believed past promises have been
fulfilled. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">As
City Hall, DOE central, and consultants go through another clandestine reform
of the original “Children First” reform, I know they will not deliver on this latest
promise to serve disconnected children. Their arrogance and disconnection preclude
them from doing so. Their arrogance precludes them from working with people who
may disagree with them. Their disconnection precludes them from listening to
people who live and work closely with children. Their arrogance precludes them
from respecting people who are poor and miseducated. In the final analysis, a system and its
protectors are incapable of putting “Children First.” <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">I
leave you to ponder:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">“What
shall we do with children who do not fit the school system?” or “What shall we
do with a school system that does not fit our children?”<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">Bernard
Gassaway<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 11pt;">Former Superintendent for NYC Alternative Schools and Programs<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 11pt;"><a href="http://www.bernardgassaway.com/"><span style="color: black; text-decoration: none; text-underline: none;">www.bernardgassaway.com</span></a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt; mso-bidi-font-size: 10.0pt;">March
2006 </span><span style="font-size: 14.0pt; mso-bidi-font-size: 12.0pt;">©<o:p></o:p></span></div>
<div>
<!--[if !supportFootnotes]--><br clear="all" />
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<!--[endif]-->
<div id="ftn1">
<div class="MsoFootnoteText">
<a href="https://www.blogger.com/blogger.g?blogID=4802535654428917968#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman"; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[1]</span></span><!--[endif]--></span></a> Joel I.
Klein in a press release on November 25, 2002<o:p></o:p></div>
</div>
<div id="ftn2">
<div class="MsoNormal">
<a href="https://www.blogger.com/blogger.g?blogID=4802535654428917968#_ftnref2" name="_ftn2" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">[2]</span></span><!--[endif]--></span></a> <span style="font-size: 10.0pt;">Joel I. Klein in a press release on March 10,
2005 </span><b><span style="color: #3c6577; font-size: 16.5pt;"><o:p></o:p></span></b></div>
<div class="MsoFootnoteText">
<br /></div>
<div class="MsoFootnoteText">
<br /></div>
<div class="MsoFootnoteText">
<br /></div>
<div class="MsoFootnoteText">
<br /></div>
<div class="MsoFootnoteText">
<br /></div>
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<!--EndFragment--><br />
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<div id="ftn2">
<div class="MsoFootnoteText">
<br /></div>
<div class="MsoFootnoteText">
<br /></div>
</div>
</div>
<!--EndFragment-->Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-2402242922822210952016-04-15T01:30:00.000-07:002016-04-15T01:37:09.605-07:00Negroes on Parade by Bernard Gassaway<!--[if gte mso 9]><xml>
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<span style="background-color: white; color: #222222; font-family: "times new roman"; font-size: 16pt;">I wrote the following article nearly seven years ago. I was inspired by Dr. Carter G. Woodson's </span><i style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13.333333969116211px;"><span style="font-family: "times new roman"; font-size: 16pt;">The Mis-Education of the Negro</span></i><span style="background-color: white; color: #222222; font-family: "times new roman"; font-size: 16pt;"> and Minister Malcolm X's </span><i style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13.333333969116211px;"><span style="font-family: "times new roman"; font-size: 16pt;">The Ballot or the Bullet </span></i><span style="background-color: white; color: #222222; font-family: "times new roman"; font-size: 16pt;">speech. Today, I am inspired by my daughter. She reminds me that it is important to be "authentic."</span></div>
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<span style="font-family: "arial narrow"; font-size: 18.0pt;"><br /></span></div>
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<span style="font-family: "arial narrow"; font-size: 18.0pt;">March on ‘til victory is won. <o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "arial narrow"; font-size: 18.0pt; line-height: 150%;">Some
time during my tenure as senior superintendent of alternative schools and programs,
2003-2005, I vowed never to stand behind a podium with Mayor Michael Bloomberg,
as I had seen countless community based Negroes do. I felt, being one of the
few African American men in leadership in the New York City Department of Education,
surely they would call upon me at some point when it was politically feasible.
They must have known I would have refused because I never received the call.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "arial narrow"; font-size: 18.0pt; line-height: 150%;">I notice
when the mayor and chancellor need Black faces to support a given initiative,
they call upon the usual cast of characters, otherwise known as Negro leaders.
