DOCSLIB.ORG

Restoring Albert Shanker's Original Vision for Charter Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Restoring Albert Shanker's Original Vision for Charter Schools VOL. 38, NO. 4 | WINTER 2014–2015 www.aft.org /ae Restoring Albert Shanker’s Original Vision for Charter Schools PAGE 4 14 19 24 32 37 Addressing the High-Stakes Asking for Help Librarians as Children’s Teaching Gap Testing in Class Teachers Literature WHERE WE STAND SEASON’S READINGS! Give the gift of reading this holiday season and register with First Book at www.rstbook.org/AFT. If you teach, work, or volunteer in a school or community program that has at least 70 percent of its kids living in poverty, register today and choose from thousands of new, high-quality books, school supplies, and more for 50–90 percent o retail prices! Together, we can help to reclaim the promise of public education by giving the gift of reading. Share My Lesson is now oering an expanded collection of early childhood education resources! These FREE instructional materials will help preschool teachers, parents, child care providers, and school support sta address the instructional needs of toddler to pre-K learners. Find resources from early childhood educators as well as content from these great contributors: • Sesame Street • Colorín Colorado • Hispanic • Storyline Online Information and • WonderGrove Learn Telecommunications Network Early Learning • Professor Garfield Collaborative Foundation www.sharemylesson.com/EarlyChildhood WHERE WE STAND Worth Fighting For RANDI WEINGARTEN, AFT President FROM CONNECTICUT TO ALASKA, we endorsed would get them there. ey anti-union, free-market ideologues and Florida to Pennsylvania, our union en- didn’t see that the candidates we sup- oligarchs. And they will do everything in gaged in the midterm elections big-time. ported were the ones who are in it “for the their power to take us out, dismantle our I was proud to stand with our members as nurse on her second shift, for the worker infrastructure, divide us from the commu- we knocked on doors, made calls, talked on the line, for the waitress on her feet, nity, and consolidate their power. to our friends and neighbors, and cast our for the small-business owner, the farmer, We are going to face some real attacks ballots on behalf of our schools, our kids, the teacher, the coal miner, the trucker, and challenges, but we can’t just go into our families, and our communities. the soldier, the veteran,” as Hillary Clinton defensive mode. We faced a lot of these As the results came in on Nov. 4, we famously said in 2008. attacks in 2010, but we didn’t hunker watched as many of the candidates we It’s critical to remember that, in these worked for lost. It was hard to see but, elections, not everything was washed upon reection, not hard to understand. away. In fact, in places where voters were National elections inevitably turn on given the chance to weigh in directly on the choices voters make between the their values, they resoundingly sent a We must engage more of economy and national security, between message that they are on the side of work- our members—because our hope and fear. This one turned on the ing families and public education. Alaska, economy, particularly people’s fear and Arkansas, Illinois, Nebraska, and South members are the union. uncertainty about their future. Despite Dakota increased the minimum wage. the fact there’s been 54 months of pri- Massachusetts granted workers paid sick vate sector job growth, median family leave. Missouri rejected an initiative that income has fallen during the Obama would have abolished due process for down; instead, we were solution-driven presidency, just as it did during both teachers. and community-engaged, and we be- Bush presidencies and the Carter presi- In California, voters re-elected State came a stronger union. dency. As New York Times columnist Superintendent of Public Instruction We need to think about everything we David Leonhardt said: “When incomes, Tom Torlakson over a candidate backed do through the lens of whether it’s good the most tangible manifestation of the heavily by Wall Street interests intent on for kids, schools, working families, and economy for most families, aren’t rising gutting teachers’ union rights and worker our communities. And our job is to keep … Americans don’t feel good about the protections. In Pennsylvania, anti-educa- communities and voters with us on the state of the country. When they don’t tion and union-busting Gov. Tom Corbett values, issues, and solutions we share. feel good about the country, they don’t lost badly after battling a multiyear com- We must be solution-driven, by being feel good about the president, and they munity groundswell resisting his attempts willing to solve problems, to innovate tend to punish his party.” to destroy the state’s public schools. to make things better, to nd common According to exit polls, 63 percent of Poll after poll has shown us that people ground when possible, and to engage voters believe that our economic system actually want public schools. People actu- in conict when necessary. We must generally favors the wealthy, yet virtually ally love their teachers. People believe connect with our community and make the same percentage voted with the party that a strong public education system community our new density. And we that is known to represent the interests lls an essential role as an anchor of must engage more of our members— of the wealthy. ose exit polls also democracy, a propeller of our economy, because our members are the union. showed that people want more public and the vehicle through which we help all e next few years won’t be easy. If school funding and a higher minimum children achieve their dreams. there’s one thing we know, it’s that power