Don’t Wait for Superman

The movie Waiting for Superman is coming out tomorrow, and I am concerned about the effect it will have on public education both nationally and here in Seattle. It is essentially an advertisement for charter schools, paid for by big business interests.

The movie shows poor unfortunate students who need rescuing from terrible public schools, a superhero who is coming to their rescue, and the solution to all their problems: a lottery system that gives students a chance to attend top-notch charter schools with waiting lists.

Charter schools are, on the whole, worse than public schools. One third of charter schools underperform compared to public schools on standardized tests – only one sixth do better. (https://kristinking.wordpress.com/2010/09/19/time-magazines-education-reform-articles/)

Some charter schools have better results on student standardized tests. (I’ll set aside, for the moment, my objections to using a standardized test to measure the success of a school.) But this idea of saving students by using a lottery system to assign students to schools is not an acceptable answer to the problems of public education, because it is not available to everybody. Here in Seattle, the district tried “school choice,” which led to a lot of stress and frustration for parents who had enough trouble finding the “best schools,” and which the district has now abandoned because it cost too much to bus students all over the place.

The only way to save public education is to give all schools and all students a chance to succeed.

And parents, students, and teachers can’t wait for a superhero to make this change happen. We have to do it ourselves. We have to be our own superheroes.

Fall of a Superhero in Doctor Who: “The Waters of Mars”

In March, an article of mine was published at the online science fiction magazine Strange Horizons. I’m reprinting it here.

Fall of a Superhero in Doctor Who: “The Waters of Mars”

In the last scene of the Doctor Who episode “The Waters of Mars,” the Doctor’s TARDIS lands in a picturesque neighborhood, with a lamp post shining through the gently falling snow. The Doctor emerges from the TARDIS with Captain Adelaide and her assistants Mia and Yuri, having just saved them from an explosive and fiery death.

“Isn’t anyone going to thank me?” he asks.

It’s just like every other happy ending, except they are all staring at him with shock and horror. Mia cries, “Who the hell are you?” and then turns and flees.

They’re looking at a superhero who has just tossed aside humanity in order to pursue ultimate power, making the choice of evil over good. This is a first for the Doctor. In all his years on television, while the Doctor has been occasionally possessed, sometimes mistaken, sometimes too greedy or too eager to sacrifice somebody else for the greater good, he has never been evil.

Can the Doctor be saved?

The Myth of the Hero

This question goes beyond Doctor Who, because the story of the Doctor is an expression of the universal hero myth. This myth, explored by Carl Jung and his colleagues and students such as Joseph L. Henderson and Joseph Campbell, is based on an “archetype”—a pattern hard-coded into the unconscious parts of our minds. The archetype is the same for everyone, identical across time and space, but it gives rise to dreams and myths that are specific to every culture.

The superhero story is a myth for our time, for a world threatened by war, nuclear devastation, climate change, and species extinction. We need the superhero to give us hope, to bring out the best in ourselves, and to change the world for the better.

And the Doctor is an extremely compelling superhero. Doctor Who has been capturing the imagination of millions of viewers since its beginnings in 1963 as a children’s show. Kids watched the show from behind the couch, clinging to their beloved Doctor to save them from the monsters. When they grew up, they found the real monsters to be more terrifying than the make-believe ones, and they needed the archetype of the hero even more.

In 1989, when the BBC canceled the show, the Doctor Who mythos changed and grew. Fans took matters into their own hands and kept the Doctor Who universe going in fanzines, novels, and audio plays, and then in 2005, they brought the show back and became its writers, producers, and directors. The Doctor had entered their dreams, and they brought their dreams back to the show, along with six years’ worth of stories. Now it is watched by more than ten million people in forty-two countries, it has secured a number of Hugo nominations and awards, and it has been named by the Guinness Book of World Records as “the most successful science fiction series.”

Another generation of children will grow up with the Doctor. The show has remained faithful to its younger viewers, being careful not to terrify them too much. But at the same time, the show has begun to explore the demonic side of the hero myth, in which the hero succumbs to hubris and becomes a danger to the whole universe (Henderson 101-107). It is asking the grown-up questions that need to be asked. Can we really count on our superheroes? We need them to be powerful enough to fight our villains and win, but what do we do if our heroes become villains themselves?

ere is an inherent contradiction in superhero fiction. The stronger the villains are, the more powerful the superhero must become. And the worse the situation, the more serious the consequences of the superhero’s actions. Unless stopped, the superhero crosses a line and becomes not our protector but our villain.

The original Doctor Who show, which ran from 1963 to 1989, largely dodged the superhero contradiction, focusing on the bright side of hero mythos. The new show, however, has been exploring it since the very first episode, “Rose.” In this episode, we learn that he is the last of the Time Lords, a race of people with the ability to manipulate time. His heritage leaves him with abilities far greater than those of his human traveling companions, and he uses these abilities for the greater good. When the last member of an alien species threatens all life on earth, the Doctor must kill it, thus completing the extinction of a species.