These so-called leaders have one thing in common – they are for sale. <o:p></o:p></span><br />
<span style="font-family: "arial narrow"; font-size: 18.0pt; line-height: 150%;"><br /></span>
<span style="font-family: "arial narrow"; font-size: 18.0pt; line-height: 150%;">The mayor says, "I need for you to stand with me on this issue. In turn, I will support your applications for grants, schools, programs, and jobs."</span><br />
<span style="font-family: "arial narrow"; font-size: 18.0pt; line-height: 150%;"><br /></span>
<span style="font-family: "arial narrow"; font-size: 18.0pt; line-height: 150%;">The Negro responds, "Thank you for choosing me. Not that it matters, but what is the issue?" </span><br />
<span style="font-family: "arial narrow"; font-size: 18.0pt; line-height: 150%;"><br /></span>
<span style="font-family: "arial narrow"; font-size: 18.0pt; line-height: 150%;">The mayor, "You will find out at the press conference." </span><br />
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<br /></div>
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<span style="font-family: "arial narrow"; font-size: 18.0pt; line-height: 150%;">When I
see the anointed Negro leaders stand with and behind the mayor, at his
convenience, some with wide grins, showing their teeth, I am reminded of some
of my ancestors who were forced into chattel slavery in this country. I am
reminded of auction blocks which were stained by their blood. I am reminded of
the scars from whips and chains. I am reminded of women being raped and told to
tend the fields shortly after giving birth. I am reminded of the burning
crosses. I am reminded of the limp bodies hanging lifeless from trees. I am
reminded of the countless deaths of people who will never be known – because
they chose death over servitude.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "arial narrow"; font-size: 18.0pt; line-height: 150%;">As I
slowly approach fifty years of life, I ask myself, “Will things ever change?” I
feel sad for our children and their children. If they follow the lead of the
twenty-first century Negro, their children will become the next generation’s
Negro.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "arial narrow"; font-size: 18.0pt; line-height: 150%;">So, to
the aforementioned Negroes, as you proudly march on parade with the highest
bidders, ask yourselves, “Is it really worth it?” <o:p></o:p></span></div>
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<br /></div>
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<br /></div>
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<br /></div>
<!--EndFragment-->Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-72418334989755180912016-04-13T00:34:00.000-07:002016-04-13T00:34:03.909-07:00New York’s Community Schools: Pledge, Promise, Panacea by Bernard Gassaway
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Politicians often use community schools as a political ploy
and panacea for saving struggling schools. Both New York Governor Andrew Cuomo
and New York City Mayor Bill de Blasio have decided to concentrate their school
reform efforts on one solution: community schools.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In his 2016 State of the State address, Cuomo pledged 100
million dollars to convert struggling schools into community schools. In 2013,
mayoral candidate Bill de Blasio pledged to open 100 community schools in his
first term. One year later, he directed his schools chancellor to use the
community school model as his school turnaround strategy. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
While supporters of community schools may be excited by the
recent attention they have received, they have reason to be cautious. They are aware
of the potential harm Cuomo and de Blasio could cause the community schools
movement if they fail to fulfill their pledges and promises. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I caution community school advocates as they align themselves
with state and local politicians on school-related matters. Unfortunately,
political expediency often trumps what’s in the best interest of children,
particularly when they are poor.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Based on my research, I have the following concerns about
the governor and mayor’s use of community schools as the cornerstone of their
school turnaround model: 1) absence of public trust, 2) lack of relationships,
3) lack of training of school personnel, 4) lack of funding sources and 5)
unsound policies and practices.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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First, trust is fundamental to the establishment of
community schools. Unfortunately, the public has trust issues around Cuomo and
de Blasio’s education reform efforts. Teachers’ unions blasted Cuomo for his
failed attempts to implement common core standards and a viable teacher
evaluation system. The principals’ union criticized de Blasio for his
micromanagement of NYC principals, particularly those who lead de Blasio’s
school turnaround program (renewal schools). <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Second, community schools are built on relationships between
communities and schools. Relationships are established on trust, respect,
collaboration and communication. Cuomo and de Blasio should understand that
money, while important, is not what establishes sustainable and effective
partnerships.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Third, school personnel—starting with principals—are not
trained in establishing partnerships. It takes time and strategy to enable school
leaders to develop turnkey training for their staff. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Fourth, when partnerships are built on a single funding
stream, they are more likely to dissolve once that funding source dries up. If
partners are not aggressively pursuing funding streams outside of city, state
and federal sources, school-community partnerships are likely to end when the
funding dries up.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Fifth, Cuomo and de Blasio must also understand that if they
continue to implement poor policies that significantly contribute to schools
failing, community schools will not succeed in their lofty mission. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
These policies include enrollment practices that feed
failure and segregation in schools, particularly in poor neighborhoods. They
also contribute to a lack of equity, both in funding and the redistribution of
effective teachers where they are needed most. For instance, a poor student is
more likely to have an inexperienced teacher than a wealthy student.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In short, while community schools hold some promise for poor
and disadvantaged children, they are not a panacea for struggling schools. Cuomo
and de Blasio should resist the political temptation to offer community schools
as an educational silver bullet. Poor children
will likely continue to lose if this approach persists.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Finally, I believe community school advocates have an
ethical obligation to hold Cuomo and de Blasio accountable for what they are
espousing about school reform. Cuomo and de Blasio’s rhetoric must match their actions
with regard to supporting policies and practices that help make community
schools work. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Bernard Gassaway, Ed.D.<o:p></o:p></div>
<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">Former NYC superintendent of alternative schools
and programs and principal of Boys and Girls High School and Beach Channel High
School</span><!--EndFragment-->
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-77893383530456083702016-02-14T01:59:00.000-08:002016-02-14T01:59:53.925-08:00Poor People: Polluted Poisoned Water by Bernard Gassaway
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<br />
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<span style="font-family: 'Times New Roman';"> </span><span style="font-family: 'Times New Roman';"> </span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">How sad: Our
children [and yes, adults too] are slowly slaughtered and many of us sit still.
Some sit still in fear. Others sit still because they have grown apathetic. Some
sit still because it is politically expedient. Others sit still because they do
not know what to do.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">I understand the
reality that there is no shortage of tragedies and suffering in the world. Yes,
we can find slaughter and suffering in our own backyard. While my backyard is
in New York City, I am compelled to turn my attention to Flint, Michigan.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">While President
Obama sent FEMA to address this slow but sure slaughter of America’s poor, I am
dumbfounded that he has not visited Flint to at least symbolically care for the
sick and afflicted. In my mind and heart, the helplessness of the people of Flint
in 2016 must be similar to the helplessness of the people of New Orleans in
2005. I believe the president’s failure to visit Flint is “inexplicable and
inexcusable.”<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Why do we
exercise selective responses to injustice? If a poor man were shot in the back
by a police officer in Flint, protests and riots would likely ensue nationwide.