wage, yet they voted for candidates that But we face a new reality where right- never yields without a ght. To change the oppose those things—out of frustration wing, anti-worker interests won big, and balance of power, we must ght harder or a desire for change, or because they felt their No. 1 target will be unions. We know and smarter, and stand together. the Democrats didn’t have a compelling their playbook. We know that even though We will never stop ghting to reclaim economic message or solutions. the labor movement doesn’t have the the promise of an America where, if you While voters want an economy that density or power by ourselves to change work hard and play by the rules, you can works for everyone and not just the the trajectory of our economy, we are still support your family and ensure that your wealthy few, in many of the highly con- the rewall that thwarts complete control children will do better. I think we can all tested races they didn’t believe that those of our economy and democracy by the agree that is a promise worth ghting for. AMERICAN EDUCATOR | WINTER 2014–2015 1 Download this issue for free at www.aft.org/ae. VOL. 38, NO. 4 | WINTER 2014–2015 www.aft.org /ae OUR MISSION e American Federation of Teachers is a union of professionals that champions 4 Restoring Shanker’s Vision fairness; democracy; economic for Charter Schools opportunity; and high-quality public education, healthcare and public B R D. K H P services for our students, their families Initially conceived to enable teacher innovation in and our communities. We are committed educating students from diverse backgrounds, to advancing these principles through many charter schools today are a far cry from this community engagement, organizing, vision. ey reduce teacher voice and further collective bargaining and political segregation. Because research shows that students activism, and especially through the work have a greater chance of building knowledge and our members do. skills in schools that empower teachers and RANDI WEINGARTEN integrate students, charters have the potential to President promote student success, if redirected toward their LORRETTA JOHNSON original intention. Secretary-Treasurer MARY CATHRYN RICKER Executive Vice President 6 Why Teacher Voice Matters AMY M. HIGHTOWER Editor JENNIFER DUBIN 14 Want to Close the teachers compared with students Managing Editor Achievement Gap? from lower-class families, educa- MIKE ROSE Close the Teaching Gap tors can take steps to ensure that Contributing Writer all students receive support in JANE FELLER B L D-H SEAN LISHANSKY managing challenges at school. Copyeditors An international survey nds that LAWRENCE W. MCMAHON compared with their counterparts 28 Studying the Ways Students Editorial Assistant around the world, U.S. educators JENNIFER CHANG Get Help with Classwork Production Manager teach in higher-poverty schools, B S D. S MICHELLE FURMAN receive less feedback and support, Graphic Designer have larger class sizes, and spend JENNIFER BERNEY more time in the classroom. 32 Beyond the Stacks Production Coordinator AMERICAN EDUCATOR (ISSN 0148-432X, USPS 008-462) How Librarians Support is published quarterly by the American Federation of 19 The Professional Educator Students and Schools Teachers, 555 New Jersey Ave. NW, Washington, DC B J F 20001-2079. Phone: 202-879-4400. www.aft.org Pushing Back Against High Stakes Letters to the editor may be sent to the address above for Students with Disabilities or to [email protected]. An elementary school librarian B B T AMERICAN EDUCATOR cannot assume responsibility for shares how she collaborates with unsolicited manuscripts. A special education teacher classroom teachers, provides Please allow a minimum of four weeks for copyright discusses New York state’s toxic resources for special projects, permission requests. Signed articles do not necessarily represent the testing environment and explains and helps students directly. viewpoints or policies of the AFT.
Load more

Recommended publications
  • Civic Education: Is There Common Ground? March 13, 2019 | Noon to 2:00 P.M
    Conversation Series Civic Education: Is There Common Ground? March 13, 2019 | noon to 2:00 p.m. LEO CASEY Leo Casey is the executive director of the Albert Shanker Institute, a think tank established by the American Federation of Teachers which focuses on issues of public education, unionism and democracy promotion. He previously served as vice president from academic high schools for the United Federation of Teachers (UFT), New York City’s 200,000 person strong teacher union. After a stint in political organizing, Casey began his teaching career at Clara Barton High School in the Crown Heights section of Brooklyn, where he taught for fifteen years. For ten years in a row, his classes— composed entirely of students of color, who were largely immigrant and predominantly female—won the New York City championship of the national We The People civics competition, winning the New York State championship four times and placing fourth in the nation twice. Casey won many additional awards for his teaching and was named national Social Studies Teacher of the Year for the American Teacher Awards in 1992. In 1999, Casey became a full-time UFT special representative for high schools and was elected vice president from academic high schools in 2007. While vice president, he taught a class in Global Studies every day at Bard High School Early College in Manhattan. He has a long history of union involvement, including work as a United Farm Worker’s organizer and participation in the first unionization drive of graduate teaching assistants in Canada, serving as vice president of the Graduate Student Union at the University of Toronto and on the executive of the Ontario Federation of Students.