In the eye of the viewer, he keeps his “good guy” status because he had no choice; he is a savior of Earth and not a destroyer. We all want our heroes to be good, and we are willing to cut them some slack if the enemy threat is great enough. So the danger to the universe has to be upped. In “Forest of the Dead,” his companion-to-be River Song sings his praises:

“Everybody knows that everybody dies, and nobody knows it like the Doctor. But I do think that all the skies of all the worlds might just turn dark if he ever for one minute accepts it.”

If he’s the only one who can save the universe, he must be good, right?

We also cut him some slack when there are casualties. Often in Doctor Who, the only way to stop the bad guy is through a sacrifice. And it isn’t often the Doctor who makes it. He is always ready to lay down his life to save the universe, but luckily someone always jumps in his way and dies instead. But is it luck? As the Doctor grows more powerful, we begin to wonder whether he has set up this “sacrifice” in some way.

In “Journey’s End” his archenemy Davros brings the question out in the open.

“How many more? Just think—how many have died in your name?” he asks.

Davros is the creator of a race of genetically modified, emotionless lumps of flesh who travel inside robotic killing machines. They’re called the Daleks, and they have been scaring Doctor Who fans since 1963. The Daleks are treated as the ultimate evil, and Davros as one of the Doctor’s worst villains. But it takes one to know one. As a villain, Davros understands the side of the Doctor that has abused his power.

Even worse, the Doctor often lets other people do his dirty work. In “Journey’s End,” the Daleks have built an empire, moved the planet Earth halfway across the galaxy, and used it to fashion a “reality bomb,” which will annihilate this universe and every other. They have seemingly destroyed the Doctor’s TARDIS and have trapped him and his companion within their vault. All hope seems to be lost. But wait! His past companions, who have been molded by their time with the Doctor, turn up with various tools of mass destruction to stop the Daleks, including a detonator switch for a set of nuclear explosives buried under the Earth’s crust.

Davros points out that the Doctor has made this happen. He says:

“The man who abhors violence, never carrying a gun, but this is the truth, Doctor: you take ordinary people and you fashion them into weapons. Behold your children of time, transformed into murderers.”

At this, the Doctor bows his head in shame. Because it’s true.

Lonely at the Top

This accusation is a turning point for the Doctor. He now knows that he is capable of using people as tools, if a villain pushes him to the edge. Superheroes must have human connectedness in order to stay grounded, and to stay involved with the people they are saving. Unfortunately, if a superhero is more powerful than anyone or anything, it is impossible to have a relationship of equals, and this means the superhero must be fundamentally alone and perpetually lonely.

The Doctor has always traveled with companions, but he’s lost them all, usually as a consequence of his adventures. Donna Noble is the latest of his companions, and her loss is one of the saddest. After showing the Doctor his “children of time, transformed into murderers,” Davros begins to detonate the reality bomb. But even trapped, the Doctor is more powerful than ever. His unseen hand has been hard at work—literally, a disembodied extra hand, kept in a vat in his TARDIS. The hand gives Time Lord powers to Donna, which she uses to stop the Daleks. And it creates a human Doctor, who ends up killing the Daleks. This proves Davros right: the hand of the Doctor did indeed fashion people into weapons.

As a result, Donna suffers a tragedy. The Doctor’s superpowers are too much for her human body. In order to prevent her death, the Doctor must erase all memories of their time together.

As they have many times before, his superhero powers hurt his friends and cost him their companionship. He’s in a double bind: he needs people to keep him sane, but he can’t have a lasting relationship with any of them.

So, two episodes later, in “Planet of the Dead,” he decides never to have another companion. Lady Christina, who has just helped him save the earth from a swarm of metallic locusts, says, “Right then. Off we go. Come on, Doctor, show me the stars!”

But he refuses. “People have traveled with me and I’ve lost them. Lost them all. Never again.”

But this, as we learn in “The Waters of Mars,” is not a possibility. The Doctor is too dangerous to be left alone.

A Hero’s Fall from Grace

The fall of the Doctor in “The Waters of Mars” comes from a combination of his being all-powerful and having no connection to people. Having lost all his companions, he goes to Mars and meets up with the first colonists, a group of people he has always revered. But he knows their future: they must die in order to ensure the survival of the human race. Captain Adelaide’s granddaughter, inspired by her brave sacrifice, is meant to lead humanity to the stars. So the Doctor leaves the colonists to their deaths, walking out of their dome as explosions and fire destroy the colony. A blast knocks him down to the ground. It’s the last straw. The grief over the loss of his people, the Time Lords, finally breaks him.

He marches back into the dome to save the day, but it’s all wrong. The more desperately he tries to save the colonists, the more berserk he becomes. Adelaide asks him why he’s saving them right after he said he couldn’t.

In a fit of hysteria and rage, he explains:

“There are laws of time. And once upon a time there were people in charge of those laws, but they died, they all died. Do you know who that leaves? Me! It’s taken me all these years to realize the laws of time are mine. And they will obey me!”