<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">While we ponder
what to do in response to Flint’s public massacre, I pray that we remember what
Dr. Martin Luther King, Jr. wrote while detained in the Birmingham Jail in
1963, “Injustice anywhere is a threat
to justice everywhere. We are caught in an inescapable network of mutuality,
tied in a single garment of destiny. Whatever affects one directly, affects all
indirectly.” What happened in Flint can happen in any poor community in
America.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman"; mso-bidi-font-weight: bold;">As an educator, I pray that business is not happening as usual in public
schools in Flint. How can children focus on reading, writing, and arithmetic
knowing government officials have poisoned them? I can imagine that in some of
the schools, children are asked to stand and pledge allegiance to the flag of
the United States of America. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<span style="font-family: "Times New Roman"; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-weight: bold; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">While
some people blame President Obama for all of society’s ills, I do not. However,
I do strongly suggest that he demonstrate compassion and visit Flint and speak
directly to the children. Give them reasons to believe and hope for a brighter
and healthier future. </span><!--EndFragment-->Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com3tag:blogger.com,1999:blog-4802535654428917968.post-36962842617930524262016-02-03T07:11:00.001-08:002016-02-03T07:11:18.112-08:00Urban Black Boy: Father, Where Art Thou? by Bernard Gassaway<br />
<div class="MsoNormal">
<o:p> </o:p>I can’t remember if any of my childhood friends had fathers.</div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I can’t recall ever being exposed to the Boy Scouts or
Little League Baseball as a child. My “little league” activities took place on
a concrete sidewalk. We played full court basketball by placing two metal
garbage cans about twenty feet apart. We played one-on-one and three-on-three. We
also used the rungs in fire escape ladders as makeshift hoops to play our
version of NBA. It was amazing to score a jump shot through one of the rungs,
given the size of the basketball. For the most part, only a few people complained
about the rattling of the fire escape caused by the basketball hitting it. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We later graduated to a schoolyard located down the block.
We called it the Jew Yard because it was in the back of a Jewish school. I also
remember playing two-hand touch football in the same yard. I specifically
recall scraping my knees after running too fast for my little legs. There was
broken glass all over the yard. After I looked at the blood running from my
knees down my legs, we continued the game. I laugh because today mothers would take
their children to the hospital for the same scrapes. I did not cry because that
would not have been cool. I had to suck it up.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Most of my childhood activities occurred on one street block
in Brooklyn: Pacific Street between Nostrand and New York Avenues. We rarely
ventured off the block. We did so only to go to school, to the supermarket or to
the check-cashing place with our mothers. None of my friends’ mothers owned
cars. There was one family on the block with a car. We considered them rich
because their mother had a job. Even with this family, I do not recall them
having a man in the house, just a strong woman.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
My mother would use our welfare status to send me to camp
each summer. I have fond memories of camping. I don’t recall making friends. I
do recall having fun. I somehow was able to feel at home in the woods. I was
very observant. I was obedient. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When I was away at camp, my mother was able to get some
rest, though she had six other children to worry about. In fact, she probably
worried about the neighbors’ children as well; that’s the way it was. It was
like a village of women looking out for each other’s children. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I guess I never really thought about the significance of not
having a father in my life or in the lives of my friends. It’s hard to miss
what you never had. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Not having any formal lessons on urban living etiquette, there
were certain rituals that we experienced in our neighborhood. One ritual was
the obligatory fight. We practiced for this eventuality. Boys fought. We did
not fight to the death. It was simple: if you were losing a fight, you would
say, “You got it.” Or your friends would break up the fight and say, “It’s
over.” Moments later we were playing together. You passed the fight test
whether you won or lost.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
What I describe as my turbulent youth occurred between 1974
and 1976. When I turned fourteen years old in 1974, I was a man and you could
not tell me anything. My mother described me as being out of my mind. Upon
reflection, I know that my mother did not recognize her baby boy Bernard. She
definitely loved me. I know she did not like my ways—not many people did other
than my closest friends.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I was fourteen when I began to venture freely beyond Pacific
Street. I left the protection that was expected and guaranteed on the block.
Our block was our safe zone. It was our cocoon. When we left the block, we were
vulnerable. We were among other vulnerable youths and potential adult predators.
Beyond the block, our mothers had no way of contacting us… no cell phones. Can
you believe there was a time when cell phones, Facebook and Instagram did not
exist?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
People who shared experiences that were similar to mine are
now fathers and grandfathers. Our children are growing up in a time that was
much different from ours, though in many ways there are some similarities.
Boys, and now girls, fight. Unfortunately, like most things, they have taken
fights to a new level: stomp… kill… stomp… kill… stomp… kill. They carry or
have access to weapons, particularly guns. We did not have guns; hand-to-hand
combat was sufficient for us.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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I thank God I was not born during this era. With my
mentality as a teenager, death would have been a certainty. It was a reality
for many of my peers. However, even with my risky and unlawful behaviors, I
managed to avoid a lengthy prison sentence and death.<o:p></o:p></div>
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<br /></div>
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I would attribute my ultimate success to a mother who never
really gave up on me, even though she said when I was 14 or 15, “I will not
beat you anymore. I will put you in the hands of the white man.” She meant the
police. That was prophetic because the police had no problem with popping me in
the mouth when I talked back or kicking me in my ass after chasing and catching
me.<o:p></o:p></div>
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<br /></div>
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Fast forward to 2016, I am rapidly approaching fifty-six
years of age. I spent the better part of my adult life working within the New
York City public school system as a teacher, assistant principal, principal and
senior superintendent. While I have worked to teach boys and girls, I became an
educator to work with boys so they would not treat their mothers as I treated
mine. I felt obliged to dedicate my life to the memory of my mother for all of
her sacrifices so I might survive my urban conditions. It is ironic that I
decided to become a teacher given all the hell I caused my teachers and my
mother for school-related incidents.<o:p></o:p></div>
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<br /></div>
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Upon reflection, I realize that many of the boys who I
taught that had the most trouble in school did not have fathers in the home.