    [Show full text]
  • The Battle to Integrate New York City's Public Schools
    Bowdoin College Bowdoin Digital Commons Honors Projects Student Scholarship and Creative Work 2019 "This is N.Y.C. Not Little Rock": The Battle to Integrate New York City's Public Schools Anne Fraser Gregory Bowdoin College, [email protected] Follow this and additional works at: https://digitalcommons.bowdoin.edu/honorsprojects Part of the Education Commons, and the Urban Studies and Planning Commons Recommended Citation Gregory, Anne Fraser, ""This is N.Y.C. Not Little Rock": The Battle to Integrate New York City's Public Schools" (2019). Honors Projects. 131. https://digitalcommons.bowdoin.edu/honorsprojects/131 This Open Access Thesis is brought to you for free and open access by the Student Scholarship and Creative Work at Bowdoin Digital Commons. It has been accepted for inclusion in Honors Projects by an authorized administrator of Bowdoin Digital Commons. For more information, please contact [email protected]. "This is N.Y.C. Not Little Rock": The Battle to Integrate New York City's Public Schools An Honors Project for the Department of Africana Studies by Anne Fraser Gregory Bowdoin College, 2019 ©2019 Anne Fraser Gregory Acknowledgments This project would not have been possible without the support of the entire Africana Studies Department, particularly my readers, Judith Casselberry and Tess Chakkalakal, and especially my advisor Dr. Brian Purnell, who has been a role model to me since my first class with him in Africana Studies 1101. My wonderful family and my network of supportive friends and peers here at Bowdoin also created the productive space in which I could study and conduct my research, and I could not be more grateful for them.
    [Show full text]
  • Board of Directors
    Albert Shanker Institute THE CHALLENGES FOR DEMOCRACY IN THE MIDDLE EAST: THE ART OF THE POSSIBLE February 6-7, 2007 PRESENTERS/MODERATORS Antonia Cortese Toni Cortese, executive vice president of the American Federation of Teachers, is a former officer of the New York State United Teachers (NYSUT). She was elected NYSUT second vice president in 1973, a position she held until 1985, when she was elected first vice president. Among her many professional activities, Cortese has served on the AFT executive committee and as a member of the National Board for Professional Teaching Standards, which develops and administers assessments leading to the certification of accomplished teachers. She has served as an appointee of the U.S. Department of Education to the National Assessment Governing Board which is responsible for the National Assessment of Educational Progress (NAEP). A vice president of the national AFT for many years, she also serves as an AFT representative to the Learning First Alliance, a national coalition of major education organizations. David N. Dorn David Dorn is International Affairs Director at the American Federation of Teachers (AFT) where he has supervised the expansion of AFT international work on behalf of human and teachers’ union rights and its support for the development of democratic teachers unions in emerging democracies in Eastern and Central Europe, Russia and Central America. He has overall responsibility for the development and implementation of Education for Democracy/International (ED/I) projects which promote educational activities that improve the teaching of democracy and civics throughout the world Heba F. El-Shazli Heba El-Shazli is the Regional Program Director for the Middle East and North Africa programs at the Solidarity Center, AFL-CIO since September 2004.
    [Show full text]
  • Albert Shanker: Reflections on Forty Years in the Profession
    Reflections on Forty Years in the Profession By Albert Shanker I have spent almost 40 years as a teacher and a trade unionist. The majority of those years were spent in fighting to gain collective bargaining rights for teachers and in using the collective bargaining process to improve teachers' salaries and working conditions. But during the past decade, I've devoted most of my time and energy working to professionalize teaching and to restructure our schools. Some of the people who hear me speak now seem to think this represents an about face on my part. They are surprised at this message coming from a union leader—and one who has been in jail for leading teachers out on strike, at that—but they probably put it down to my getting mellower in old age or maybe to wanting to assume the role of "elder statesman." Some union members, too, believe they are seeing a shift in my positions. Perhaps so. But it's not that I have abandoned any of my former views, and it’s certainly not an attempt to go back to the good old days before collective bargaining when teachers and administrators in a school were supposedly one big, happy family; and teachers behaved in a "professional" manner. As a matter of fact, memories of those days still make it hard for me to talk about professionalism without wincing. "That's Very Unprofessional, Mr. Shanker!" The word professional was often used then to beat teachers down or keep them in line. I can remember my first exposure to it as a teacher.