That’s it. He’s lost his grounding in his connections to others, and he realizes he no longer has to follow the Time Lords’ rules; they’re all dead. All he has left is power. And, being the one and only Time Lord, he knows that he has no one to contend with for power over time. He sees himself in a battle against time itself, and he thinks he can win. But what happens if he does? The more he tries to rewrite history, the more the timelines will break, until, like a little boy knocking down a tower of blocks in a fit of frustration, he will annihilate the universe.

So he has (or thinks he has) ultimate power, but it turns out to be a double edged sword. Those whom he saves perish; those whom he loves break from him; and no one remains to save him from his own chthonic urges. What good is it, then?

This question has great implications for our world. Over the last century, those in power in our world have started wars, built nuclear weapons, and resisted attempts to slow global warming. Is that strength, or is it weakness?

Once the Doctor decides that he alone owns the laws of time, he cannot stop himself from using his power and becoming his own worst villain.

Who Can Stop the Superhero?

He’s got to be stopped. But if he’s the most powerful man in the universe, who can do it?

Adelaide. Where he has power, she has strength. When he crosses the line and intentionally endangers the human race, she destroys his legitimacy as a superhero, withdraws her consent for him to act on her behalf, and backs up her lack of consent with direct action.

Adelaide is puzzled by his change of heart. After the Doctor brings the colonists back to Earth and Mia runs off, Adelaide questions him until she understands his motivations. Why did he save her, knowing it might endanger the human race?

He brushes her off. “Different details, but the story’s the same.”

“You can’t know that! And if my family changes, the whole of history could change! The future of the human race! No one should have that much power!”

Where before the Doctor acted in a panic, now he is cool and collected. This is more frightening than his previous hysteria. He gazes at her with utter confidence and says, “Tough.”

Adelaide backs away, thus exposing to the viewing audience his loss of superhero status. Although he doesn’t know it yet, she has just taken away some of his power. Adelaide, the true hero of this episode, refuses to recognize the Doctor’s actions as good.

“You should have left us there,” she says.

“Adelaide, I’ve done this sort of thing before. In small ways, saved some little people. But never someone as important as you. Oh, I’m good!”

This is another turning point for the Doctor. He’s fallen to the sin of pride, which, according to Carl Jung’s associate Joseph L. Henderson, dooms the hero to death. Henderson found a universal pattern in the myths he studied: the hero’s “triumphant struggle with the forces of evil, his fallibility to the sin of pride (hybris), and his fall through betrayal or a ‘heroic’ sacrifice that ends in his death” (Henderson 101). The Doctor is going to pay, not for saving Adelaide, but for calling people unimportant.

In outrage, Adelaide roars, “Little people! What, like Mia and Yuri? Who decides they’re so unimportant—you?” It is Adelaide’s connection to the other colonists that gives her the emotional strength and the strength of conscience that the Doctor is lacking.

As she continues to question him, she becomes more and more convinced that she must stop him at all costs.

“Is there nothing you can’t do?” she asks.

He stares her down. “Not any more.”

She responds to his dominating gaze by turning her head away, and then she walks into the house, where she shoots herself.

In one way, her death is a loss of power. Too often in movies and books, women kill themselves because they have run out of other options. But here, this sacrifice is highly powerful. Acting on the strength of her convictions and especially her connections to her daughter and granddaughter and the members of her team, she defeats the most powerful man in the universe by reminding him of his own mortal fallibility. She has become a hero in her own right. This sacrifice completes her heroic cycle, which began when she first dared to reach for the stars and ended when she gave her life so her granddaughter could do the same.

And in so doing, she also saves the Doctor from himself. When he realizes that she has foiled his attempts to meddle with the timeline, her accusations echo in his head. “I’ve gone too far,” he says in horror, and then drops to his knees.

“Is this it—my death? Is it time?”

Can We Save the Superhero?

The superhero outreached, became a villain, and was defeated. Does he have to die now?

That’s one end to the hero cycle, and it’s the one Adelaide took. But there’s another according to Campbell: transformation. In the Doctor Who universe, the Doctor never dies for good. When the actor leaves, the Doctor goes through a kind of rebirth, called regeneration. He is still the Doctor, and he still travels in his TARDIS, but he is played by a new actor, with an entirely different personality, and often different companions as well. That’s why the Doctor has stayed fresh and relevant for forty-six years.

But this time, the transformation isn’t easy. Now that the Doctor has shown the worst side of himself, he must battle his personal demons, suffer the consequences of his actions, and redeem himself. In the two-part special “The End of Time,” he comes face to face with his worst enemies: the Master and the Time Lords. They exist on the physical plane, threatening the universe with annihilation, but also represent his personal demons. The Master is the Doctor’s shadow, while the Time Lords personify the Doctor at the height of his hubris.