This caused me to wonder why “we” are so dismissive of the role of fathers in
the home. We pretend that it doesn’t matter, as I did when I was a child.<o:p></o:p></div>
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<br /></div>
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I strongly believe that until we “fix” the absent-father
syndrome, we will always have turbulent and troubled Black boys trying to
navigate these urban concrete communities on their own.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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In 2016, I wonder how today’s urban Black boys will describe
their experiences. Does the protection of the block still exist? Are the
mothers still holding down the village? Are there more fathers in the lives of
Black boys? Are fewer Black boys becoming entangled in the court system? Are
Black boys doing better in school? Are school officials embracing Black boys?
Do Black boys learn about themselves in school curriculums? <o:p></o:p></div>
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<br /></div>
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Today’s urban Black boys, in part, may not be prepared to raise
tomorrow’s urban Black boys because of the absence of men to show them the way.
I do not believe that the problem can be addressed comprehensively by various
initiatives such as: “The Black Male Initiative” or “My Brother’s Keepers
Initiative.” We need Black men—fathers—to raise their Black boys. That, I
believe, is the only solution to reducing crimes and killings among our
vulnerable urban Black boys. <o:p></o:p></div>
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<br /></div>
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Also, if Black fathers were significantly engaged in public
urban schools, school officials would not be as dismissive as they are with
Black mothers—I have witnessed this phenomenon. <o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
While the significant absence of fathers is not unique to urban
Black boys, it is profound in urban communities across this country. Today’s urban
Black boys need fathers now, tomorrow, and forever!<o:p></o:p></div>
<!--EndFragment-->Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com3tag:blogger.com,1999:blog-4802535654428917968.post-47952809864291234042016-01-18T02:41:00.001-08:002016-01-18T03:49:56.575-08:00Do Black Men Matter in Urban School Leadership? by Bernard Gassaway<!--[if gte mso 9]><xml>
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<span style="font-family: "times new roman";"> </span><span style="font-family: "times new roman"; font-size: 14pt; line-height: 150%;">After
a year of social unrest centered particularly around the killings of Black men
and boys across this country, I find myself pondering what role, if any, Black
male educational leaders play in preparing Black boys for what is happening to
them and for what they are doing to each other? These questions came to light
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youths of Baltimore expressed their dissatisfaction with the murder of Freddie
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<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> First, I wondered: where were the Black
male educational leaders in Baltimore when the unrest was occurring? What
strategies, if any, did they implement to address the unrest with the children?
If they took specific actions, might it be helpful for other communities to
know what they did? We know from media accounts that grassroots individuals, parents,
politicians, and clergy took to the streets to quiet the storm. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> What happened when the children returned
to school? Were teachers trained to lead discussions about the conditions that
led to the unrest? Was there a curriculum provided to teachers to plan
appropriate lessons? Did the teachers believe they were ready and able to
discuss race vis-à-vis murder and unrest?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> Looking at Ferguson, Chicago, Milwaukee,
Brooklyn, Staten Island, Phoenix, North Charleston, and Cleveland made me think
about Black male leadership in education in New York State (NYS) and New York
City (NYC). I know from personal experience as a twenty-five-year urban school
educator in NYC that educators are not prepared or trained to discuss race,
riots, or unrest related to killings of Black men and boys.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> Are Black male educational leaders in
NYS and NYC, if they exist to any significant degree, responsible for
initiating training for teachers’ vis-à-vis writing curriculums and leading
discussions that center on race and poverty? Would Black male educational
leaders be prepared to engage with urban youths if the unrest experienced in Baltimore
occurred in any major city in New York? Does it matter whether Black men are
involved in the highest level of educational leadership in NYS and NYC?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> Where is Black male leadership in NYS
and NYC public education? Does any evidence exist that having Black men at the
table matters when public education is discussed and when policies, standards,
curriculums and assessments are written, particularly related to racial and
social conditions that may lead to organized and unorganized protests?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> Does it matter whether Black men are
involved at the highest levels of public education in New York? Does it matter
to the governor of New York, the mayor of NYC, or the chancellor of NYC’s
public schools? Does it matter to you?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> Do any Black men currently sit on NYS
Governor Andrew Cuomo’s education leadership team? I believe NYC Mayor Bill de Blasio
has one on his school leadership team. Does NYC Schools Chancellor Carmen Farina
have any? Does it matter?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> What difference, if any, does it make
having Black men engaged at the highest levels of leadership in public
education? Should Black men have a role in writing education policy and
curriculums? Should Black men be involved in the school-choice debate in New
York? Should Black men have a role in deciding how to spend billions of dollars
on education in New York? Should Black men decide which community-based
organizations are given contracts to work with children and families,
particularly related to social conditions that lead to violence? Does it
matter?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> Does the absence of Black men at the
highest levels of education leadership affect the quality of education for
Black boys, in particular? What message, if any, does the absence of Black men
send to Black boys about their futures? This rang loudly for me as I watched
the media accounts of the unrest in Baltimore.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> As we undergo another round of
education reform at the state and local levels in NYS and NYC education,
perhaps the new state commissioner of education will determine whether Black
men have a role at her table. Perhaps, the schools chancellor of NYC will be
asked to address the presence of Black male leadership on her leadership team.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> At a NYS learning summit convened by
the NYS Regents (May 2015), six panels weighed in on teacher-evaluation
policy. Not one Black man participated on any of the panels. Why not? Does it
matter?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> At the city level, the chancellor of NYC
Schools apparently has decided that Black men do not have a seat at her central
leadership table. Nor do they have a seat as a director at the newly formed
Borough Field Support Centers. Of the seven centers, none of the directors are
Black men. Why not? Does it matter?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> Does it matter whether state and city
urban school agendas include Black men to any significant degree? If they were
present, what role, if any, would they play in educating the public,
particularly our youths, about the role that race and poverty play in the
killing of Black men and boys?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> As the killings, whether through gun