    [Show full text]
  • The Ideological and Organizational Origins of the United Federation Of
    City University of New York (CUNY) CUNY Academic Works Publications and Research CUNY Graduate Center 2014 The Ideological and Organizational Origins of the United Federation of Teachers' Opposition to the Community Control Movement in the New York City Public Schools, 1960-1968 Stephen Brier CUNY Graduate Center How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_pubs/199 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] CONTROVERSY / POLÉMIQUE The Ideological and Organizational Origins of the United Federation of Teachers' Opposition to the Connnnunity Control Movennent in the New York City Public Schools, 1960-1968 Stephen Brier IN THE STRIKE THAT CHANGED NEW YORK, historian Gerald Podair argues that race was the fundamental issue that divided the city during the United Federation of Teachers' (UFT) strike that shut down the New York City public schools for weeks in the fall of 1968, idling more than a million students.^ Running along a black-white (or, more pointedly, a black-Jewish) binary, Podair's analysis depicted the largely Jewish teachers union,^ led by Albert Shanker, in opposition to black militant (and increasingly black nationalist) elements in several poor communities in Brooklyn and Manhattan that supported com- munity control and opposed the UFT strike. Inflected by a then relatively new "whiteness" studies interpretation, Podair's analysis of the UFT'S success in winning the strike focused on its and Albert Shanker's efforts to generate a 1.
    [Show full text]
  • Alfred Max Loewenthal Papers
    http://oac.cdlib.org/findaid/ark:/13030/kt4v19r7f9 No online items Register of the Alfred Max Loewenthal papers Finding aid prepared by Dale Reed Hoover Institution Library and Archives © 2016 434 Galvez Mall Stanford University Stanford, CA 94305-6003 [email protected] URL: http://www.hoover.org/library-and-archives Register of the Alfred Max 80189 1 Loewenthal papers Title: Alfred Max Loewenthal papers Date (inclusive): 1886-1980 Collection Number: 80189 Contributing Institution: Hoover Institution Library and Archives Language of Material: English Physical Description: 59 manuscript boxes, 5 oversize boxes, 2 motion picture film reels(25.6 Linear Feet) Abstract: Correspondence, memoranda, reports, minutes, serial issues, other printed matter, and motion picture film relating to electrical workers' unions in the United States, to teachers' unions in the United States and abroad, and to socialism, communism, and Trotskyism in the United States and especially in the labor movement. Creator: Loewenthal, Alfred Max, 1916-1980 Hoover Institution Library & Archives Access The collection is open for research; materials must be requested at least two business days in advance of intended use. Publication Rights For copyright status, please contact the Hoover Institution Library & Archives. Acquisition Information Acquired by the Hoover Institution Library & Archives in 1980. Preferred Citation [Identification of item], Alfred Max Loewenthal papers, [Box no., Folder no. or title], Hoover Institution Library & Archives. 1916
    [Show full text]
  • ALBERT SHANKER INSTITUE Unions Shaping Good Schools: Where Every Child Graduates; Every Diploma Reflects Achievement June 4-5, 2007
    ALBERT SHANKER INSTITUE Unions Shaping Good Schools: Where Every Child Graduates; Every Diploma Reflects Achievement June 4-5, 2007 PARTICIPANTS Paul E. Almeida President, AFL-CIO Department for Professional Employees Karen Aronowitz President, United Teachers of Dade Brian Baker Professional Issues Director, Texas Federation of Teachers Barbara Byrd-Bennett School Executive-in-Residence, Cleveland State University; former chief executive officer, Cleveland, Ohio, Municipal School District Colleen Callahan Director of Professional Issues, Rhode Island Federation of Teachers and Health Professionals Leo Casey Special Representative for High Schools, United Federation of Teachers Kathleen Cashin Regional Superintendent, Region 5, New York City Jean Clements President, Hillsborough Classroom Teachers Association David K. Cohen John Dewey Collegiate Professor of Education and Professor of Public Policy, University of Michigan. Toni Cortese Executive Vice President, American Federation of Teachers, Rudolph Crew Superintendent, Miami-Dade County Public Schools Thomas R. Donahue Past President, AFL-CIO Bob Edwards Host, The Bob Edwards Show; Interim National President, American Federation of Television and Radio Artists Marian Flickinger President, Norfolk Federation of Teachers Benjamin Frisbie Chair, NYSUT Committee on Teacher Centers; Member, NYSUT Board of Directors Nanciann Gatta Assistant Superintendent, Niles Twp. High School District 219 Milton Goldberg Former Director, Office of Research, U.S. Department of Education 1 Sam Holtzman