We all know the motif of the hero battling personal demons and performing a heroic sacrifice to stop them, so we expect the Doctor to die gloriously while fighting the Master and the Time Lords. But that isn’t quite what happens. The Doctor does have a spectacular battle with his foes. But in the middle of the dramatic action, the Doctor’s companion Wilfred quietly performs a small heroic act. He sees a man trapped in a chamber that will later fill with deadly radiation, screaming for help. Wilfred knows he can release the man by entering an adjacent chamber and locking himself in, and he does it without a second thought.

When the Doctor’s battle is over and his foes defeated, it’s almost as if he has vanquished his personal demons. But he hasn’t. He’s still suffering from hubris, and he still has to pay the price for calling Mia and Yuri “little people.”

So he sees Wilfred trapped in the chamber. He immediately understands the price for saving Wilfred: entering an adjacent chamber and taking the radiation into his own body. He was prepared to sacrifice himself in glorious battle, but this is different.

“Look at you,” he rages, still in thrall to pride and ambition, “not remotely important. But me—I could do so much more!”

But then he collects himself and understands what he has lost over the course of his recent adventures: his respect for humanity. “Lived too long,” the Doctor whispers. Choosing to save Wilfred’s life rather than his own, he steps into the chamber to be flooded with radiation.

With this sacrifice, the Doctor redeems himself. But it wouldn’t have been possible without Wilfred’s help. Just as Adelaide saves the Doctor from power, Wilfred saves the Doctor from his own hubris.

This regeneration is more final than any other. Previous regenerations have often been mere changes of body, but earlier in “The End of Time,” the Doctor describes it as death. “Even if I change, it feels like dying. Everything I am dies, some new man goes sauntering away, and I’m dead.” In this regeneration, the Doctor makes a clean break with his past self and bids farewell to all the companions he’s known. Even the TARDIS begins to break apart and crash. He dies and is reborn as a whole new Doctor.

The Hero Cycle Begins Anew

When the Doctor returns in the spring of 2010, the hero myth will begin anew. Doctor Who will have a brand new showrunner, Hugo award-winning Stephen Moffat, who brings his own vision of the hero myth to Doctor Who. And the Doctor will be played by Matt Smith, who is the youngest Doctor in the show’s history.

Because he’s regenerated, he no longer has to be consumed by a desire for power or wracked with grief over his lost companions and Time Lords.

How will the new writers handle the superhero contradiction? Stephen Moffat hints at his vision for the Doctor in an interview for the science fiction blog io9. The Doctor, he says, doesn’t really have godlike powers. “Underneath it all, he’s a bloke. He ‘s a man. He’s just a man with a time machine who is brilliant at convincing people of things. . . . He’s the man who never gives up, and that’s his super-power.”

Moffat’s vision of the Doctor suggests that he won’t push the superhero contradiction to its limit by giving the Doctor absolute power. Even so, the contradiction won’t go away—the fall to hubris is always part of the heroic cycle—and how the Doctor escapes its fatal conclusion will be a continuing source of suspense. Yet the writers and producers will need to be careful to maintain the balance between power and powerlessness, strength and weakness. How can they do this?

First, they’ll need to resist the temptation to expand the Doctor’s superpowers to defeat ever more terrible monsters. It’s just as thrilling to see him win in his moments of powerlessness. When he’s running for his life, begging for mercy, putting his life in the hands of his friends, and even breaking down in tears, that’s when he becomes, paradoxically, the strongest.

Second, they’ll have to prove that the Doctor is not, as Davros claims, responsible for all the deaths and sacrifices around him. That’s only possible when there is a more powerful entity capable of influencing events. There’s plenty of precedent for that—the original series had the Chronovores, the Eternals, and the Guardians, and the new series has the Reapers. More importantly, time itself has often been a force to be reckoned with, surprising even the Doctor.

And third, they can give the Doctor a relationship of greater equality with his companions, so that he won’t be capable of manipulating them and so that the job of saving the universe will never fall on his shoulders alone. There’s precedent for this as well. Doctor Who has had a long history of strong companions, both male and female, who provide a counterbalance to his power and who reveal the Doctor’s emotional vulnerability. They have their own hero cycles and their own heroic acts. They are almost always active participants in the action, and sometimes, like Adelaide, they steal the show, taking the mantle of the hero and wearing it when he can’t.

So yes, the superhero can be saved. But only when we are able to stop him (or her). Only when we are in a relationship of equals with our superhero.

This won’t take as much effort as we may think. It is not a change in the material conditions of our lives, so much as a change in how we view our heroes. As we discovered, in the moment of the Doctor’s greatest power, he was at the same time the very weakest. His companion was stronger than him then, just as we can be stronger than the heroes we revere—so long as we remember that the hero myth isn’t about someone “out there” who’s going to save us, but about ourselves. It’s about relying on our own connections to our friends and families instead of “going it alone” or depending on someone else’s power and influence. And it’s about listening to members of our own community for a voice of conscience in order to forestall our own descent into hubris.

Which makes us the superheroes. It’s not about the Doctor, not really. It’s not about the Doctor saving us. It’s about us becoming the heroes, us saving the Doctor, us saving the world.