violence or through police action, continue throughout the United States, I recommend
that the governor of NYS, the mayor of NYC, and the chancellor of NYC public
schools engage in public discussion and action to answer the question of
whether having Black men involved at the highest levels of public education in
New York matters? If it matters, they should take appropriate action to
demonstrate its significance and not wait for the next killing.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> I recommend that the clergy, the
community, and elected officials engage in significant action to determine whether
Black men matter in urban public school leadership. If it matters, they should
advocate and act accordingly.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> I pray that we not wait for the next
series of killings to determine whether Black men in educational leadership
have a specific and significant role to play in working to prevent the violence
that is likely to surface as a direct result of our failure to educate our
children and our community. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "times new roman"; font-size: 14.0pt; line-height: 150%;"> Based on the deafening silence about
the absence of Black men in urban school leadership, one might easily conclude that
having Black men in educational leadership does not matter.</span></div>
<!--EndFragment-->Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-41581623393572651402016-01-07T16:16:00.000-08:002016-01-07T16:16:25.769-08:00Cuomo routinely fails to deliver on education promises
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<span style="font-family: Arial; font-size: 10pt; line-height: 12.75pt;">By Bernard Gassaway,
Commentary</span><span style="font-size: 10pt; line-height: 12.75pt;"> </span></div>
<div class="MsoNormal" style="background: white; line-height: 12.75pt; margin-top: 7.5pt; mso-outline-level: 5; vertical-align: baseline;">
<span style="font-family: Arial; font-size: 10pt;">Published in Times Union, Tuesday, January 5, 2016<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 12.75pt; margin-top: 7.5pt; mso-outline-level: 5; vertical-align: baseline;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">I examined Gov. </span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Andrew Cuomo's
five State of the State addresses, focusing specifically on his education
policy. To his credit, he was consistent when speaking about the need for
school reform. However, Cuomo's tone was different in his 2015 address.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">Last year, Cuomo ramped up his criticism of teacher performance
and acknowledged state government did little to reform public education,
particularly schools that poor children attend. According to Cuomo, "Over
the last 10 years, 250,000 children went through those failing schools while
New York state did nothing."<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">Although Cuomo declared this would end in 2015, it has not ended.
Unfortunately, Cuomo's repetitive education policy speeches have done little to
reform public urban schools, because he failed to deliver on his promises.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Arial;">Cuomo's current education agenda includes evaluating teachers,
removing ineffective teachers, transforming failing schools and districts,
extending mayoral control over education in New York City, expanding charter
schools and passing an education tax-credit law.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">One year after Cuomo characterized the teacher-evaluation system
as "baloney," he has signaled that he is prepared to accept the
recommendation of his Common Core panel to delay tying student test scores to
teacher evaluations until 2018-2019. The Board of Regents has proposed a delay
until 2019-2020. This delay will affect Cuomo's pledge to make it easier for
school leaders to expeditiously remove ineffective teachers.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">Another of Cuomo's decisions — to place failing districts under a
state-led receivership — is not grounded in research. There is no evidence of
this approach being successfully implemented anywhere. In fact, the state </span><a href="http://www.timesunion.com/search/?action=search&channel=tuplus-opinion&inlineLink=1&searchindex=gsa&query=%22Education+Department%22"><span style="color: #777777; font-family: Arial; mso-bidi-font-family: "Times New Roman";">Education
Department</span></a><span style="font-family: Arial;"> is not prepared to support or implement Cuomo's turnaround
design.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">Cuomo and state legislators approved extending mayoral control
over education in New York City for a year. Cuomo says he will study mayoral
control for one year, to determine whether other urban school districts should
replicate this approach. Yet there is no evidence that Mayor </span><a href="http://www.timesunion.com/search/?action=search&channel=tuplus-opinion&inlineLink=1&searchindex=gsa&query=%22Bill+de+Blasio%22"><span style="color: #777777; font-family: Arial; mso-bidi-font-family: "Times New Roman";">Bill
de Blasio</span></a><span style="font-family: Arial;"> has a comprehensive, research-based plan to improve the
city's failing schools under his control.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">Cuomo has failed to convince the Legislature to pass his
controversial education tax-credit plan. He also failed to significantly expand
charter schools. These initiatives were major pillars of his education agenda.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">As a public school teacher, assistant principal, principal and
superintendent who worked in New York City's deprived and struggling schools
for more than 20 years, I offer Cuomo the following suggestions to aid his
reform efforts:<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">• Learn from existing research about teacher recruitment and
retention. Recruit and train the top 5 percent of the graduating classes
from the top colleges and universities to replace the 30 to 40 percent who are
expected to leave teaching within the next five years. It is clear that new
teachers are not prepared nor trained to handle the most difficult assignments,
where they are often placed.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">• Focus on system reform, not school reform. Current efforts
to improve schools are futile at best unless reforms are made to the system
that is failing to support the schools. To this end, Cuomo should first
overhaul the state Education Department. Second, he should examine school
districts in the state that do work well. Scarsdale's might be a great place to
start. Yes, that community is wealthy; however, what makes Scarsdale work is
its sound principles and practices, adopted by a community that values
education.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">• Study the 12 years of former New York City Mayor </span><a href="http://www.timesunion.com/search/?action=search&channel=tuplus-opinion&inlineLink=1&searchindex=gsa&query=%22Michael+Bloomberg%22"><span style="color: #777777; font-family: Arial; mso-bidi-font-family: "Times New Roman";">Michael
Bloomberg</span></a><span style="font-family: Arial;">'s mayoral control. Glean best practices and revise policies
to achieve community buy-in. Know that, regardless of the laws in place,
control in the hands of the wrong mayor would be a disaster.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">• Attempt to reframe the charter school debate. The current
debate is divisive. It is not enough to simply focus on charter school
expansion. If Cuomo were to improve all public schools, there would be no
charter school debate, nor any need for education tax credits. Charter schools,
vouchers and education tax credits are remedies to redress public school
failure and educational inequity and inequality.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">As Cuomo acknowledged in his 2015 State of the State address, real
and meaningful reform will not be easy. It will take a tremendous amount of
care and courage to do the right thing.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Arial;">Cuomo's failure so far to reform urban education in New York will