    [Show full text]
  • (Former) STUYVESANT HIGH SCHOOL, 345 East 15Th Street (Aka 331-351 East 15Th Street and 326-344 East 16Th Street), Manhattan
    Landmarks Preservation Commission May 20, 1997, Designation List 280 LP-1958 (Former) STUYVESANT HIGH SCHOOL, 345 East 15th Street (aka 331-351 East 15th Street and 326-344 East 16th Street), Manhattan. Built 1905-07; C.B.J. Snyder, Superintendent of School Buildings, architect. Landmark Site: Borough of Manhattan Tax Map Block 922, Lot 8. On March 18, 1997, the Landmarks Preservation Commission held a public hearing on the proposed designation as a Landmark of the (former) Stuyvesant High School and the proposed designation of the related Landmark Site (Item No. 1). The hearing had been duly advertised in accordance with the provisions of law. Fourteen people spoke in favor of designation, including AnneMarie Barash, assistant principal of the High School for Health Professions, and representatives of Manhattan Borough President Ruth Messinger, Assemblyman Steven Sanders, Community Board 6, Stuyvesant Park Neighborhood Association, New York Landmarks Conservancy, and Historic Districts Council. Summary The (former) Stuyvesant High School was built in 1905-07 as Manhattan's first "manual training" public school for boys, one of the educational reforms brought about by William H. Maxwell, first Superintendent of Schools following the consolidation of Greater New York in 1898. Stuyvesant, one of the first high schools built after the creation of a citywide system of public secondary education, was part of the vast school construction program launched to meet the needs of the city's rapidly expanding population. Designed by Superintendent of School Buildings C.B.J. Snyder in a Beaux-Arts style, with distinctive classically-inspired and Secessionist detail, the five-story, H-plan building is organized around light courts at the sides.
    [Show full text]
  • Democracy's Champion: Albert Shanker and The
    DEMOCRACY’S CHAMPION ALBERT SHANKER and the International Impact of the American Federation of Teachers By Eric Chenoweth BOARD OF DIRECTORS Paul E. Almeida Anthony Bryk Barbara Byrd-Bennett Landon Butler David K. Cohen Thomas R. Donahue Han Dongfang Bob Edwards Carl Gershman The Albert Shanker Institute is a nonprofit organization established in 1998 to honor the life and legacy of the late president of the Milton Goldberg American Federation of Teachers. The organization’s by-laws Ernest G. Green commit it to four fundamental principles—vibrant democracy, Linda Darling Hammond quality public education, a voice for working people in decisions E. D. Hirsch, Jr. affecting their jobs and their lives, and free and open debate about Sol Hurwitz all of these issues. John Jackson Clifford B. Janey The institute brings together influential leaders and thinkers from Lorretta Johnson business, labor, government, and education from across the political Susan Moore Johnson spectrum. It sponsors research, promotes discussions, and seeks new Ted Kirsch and workable approaches to the issues that will shape the future of Francine Lawrence democracy, education, and unionism. Many of these conversations Stanley S. Litow are off-the-record, encouraging lively, honest debate and new Michael Maccoby understandings. Herb Magidson Harold Meyerson These efforts are directed by and accountable to a diverse and Mary Cathryn Ricker distinguished board of directors representing the richness of Al Richard Riley Shanker’s commitments and concerns. William Schmidt Randi Weingarten ____________________________________________ Deborah L. Wince-Smith This document was written for the Albert Shanker Institute and does not necessarily represent the views of the institute or the members of its Board EMERITUS BOARD of Directors.