Once we understand the nature of power, we’ll have our superheroes. For keeps.

List of Works Cited

Anders, Charlie Jane. “Exclusive Interview With Doctor Who’s Steven Moffat.” io9. 24 Jul 2008. Retrieved 6 Jan 2010.

Campbell, Joseph and Bill Moyers. The Power of Myth. New York: Doubleday. 1988. 123-163.

“The End of Time.” Doctor Who. Two-part special. Broadcast 25 Dec 2009 and 1 Jan 2010.

Henderson, Joseph L. “Ancient Myths and Modern Man.” Man and His Symbols. Ed. Carl G. Jung. Aldus Books, Limited. 1964.

“Journey’s End.” Doctor Who. Broadcast 5 Jul 2008.

Jung, Carl G. “Approaching the Unconscious.” Man and His Symbols. Ed. Carl G. Jung. Aldus Books, Limited. 1964.

“Rose.” Doctor Who. Broadcast 26 Mar 2005.

Copyright © 2010 Kristin King

Time Magazine’s Education “Reform” Articles

The Seattle teacher’s union just negotiated its labor contract with the district. In the middle of August, during contract negotiations, I got a letter from a teacher that raised all sorts of red flags for me. The district superintendent had just introduced a proposal that would a) base teacher evaluations on the results of standardized tests given to students; and b) give her broad powers to lay off teachers. Once I started looking into it, I learned that this proposal was part of a national push for some dangerous education reforms. The reforms are an attempt to:

  • Weaken teacher’s unions
  • Replace schools that failed under NCLB with charter schools;
  • Staff those charter schools with inexperienced teachers; and
  • Expand standardized testing and “teaching to the test”

Although the superintendent’s proposal was weakened in the final contract, I remain concerned about the future of education in Seattle and nationwide. The reforms are coming quickly, and most people are not well informed.

I’ve been looking for ways to frame this conversation when talking to other parents, which is especially difficult because many parents and teachers did ask for some of the reforms in the teacher’s contract, and some of those reforms are an attempt to solve longstanding educational inequalities of race and class.

However, as the PR gets going for education reform, it is becoming easier to see and discuss the big picture. The September 20th issue of Time Magazine has two articles in support of these two reforms. They’re part of the national PR effort for education reform. Read uncritically, they paint a rosy picture. But we can read them critically to expose their lies; to see the hidden reform agenda; and inform ourselves about the dangers of this reform.

Lies About Charter Schools

The first article, “How to Fix Our Schools,” argues for charter schools. It begins with an announcement of a movie, “Waiting for Superman,” which depicts failing public schools and successful charter schools. It then goes on to state in big, bold numbers in a graphic that 17% of charter
schools significantly outperform traditional public schools (p.38). But it buries the proof that charter schools on the whole do worse than traditional public schools. The article states, “But only 1 in 6 charter schools significantly outperforms traditional counterparts. And more than a third underperform.” This means that twice as many charter schools (2/6 vs. 1/6) underperform as overperform.

This is lying by burying statistics.

It’s true that some students leave schools with poor student test scores to attend schools with high student test scores. Leaving aside the problem that student test scores completely leave out the social/emotional development of our children, there is also the problem that a greater number of students attend poor charter schools than quality ones. The scenario depicted in Waiting For Superman, therefore, is essentially an emotional appeal. The final paragraph of the article builds on the emotional impact of the movie, by describing scenes in which “mothers weep and children cross their fingers in hopes of a desperate future,” and quotes an education reformer in saying “The rawness of the emotions of the parents gets to me – that unbelievable, desperate hope” (42).

This is lying by appealing to emotions rather than facts.

Lies about TFA Teachers

The next article, “How to Recruit Better Teachers,” makes an extremely sneaky argument for staffing “the toughest classrooms” with inexperienced teachers. It starts out with “beloved teachers” who “came to the profession after holding other jobs first.” So far so good. But the next paragraph subtly links these beloved teachers to poorly trained teachers. “It has never been easier for nonteachers to become public-school teachers, sometimes with just a few weeks of training” (p.46).

The next page talks about Teach for America (TFA), a program that places teachers in schools after a few weeks of training, and subtly links them to Ivy League graduates by saying that TFA got “a crush of applications from Ivy League and other elite applicants.” It does not say which percentage of TFA applicants came from Ivy League schools. It says that only 12% of 46,000 were accepted, which implies that a large number these 12% were largely Ivy League applicants. Again, though, it doesn’t state the percentages.

This is lying by implication.

The hidden truth is that 5520 applicants were accepted. This means that TFA expects that 5520 positions will be opening up around the nation. The Seattle Foundation is seeking grants for 150 TFA teachers in the Puget Sound area. How is this possible, given that state law doesn’t allow for this type of teacher? One possibility is that education reformers will be pushing for changes to state law.