likely widen the achievement gap between the state's rich and poor children.<o:p></o:p></span></div>
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<span style="font-family: Arial;">Cuomo's actions vis-a-vis education indicate that he may not be
the education governor New York needs to reform the dysfunctional school system
that he strongly criticized in each of his State of the State addresses.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Arial;">What can Cuomo say in 2016 that will be different and believable,
given his willingness to retreat from past pledges and promises?<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="background: white; line-height: 19.5pt; vertical-align: baseline;">
<span style="font-family: Arial;">We know that sustainable school system reform will take more than
a series of passionate speeches. It will take vision, courage and leadership.<o:p></o:p></span></div>
<!--EndFragment-->Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com2tag:blogger.com,1999:blog-4802535654428917968.post-56276212356459957242016-01-03T02:25:00.000-08:002016-01-03T02:28:16.015-08:00Teachers College "One Listen" Event<!--[if gte mso 9]><xml>
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<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Champion or Bystander --</span><br />
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Dr. Bernard Gassaway<o:p></o:p></span></div>
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<br /></div>
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<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Good evening, President Furman, faculty,
staff, students, and guests. I want to thank Chelsey and Paula for inviting me
to offer remarks in this One Listen event. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; mso-outline-level: 1; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">I have decided to frame my remarks on
Proverbs 38:1:</span><span style="background: #FDFEFF; color: #001320; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> “Speak up for those who
have no voice, for the justice of all who are dispossessed.”</span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; mso-outline-level: 1; text-align: justify; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Please ponder this question: Are You a Champion?</span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><o:p></o:p></span></div>
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<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Merriam-Webster’s
dictionary defines a champion as </span><span style="color: #181818; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;">“someone </span><span style="background-color: #f1f1f1; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman';">who fights or speaks publicly in
support of a person, belief, or cause”; </span><span style="color: #181818; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;"> “</span><span style="color: #223645; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">a militant advocate or defender”;
</span><span style="color: #223645; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">and </span><span style="color: #223645; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">“one that does battle for another's rights or honor.</span><span style="color: #223645; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">” </span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><o:p></o:p></span></div>
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<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">While
I agree with these definitions, I would add that champions create cultures of
care and do not remain silent when they see injustice. To paraphrase the MTA
slogan, if champions see something, they do something. Champions understand
that silence is betrayal. They understand what Bill Ayers said about teaching, </span><span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman';">“Teaching has always been, for me, linked to
issues of social justice. I've never considered it a neutral or passive
profession.” <o:p></o:p></span></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: 'Times New Roman';">Were it not for champions in my life, I would not
be speaking before you this evening.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">As an elementary school student, I do not remember
having a champion, other than my mother. I remember being suspended frequently
from school for fighting or insubordination.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">As a middle school student, my teacher Mr. Liebowitz
was my champion. He made it possible for me to return to school even after I
was arrested for an incident that had occurred outside of school. I was guilty
of taking a quarter from another student. For this, I was arrested, and the
police took a Polaroid picture of me and placed it on the bulletin board under a
sign that read “Gang Members”—even though I was not in a gang. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">In high school, my English teacher Ms. Kleinstein believed
that even students who were classified as at-risk could learn to read Shakespeare’s
</span><i><span style="color: #181818; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;">Romeo and Juliet</span></i><span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;"> and </span><i><span style="color: #181818; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;">Macbeth</span></i><span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">. Through her care and compassion, she
concentrated on convincing me that I could go to college and be successful even
when I did not see or believe in my own potential, similar to Jonathan in the
Podcast Three Miles.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">In college, Mr. Carl Thomas, director of HEOP at
LeMoyne College, was my champion. He helped me to understand that I did belong
at a Jesuit Institution, even though I was neither White nor catholic. <o:p></o:p></span></div>
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<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">My college career almost ended as soon as it began.
One day in my freshman English class, the professor said the one word that I
never wanted to hear him say: </span><span style="color: #181818; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;">Bernard</span><span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">. You see, he called on me to read aloud. Because I
was aware that my education up to that point had been inferior, I was horrified
to participate, particularly because I felt like an outsider among all of my Caucasian
classmates. This was probably not unlike how the students of University Heights
felt when they visited Fieldston. After the professor called my name, my hands
trembled, and my knees knocked. In the middle of reading a passage, I made a
mistake. Instead of saying “diaphragm,” I said, “diagram.” As if on cue, the
entire class began to laugh, even the professor. I felt so small. This
confirmed that I was not supposed to be there. I knew daily, consciously and
subconsciously, that I was the only black student in most of my classes.
Instead of reacting violently, as I would have two years prior, I decided to use
this experience to work harder. I had something to prove. This was truly a
defining moment for me. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;">Though I considered myself a champion for
children, I have learned that even </span><span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">champions</span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;"> need </span><span style="font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">champions.</span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">In 2007, I became a doctoral student at Teachers College
(TC). While 95% of my experiences here were positive, I do remember feeling a
little intimidated in certain environments within TC. This is ironic because I
worked and lived in some of the toughest neighborhood in New York City. I
recall one specific time when I needed to have a form signed—such a simple task.
I walked into an office to ask two individuals for help, and they literally
berated me. I apparently had unknowingly not followed the established protocol.