    [Show full text]
  • Teachers Strikes and Urban Insurrection, 1967-74
    Swarthmore College Works History Faculty Works History 2010 Militancy In Many Forms: Teachers Strikes And Urban Insurrection, 1967-74 Marjorie Murphy Swarthmore College, [email protected] Follow this and additional works at: https://works.swarthmore.edu/fac-history Part of the History Commons Let us know how access to these works benefits ouy Recommended Citation Marjorie Murphy. (2010). "Militancy In Many Forms: Teachers Strikes And Urban Insurrection, 1967-74". Rebel Rank And File: Labor Militancy And Revolt From Below During The Long 1970s. 229-250. https://works.swarthmore.edu/fac-history/448 This work is brought to you for free by Swarthmore College Libraries' Works. It has been accepted for inclusion in History Faculty Works by an authorized administrator of Works. For more information, please contact [email protected]. 8 Militancy in Many Forms: Teachers Strikes and Urban Insurrection, ig6y—y4 Maijorie Murphy Public school teacher militancy appeared suddenly in the late 1960s, though the movement for teacher unionism was quite mature, dating to the early twentieth century. Like the rank-and-file militancy in other sectors, teacher activism drew some of its strength from a new, younger workforce, very much dedicated to the social issues of the day, including desegregation and ending the Vietnam War. The examples of civil rights activists, student antiwar demonstrators, feminists, and other social movement protesters inspired teachers to confront school boards, mayors, and state legislatures in a wave of strikes and protests demanding better wages, improved working conditions, and more funding for schools. Unlike most workplace militants in other sectors, teacher activists mobilized in an environment—the pubhc school system—that was the locus of struggle for another powerful social movement, namely that of African Americans.
    [Show full text]
  • Ocean Hill-Brownsville and the Change in American Liberalism
    Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2008 Ocean Hill-Brownsville and Changes in American Liberalism Andrew Geddings Childs Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES OCEAN HILL-BROWNSVILLE AND CHANGES IN AMERICAN LIBERALISM BY ANDREW GEDDINGS CHILDS A Thesis submitted to the Department of Humanities in partial fulfillment of the requirements of the degree of Master of Arts Degree awarded: Fall Semester, 2008 The members of the committee approve the thesis of Andrew Childs defended on August 21, 2008. Dennis Moore Professor Directing Thesis Susan Wood Committee Member Neil Jumonville Committee Member David Johnson Dean of Department of Humanities Joseph Travis Dean of College of Arts and Sciences The office of graduate studies and the college of arts and sciences has approved the thesis of Andrew Childs. ii I would like to dedicate this thesis to my parents and sister. Without their steadfast guidance, support and urging, many of my accomplishments would only be dreams. iii ACKNOWLEDGEMENTS I would like to acknowledge all the members of my Committee: Dr. Susan Wood, for all her keen advice into perspective and how to frame the issue, Dr. Neil Jumonville for his amazing breadth and depth of knowledge and insightful comments, and Dr. Dennis Moore. I have never met a more astute, kind, patient and thoughtful editor than Dr. Moore. I am truly thankful to him for allowing me to take some of his expertise with me.
    [Show full text]
  • ALBERT SHANKER INSTITUTE VI. “M Andres Alonso on July 1, 2007
    ALBERT SHANKER INSTITUTE THE GOOD SCHOOLS SEMINARS VI. “MULTIPLE MEASURES OF TEACHER PERFORMANCE: WHAT DOES IT MEAN? HOW IS IT IMPLEMENTED?” AN ALBERT SHANKER INSTITUTE SEMINAR SERIES FOR UNION LEADERS, POLICY EXPERTS, AND SUPERINTENDENTS November 15-16, 2010 Phoenix Park Hotel Washington, D.C. BIOS Andres Alonso On July 1, 2007, Andres Alonso was named CEO of Baltimore City Public Schools (City Schools). In the first two years of his tenure, Baltimore City students reached their highest outcomes in state exams, across all categories of students. After elementary students made Adequate Yearly Progress across all No Child Left Behind subgroups for two consecutive years, City Schools exited “Corrective Action” status. In his reform agenda, Alonso moved resources and autonomy to principals and school community leaders, while streamlining central office to provide guidance, support and accountability for schools. He also implemented an ambitious program to create 24 new secondary schools over four years, expanded alternative options and closed low performing schools, while focusing on increased student support. Under his leadership, City Schools aggressively enlarged the role of parents in the school decision-making process. Among many other awards, in 2008 he was granted the “Audacious Individual Award” by the Open Society Institute Baltimore, and named “Innovator of the Year” by The Daily Record. In 2009 he was named “School Superintendent of the Year” by the Fullwood Foundation, and recognized as a “Hispanic Hero Award” winner by U.S. Hispanic Youth Entrepreneur Education. Alonso was named as the third recipient of the “Howard Pete Rawlings Courage in Public Service Award” by the Greater Baltimore Committee.
    [Show full text]