Buried in the article is the reason why TFA will harm our classrooms. It gives an example of a first-year TFA teacher who couldn’t handle the discipline problems in the classroom and says, “This is a big problem with program like TNTP and TFA: they require a commitment of just one and two years” and “participants often spend the entire first year learning their jobs. A vocal minority of TFA veterans have complained that the program does little good for the students who must endure their inexperience” (p. 50).

This is lying by burying information.

How does Time propose to solve this problem? It goes on to describe a program called the Boston Teacher Residency, which requires a four-year commitment and a master’s degree in education. “Boston teacher residents spend that first awful year working with an experienced teacher, one who helps them learn the craft. The residents are in classrooms from Day One but never alone as most participants in the alterna-programs are.”

This is an argument against TFA programs that, however, lends credence to the idea that some alternative teacher certification programs are of high quality.

This is lying by association.

Having made the argument against TFA programs, it then presents a distracting argument about retiring baby boomers. “But half the nation’s 3.2 million teachers are baby boomers. They are retiring in droves.” Is this really why we need TFA teachers, or is it something else? The article goes on to say, “So until teaching becomes a more attractive long-term option, we’ll need both paid volunteers and professionals.” By using the word “so,” the article ties the need for TFA teachers to the retirement of baby boomers, but hides the fact that teaching is not an attractive long-term option.

This is hiding a lie in plain sight.

The final sentence returns to the implication that TFA teachers are from the Ivy Leagues and makes an emotional appeal to the readers. “How bad can it be that thousands if Ivy Leaguers, though inexperienced, want to help fill the void?”

This is lying by appealing to emotions.

Teacher Layoffs and Firings

The Time Magazine article has lied by implying we need TFA teachers because of retiring baby boomers is a lie. Why, then, do we anticipate a sudden need to staff 5520 classrooms with TFA teachers?

The answer is that other education reforms are making it easier to fire and lay off teachers. In July the superintendent of Washington D.C., Michelle Rhee, dismissed 127 teachers threatened to fire 737 more (p. 42). She used an evaluation that included “data about how much their students’ scores have improved compared with those of other kids performing at similar levels” (p. 42). That is, she used the results of standardized tests given to students as the basis of her layoffs.

The Seattle superintendent Goodloe-Johnson was planning to do the same thing – the proposal she introduced into the teacher’s contract gave her broad powers to lay off teachers based partly on the results of standardized tests given to students. Fortunately, concerted effort on the part of teachers and parents weakened her proposal considerably.

But if it’s happening in Seattle, where else is it happening?

Reform is Happening Quickly – But We Can Have an Impact

There is a concerted effort to make these “reforms” happen quickly. As Ripley writes, “The pace of change is, relatively speaking, breathtaking” (34).The movie Waiting for Superman, this article, and other PR efforts are meant to build popular support for “reforms” that have not been approved by teachers, parents, or students.

Some amount of education reform is unavoidable.

But, as teachers and parents have proven in Seattle and elsewhere, some of it can be stopped by concerted local efforts. We need to be closely monitoring our school districts and state legislators, educating one another, giving teachers our support, and making our voices heard.

The Polymath – Samuel Delany

I have been watching the documentary The Polymath about the life of Samuel Delany – a great American novelist that few people have heard of because a) he writes in SF and b) he is black. I first heard of him when his book was the Book of Honor at a Potlatch convention, and somebody read some of his work out loud. It was incredible, a multisensory experience, rich in so many dimensions. The documentary – even more so.

Reflections on the Seattle teacher contract negotiations

Many Seattle teachers were outraged when the school superintendent made an 11th hour change to the labor contract that was being negotiated between teachers and the district. The superintendent added a proposal called SERVE, which would dramatically increase student testing, monopolize the school library for nine weeks out of the school year, and tie teacher evaluations to the student tests. Tying teacher evaluations to the results of student tests has become popular across the nation, but there’s no evidence that it works, and mounting evidence that it does real harm to teachers, students, and schools.

I got involved in parent support of teachers, and I feel good about my contribution, but I could have done more if it hadn’t been so last-minute, or if we already had a grassroots organization of parents in support of teachers.

The union and district reached a tentative agreement on Wednesday September 1st, about twenty-four hours before teachers had to vote on it. This didn’t give teachers enough time to give it a good, hard look before they voted. On Thursday, at the union’s general meeting, many teachers brought strong opposition to the contract. The majority, however, voted to accept it. Was it because they liked it? I doubt it. More likely, they made the best of a bad situation.

The sticking point of tying teacher evaluations to student test scores is still in there. It’s much weaker than the original proposal, though, and that’s a victory for teachers, students, and parents alike.

Going forward, there is a real need for parents to pay closer attention to what is going on at the district level. The media has made a big noisy fuss about teacher accountability, but we need to hold the district accountable too.

There’s also a real need for us to pay closer attention to the “failing schools.” What are the actual problems they face? And in what ways are they succeeding?