Fortunately for me, I had a champion at TC. My champion (now my friend) was
Ellie Drago-Severson. From the first day of her class, I knew she was caring,
compassionate, competent, and very demanding. When I explained to Ellie what I
experienced, she did what champions do. She did something! I will leave it at this:
I did get the form signed, and I went on to earn my doctorate on May 20, 2015.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;">As I reflect on the podcast,
I wonder if Melanie had any champions at University Heights?<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; mso-outline-level: 1; text-align: justify; text-justify: inter-ideograph;">
<b><span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Principal<o:p></o:p></span></b></div>
<div class="MsoNormal" style="background: white; line-height: 150%; mso-outline-level: 1; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">In 1997, I became the first African
American principal at Beach Channel High School, in Queens, NY. One day during
my fourth year, a student accused a teacher of hitting him. I filed the
obligatory report to the Office of Special Investigation. They asked me to
investigate the case and submit my findings. I decided to refuse the case and
have them investigate it instead. I also insisted that the teacher be removed
pending the outcome of the investigation. They complied with my request. After nearly two months, they completed their
investigation and found the charges of corporal punishment were substantiated.
The superintendent then made the decision to allow the teacher to return to the
school. I met with the superintendent and the deputy legal counsel for the
department of education. I demanded that this teacher not be returned to Beach
Channel. In fact, I DID NOT understand why they had NOT terminated the teacher.
As they persisted, I informed them if they returned the teacher to my school, I
would resign on the spot. They decided not to return the teacher to Beach
Channel. It was extremely important for me not to just say something but be
prepared to do something. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; mso-outline-level: 1; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Sometime in 2010, now principal of Boys
and Girls High School, as was my practice, I was welcoming students’ each
morning as they entered the school. On this particular morning, a student
appeared to be distraught. As she entered the building, she began to cry. I
called for our school social worker. Moments later, I went to check on the
student. The social worker said that we needed to send her home; she had woken up
this morning and found her mother dead. She still somehow got dressed and came
to school. I was dumbfounded—why would the social worker want to send her home?
The student came to school to talk to the only person she knew who could help—her
teacher—who was her champion. <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; mso-outline-level: 1; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Regrettably, because of the enormity of
the challenges that my students faced, our efforts to champion them were not
always successful. I remember when a 17-year-old student requested that I
lighten her course load to enable her to come to school later in the day to
accommodate her work schedule. I asked her where she worked. She told me that
she worked near Grand Central Parkway in Queens. She then explained that she
got off work at 5 a.m., but she needed to go home and take a shower and get an
hour or two of sleep. She explained that she was an escort. Somehow in her
mind, describing her job in this way gave her a level of dignity that did not
come with the cruder term </span><i><span style="color: #181818; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;">prostitute</span></i><span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">. I wish I could tell you that I (we)
was instrumental in helping her change her life conditions. That is not the way
this story ends. Frankly, I cannot tell you how it ended. I do know that my
staff and I used our limited resources and made efforts to support this
student, though our efforts were unsuccessful. Perhaps this is how some staff
at University Heights felt when they tried to help Melanie.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; mso-outline-level: 1; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: 150%; mso-outline-level: 1; text-align: justify; text-justify: inter-ideograph;">
<b><span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Teacher of Teachers<o:p></o:p></span></b></div>
<div class="MsoNormal" style="background: white; line-height: 150%; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">I am currently teaching a graduate course in public
school finance at another institution. I asked one of my students, a New York
City teacher, what she would say to the governor or to members of the New York
State Legislature about funding inequities and fixing what she described as a
broken school system. She gave a passionate response with several excellent
ideas and strategies. I then asked her what was preventing her from delivering
her message to them. She responded, “I never thought about it.” We may surmise
that if she and others remain silent, nothing will change. People often say, “I
am only one person. I cannot do anything to change the system.” I am reminded
of a quote from Margaret Mead: “</span><span style="color: #181818; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;">Never doubt that a small group of
thoughtful, committed citizens can change the world; indeed, it's the only
thing that ever has</span><span style="color: #181818; font-family: "Times New Roman"; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">.”</span><span style="color: #181818; font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 18.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman";"> In closing, when I listened to the
podcast, I did not think of social justice; rather, I thought of the effects of
injustice. When I think of injustice, I can hear it, see it, feel it, taste it,
and smell it. In other words, it is palpable. I think of the high suspension
rates among African American boys, the school-to-prison pipeline, homelessness,
illiteracy, poverty, racism, violence, gaps in all categories, and inferior
education. This describes the experiences of University Heights students and
many of my students; in fact, it also describes my own experiences. </span><tt><span style="font-family: 'Times New Roman'; font-size: 10pt; line-height: 150%;"><o:p></o:p></span></tt></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: 'Times New Roman';">Furthermore, when I think of social injustice, I ask myself, what
responsibility, if any, an institution has for addressing social justice
challenges, first within the institution itself and secondly within the larger
community? What role</span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">, if
any, should for example TC play in influencing, shaping, and </span><span style="font-family: "Times New Roman";">(</span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">when
necessary</span><span style="font-family: "Times New Roman";">)</span><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> correcting the urban educational discourse? Does
TC have a moral responsibility to not only say something but </span><i><span style="font-family: "Times New Roman";">do</span></i><span style="font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"> something?<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 150%; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">The answer lies in this quote from Helen Keller: “Until
the great mass of the people shall be filled with the sense of responsibility
for each other’s welfare, social justice can never be attained.” <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman";">So
I ask, are you willing to Speak Up For Those Who Have No Voice? Are you willing
to be a Champion? <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="background: white; text-indent: .5in;">
<span style="font-family: 'Times New Roman';">Thank you! </span><span style="color: #181818; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">Dr. Gassaway
delivered this speech on September 30, 2015 at Teachers College.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman";">© Bernard
Gassaway, September 30, 2015<o:p></o:p></span></div>
<!--EndFragment--><br />