Finally, Seattle needs to take a good hard look at institutional racism and the split between North Seattle schools and South Seattle schools. Decades of work to integrate schools have been slowly but surely eroded over the last few years, and the result is both a lack of resources going to South Seattle schools and a lack of connection between North and South parents.

I’m putting some thought into what I can contribute. Overall, we need more grassroots efforts. And we need to add ethics to this conversation. We need to get back to the goal of educating every student. The district has an ethical responsibility to intervene with every student who hasn’t learned to read by third grade. These students need mentors and coaches and textbooks and research-based education and small classes. How do we make that happen?

Here’s what one Florida teacher has to say about the realities of teaching:

http://neatoday.org/2010/04/21/florida-teacher-issues-rallying-cry-for-respect-for-educators/

What would Pippi do on test day?

Under the superintendent’s SERVE proposal, there would be a whole lotta computerized testing. What would Pippi Longstocking do on test day? Just to give you an idea, here’s what she did on her first and only school day. (Don’t worry, she and the teacher parted on good terms.)

Excerpt from Chapter 4: Pippi Goes to School

“Indeed?” said the teacher. “Well, then we shall call you Pippi too. But now,” she continued, “suppose we test you a little and see what you know. You are a big girl and no doubt know a great deal already. Let us begin with arithmetic. Pippi, can you tell me what seven and five are?”

Pippi, astonished and dismayed, looked at her and said, “Well, if you don’t know that yourself, you needn’t think I’m going to tell you.”

All the children stared in horror at Pippi, and the teacher explained that one couldn’t answer that way at school.

“I’m sorry,” said Pippi contritely. “I didn’t know that. I won’t do it again.”

“No, let us hope not,” said the teacher. “And now I will tell you that seven and five are twelve.”

“See that!” said Pippi. “You knew it yourself. Why are you asking then?”

The teacher decided to act as if nothing unusual were happening and went on with her examination.

“Well now, Pippi, how much do you think eight and four are?”

“Oh, about sixty-seven,” hazarded Pippi.

“Of course not,” said the teacher. “Eight and four are twelve.”

“Well now, really, my dear little woman,” said Pippi, “that is carrying things too far. You just said that seven and five are twelve. There should be some rhyme and reason to things even in school. Furthermore, if you are so childishly interested in that foolishness, why don’t you sit down in a corner by yourself and do arithmetic and leave us alone so we can play tag?”

Teachers and district close to an agreement?

It looks like the teachers and the district are close to an agreement. I hope it’s a good one!

In other news, the Washington Post has an article about a study that finds the evaluation method described in the SERVE proposal to be ineffective:

http://voices.washingtonpost.com/answer-sheet/teachers/new-study-blasts-popular-teach.html?wprss=answer-sheet

“Student standardized tests are not reliable indicators of how effective the teacher is in the classroom, not even with the addition of new ‘value added’ methods, according to a study released today. It calls on policymakers and educators to stop using test scores as a central factor in holding teachers accountable.”

I’m disappointed in the weaselly language of “as a central factor,” though. If they’re not reliable, they shouldn’t be used at all. Here’s why:

Suppose teacher Alice and teacher Bob have an evaluation that is dictated 10% by the results of their student tests. In all other measures, they come out even, but Alice’s student tests are better (or improve more in the course of the school year). She gets merit pay and Bob doesn’t. Is that fair? Layoffs happen, and Alice gets to keep her job and Bob gets laid off. Is that fair?

Can the teachers get an agreement?

There’s a great article in the Times today explaining the ins and outs of the school district’s controversial SERVE proposal, which would:

– spend $4 million dollars in a tight economy

– take over the library for 9 weeks of the school year

– add up to 14 early-release days, which parents would have to scramble to cover

– increase “teaching to the test”

Here’s the article:

http://seattletimes.nwsource.com/html/localnews/2012751141_teachercontract29m.html

Seattle teachers: what’s all the fuss about?

A week ago, I got a message from the NE Mom’s list about a new proposal introduced by the school superintendent. My last blog post has the text of that message. Since then, I’ve had a busy time getting up to speed on the facts and the issues. There’s a lot of information to wade through!

The key sticking point is a proposal called SERVE, which would base teachers’ evaluations partly on a computerized student test on math and reading. It’s an improper use of the test, even according to the testing company. What scares me about it is that in other cities, teachers have been fired after their students receive poor scores. If you’re a parent, please get informed ASAP. The Seattle Council PTSA site has links to the arguments for and against SERVE at:

http://www.seattlecouncilptsa.org/article_272.shtml

There’s more info at:

http://seattleducation2010.wordpress.com/

There are some important dates coming up:

August 31st – teacher’s union hopes to reach an agreement with the district

September 1st – board meeting

September 2nd – teachers vote on whether to approve the labor contract

I feel like we as parents need to be supporting teachers right now. In the next couple days, I’ll be posting updates & links to what folks are doing. In the meantime, if you want to organize to help parents support teachers, drop me a note.

Seattle teacher’s letter about SERVE proposal

Here’s a letter I got a week ago through a Seattle mom’s listserv. I don’t know which teacher wrote it, but it reflects the concerns of a lot of teachers.

– – – –

Dear Parents of children I have taught,

There is a new system that is steamrolling into our school district, into our classrooms, and into the relationships that I have with each of my students. This system, driven by standardized tests, will change the classroom environment dramatically. I am asking for you to make your voices heard on this issue.

As you may already know, Seattle Public Schools is prioritizing its focus and funding on ways to make teachers “more accountable” by linking student test scores to teacher evaluation and compensation.

But the elephant in the room is: Are these high quality tests? Do we want teachers to give them highest priority? Tests such as the Measurement of Academic Progress (MAP) test finite skills, which can be useful for a teacher in designing instruction, but let’s not be

misled: it does not test how an individual child is developing skills of critical thinking, creativity and problem solving, or independent and teamwork skills—cornerstone qualities of the most successful members of our society.

As a successful lifelong learner myself, I naturally need feedback in many forms to evaluate my teaching so I can continuously improve.

However, this move to emphasize test results to evaluate and compensate teachers is setting students up to be shortchanged.

Teachers will be forced to teach a narrower set of skills, focusing on test‑measured forms of “success”. Class time for music, arts, social studies, science, research, and physical education will continue to dwindle as long as the focus on testing is largely in reading and math. I have already seen this happen throughout the district at the elementary level, especially in schools with higher poverty rates where students tend to test poorly and the pressure to raise test scores is intense.

Even testing logistics have a negative impact on learning. In buildings throughout the district, the entire school is denied access to precious library resources for 9 weeks out of the 36 weeks of the year to allow for MAP testing three times a year:

that’s 25% of the

year! On top of that, often teachers and principals decide that kids need more practice with standardized test taking on the computers in order to succeed on these high‑stakes tests. Children will see libraries as testing centers rather than as places to expand their learning through research and be inspired by great books.

What about teacher evaluation?

All students deserve talented, effective, inspiring teachers. We need an evaluation system that encourages teachers to engage children in critical thinking and in creative problem solving, as opposed to a system focused on multiple choice test taking. A new evaluation system was developed collaboratively over the last few years by the Seattle Education Association and Seattle Public Schools and piloted in several Seattle schools, and was shown to be a useful and effective evaluation system to judge the effectiveness of teachers. It also gave principals the power to put those teachers who demonstrated ineffective teaching skills on probation. This system is an exciting new development for our teachers and administrators, something that many saw as a very promising step forward to building successful schools.

But then Superintendent Goodloe‑Johnson acted unilaterally in adding the test based evaluation system to this new collaboratively‑developed system

After 15 meetings of the contract negotiation teams, Seattle Public Schools introduced a new addition to the collaboratively developed evaluation system, reducing the new system to 50% of a teacher’s evaluation, and announcing 35‑45% of the teacher’s evaluation would be tied to student performance on standardized tests, most significantly the new MAP test. This 11th hour addition to the contract negotiations is called SERVE. These are just a few of my concerns:

* The MAP test was brought to the district in a no‑bid contract.

Not having an alternate bid for many contracts is an embarrassing critique outlined in the federal audit of SPS, recently published.

* Superintendent Maria Goodloe‑Johnson sits on the board of the company that makes the MAP test, and did not disclose that before the contract was approved.

* Northwest Evaluation Association (NWEA), the company that makes the MAP test, states the test was never designed as a tool to evaluate teachers.

* $4 million price tag to roll out this system includes money for the test and for more administrators to oversee the program‑‑‑ money that won’t go to our children’s classrooms.

* Honest and thoughtful evaluations can’t be that easy! The SERVE plan hands teacher evaluation over to a computer.

Do we want computerized tests at the core of what our teachers teach and what our children learn?

What Can You Do?

Come to the Board Meeting at John Stanford Center for Educational Excellence (JSCEE) on August 18. Just come to show your concern or sign up to speak. “Members of the public who wish to address the board may do so by e‑mailing (boardagenda@seattleschools.org) the School Board Office or calling (206) 252‑0040, beginning Monday, August 16th, at 8:00am. The public testimony list will be posted Tuesday afternoon, August 17th. For information on how the public testimony list is created, please visit the Board’s website.”

Talk and write to everyone you know about your feelings. Write to The Seattle Times and neighborhood papers. Email or call Superintendent Goodloe‑Johnson at superintendent@seattleschools.org or 206‑252‑0167

Contact the School Board members and tell them your concerns with the SERVE proposal and the direction it would take our schools. Seattle School Board email addresses:

superindendent@seattleschools.org; peter.maier@seattleschools.org, sherry.carr@seattleschools.org; harium.martin‑ morris@seattleschools.org; michael.debell@seattleschools.org;

betty.patu@seattleschools.org; steve.sundquist@seattleschools.org;

kay.smith‑blum@seattleschools.org; pjoakes@seattleschools.org; mcrain@washingtonea.org

Thank you for participating in public education; it is the foundation of our democratic society.