<!--EndFragment-->Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-32853550052182555042015-12-29T02:41:00.000-08:002015-12-29T02:41:59.046-08:00Removal of Tweed
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December 28, 2015<o:p></o:p></div>
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William de Blasio<o:p></o:p></div>
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Mayor of New York City<o:p></o:p></div>
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City Hall Park<o:p></o:p></div>
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New York, NY 10007<o:p></o:p></div>
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Dear Mayor de Blasio:<o:p></o:p></div>
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The purpose of this letter is to request that you issue an
executive order to remove the name “Tweed” and prohibit its use when
referencing any official or unofficial New York City building and/or designation,
including but not limited to the New York City Department of Education
headquarters, which is currently at the old New York County Courthouse at 52 Chambers
Street, New York, New York 10007. <o:p></o:p></div>
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Since “Tweed” is an unofficial name/designation assigned to
the old New York County Courthouse, no legal or legislative authorization may
be required for you to remove “Tweed” from all city web sites, electronic, and
printed communications for any reason other than historical references. <o:p></o:p></div>
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It is ironic that the deceased William Magear Tweed, a
convicted felon, continues to be honored by the New York City government despite
his noted criminality and corruption, when two of New York State’s highest
ranked politicians were recently convicted on numerous counts of
corruption-related charges. <o:p></o:p></div>
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Again, I respectfully request that you swiftly issue an
order to prohibit and remove any reference to William Magear Tweed from New
York City buildings, agencies and/or departments, including electronic and
print communications.<o:p></o:p></div>
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Thank you.<o:p></o:p></div>
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Sincerely,<o:p></o:p></div>
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Bernard Gassaway, Ed.D.<o:p></o:p></div>
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Former New York City superintendent and principal<o:p></o:p></div>
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c: NYC Borough Presidents<o:p></o:p></div>
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NYC City Council President<o:p></o:p></div>
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NYC Public Advocate<o:p></o:p></div>
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NYC Landmarks Preservation Commission<o:p></o:p></div>
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Various Media Outlets <o:p></o:p></div>
<!--EndFragment-->Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0tag:blogger.com,1999:blog-4802535654428917968.post-20404042461556555612015-12-18T08:44:00.000-08:002015-12-18T08:44:02.386-08:00NYS Teacher Evaluation: Common Core Disconnection<br />
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<b><span style="font-family: "times new roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">NYS Teacher Evaluation: Common Core Disconnection by Bernard Gassaway<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">New York State Governor Andrew Cuomo has apparently reneged on a pledge he made in his 2015 State of the State Address. After calling the current NYS teacher evaluation system “baloney,” he vowed to toughen it by connecting student test scores to teacher evaluations. After nearly a year of receiving a political pummeling from parents, teachers and unions, he is now retreating from his pronounced position.<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Cuomo’s Common Core panel has called for a two-year extension on tying testing results to a teacher evaluation system until 2018-2019. This delay will likely delay any appreciable learning and teaching opportunities for students and teachers. Perhaps Cuomo should retreat from using student test scores in teacher evaluations; but, should he delay all changes until 2018-2019?<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">A delay in revamping the teacher evaluation system would be a disservice to New York’s teachers, principals and students. Absent an effective evaluation system, teachers in too many cases will continue to believe their performance is proficient or highly effective. Teachers should not be blamed for developing a misguided perception of performance, given the lack of a sound evaluation system. Also, it is unfair to expect school leaders to measure teacher performance when they do not have a system that enable them to fairly and accurately measure teacher performance. Without an effective evaluation system, students suffer when ineffective teachers are not evaluated. It is difficult to convince teachers that they need professional development. It is also difficult to remove them if they refuse to accept needed help.<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Cuomo’s major blunder was attempting to tie student Common Core testing results to teacher evaluations. He gave the teachers’ unions a gift. He started a fight without sufficient weaponry. In response, the teachers’ unions unleashed a powerful assault on Cuomo’s proposed policy. In hindsight, this was a relatively easy win for unions because everyone knows that standardized tests are flawed. Educators have known this for decades. However, it only became intolerable when Cuomo attempted to connect flawed testing results to teacher evaluations. Apparently, Cuomo’s distinguished Common Core panel agrees.<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">The teachers’ unions should be applauded for fighting the good fight. It is hard to argue with a winning strategy. The unions have successfully fought off any flawed attempts to strengthen teacher accountability. Unions are able to rely on an ill-prepared NYS department of education officials that lack vision and courage.<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">One might ask, “Where are the NYS department of education officials (including NYS Board of Regents) vis-à-vis teacher evaluation?” Cuomo’s appointment of a panel to advise him on Common Core and teacher evaluation was a strong vote of no confidence to state education officials.<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Interestingly, state education officials appear to take a back seat to Cuomo’s failed leadership on education. This amounts to years of tough talk and poor results. In other words, nothing has or will change—the status quo will continue.<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">Here’s what we know. Without a valid and reliable teacher evaluation system, teacher practice may not improve significantly. The biggest losers in not having an effective teacher evaluation system are the students. The common core to any learning community is effective teaching.<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 11.0pt; mso-bidi-font-size: 12.0pt;">As Cuomo prepares for his 2016 State of the State Address, he should acknowledge that education is the largest crack in his leadership armor. He also should acknowledge that his failure to lead in the area of education contributes to the decades of school failure that he reportedly abhors. In short, Cuomo is as much of the problem as the teachers and principals he so freely criticizes. Cuomo must stop passing the buck. It must stop at his desk. He should not give another speech of broken and unfulfilled promises.<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Bernard Gassaway<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Former NYC principal and superintendent<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">www.bernardgassaway.com<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">bgassaway1@gmail.com<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">@Drgassaway (twitter)<o:p></o:p></span></div>
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<span style="font-family: "times new roman"; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">© December 2015</span></div>
Bernard Gassawayhttp://www.blogger.com/profile/17146555639434270573noreply@blogger.com0