D.C. Public School teachers unjustly penalized: It takes a village to raise a child

December 9, 1:52 PMDC Youth Issues ExaminerAisha Ali

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On July 7, 2008, Chancellor Michelle Rhee of D.C. Public Schools (DCPS) began sending out termination letters to 270 teachers and 500 teacher assistants.  Initially recognized as being uncertified or failing to comply with a June 30 deadline to obtain Praxis certification, many realized Chancellor Rhee unjustly swept both certified and complying teachers out the door with uncertified-noncompliant teachers, as well.  In some cases, educators were terminated without an evaluation, a regard to work ethic, and ample notice.  With Chancellor Rhee’s “renew, revitalize, and reorganize” (RRR) plan, educators would now be forced to comply with the No Child Left Behind Act under her rule of thumb.  

Under her RRR plan, Chancellor Rhee would assume the "Herculean" task to close 23 schools and simultaneously restructure 27 other schools-- all while firing approximately 770 educators, 22 assistant principals, and 24 principals. Chancellor Rhee assured everyone this massive attempt to reorganize schools would not disrupt the “progress,” for which many hoped would take place after years of decadence in DCPS.  In her public statement, Chancellor Rhee argued she had not assigned “uncertified-noncompliant” educators classrooms for the upcoming year, particularly because she anticipated these educators to be non-compliant with her June 30 deadline. Hence, she planned accordingly to replace terminated staves— or had she?

Chancellor Rhee’s blueprint to success?

The qualifying requirements for becoming a teacher now include: a minimum of a bachelor’s degree in anticipated subjects and the successful completion of the Praxis exam, demonstrating proficiency in the projected subjects instructors are to teach.  Teacher assistants are required to have a high school diploma, associate’s degree preferred, and must be capable of passing a Praxis exam to demonstrate subject proficiencies, in which they are expected to aid teachers.  Such requirements Chancellor Rhee imposes are not unfair, for we require that doctors and attorneys be first certified before practicing; therefore, educators must undergo a development process, as well.  However, we also expect that doctors and attorneys be experienced.  Who wants an inexperienced surgeon operating if he has yet to practice on a cadaver or undergone a residency?  Would you feel comfortable with an inexperienced attorney representing you for a case where you potentially could be sentenced to death row?  So, with this said, would you want to place an inexperienced educator in a school, particularly when a huge fraction of its student body is illiterate, disinterested in learning, and disorderly?   While it is great to be a "certified" educator, it's much better to be a qualified-experienced educator.

Chancellor Rhee hired teachers and administration with backgrounds from top colleges and universities— after all, Chancellor Rhee graduated from Cornell University.  Yet, these teachers/administrators serve as “edu-crats” rather than educators: individuals with book-theoretical knowledge, but lack the common sense to apply it.  In other words, they have pretty degrees with titles/credentials and make highly educated speeches; but yet, lack the “know-how” to execute rationale based upon experience. These “edu-crats” Chancellor Rhee instated fail to establish order within classrooms, which does not promote an environment conducive to learning— something for which these “edu-crats” had been initially recruited. The newly appointed administration is clueless, both lacking history of DCPS and failing to connect with many faculties, students, parents, and community activists.  Hence, once again, Chancellor Rhee has had to dismiss some individuals.  However, this go-round, her “edu-crats” have proven unworthy. 

After witnessing the destructive aftermath of her rushed plan, Chancellor Rhee is in the midst of creating her “Plan B” blueprint.  However, one component of “Plan B” still in need of revision is the chancellor’s new teacher evaluation system. Chancellor Rhee has imposed a rule stating that if a school is underperforming and therefore, fails to meet the annual yearly progress targets within four consecutive years, the whole faculty— administration and all— will be dismissed from their jobs following the fourth year.   Not only does this imply Chancellor Rhee has axed away at tenure/seniority, but also she has failed to realize education extends far beyond test scores, achievement rates, and teachers.  In other words, students' success rates extend far beyond schools; the problem is multifaceted. Nonetheless, according to the Washington Post, Chancellor Rhee proposed an early-December due date for current school administrators to submit a list of “underperforming” educators to be placed on a 90-day probationary period.   Is it safe to say many educators will be swept out of the door, once again?  The system-wide teacher shortage increases.  Administrators, defer warming up your seats; if you fail to comply with Chancellor Rhee’s December deadline to submit your lists, you will be swept away in the dust storm, as well.

Chancellor Rhee jumps the gun

Washington, D.C. has maintained a slapdash tradition of employing unskilled educators for many years. Chancellor Rhee wanted to immediately address the deficient way in which DCPS had been run for 30 years.  With DCPS enrollment plummeting for the past three decades; with only 58 percent of D.C. students graduating with their anticipated class; and, with 55 percent of D.C. ninth graders reading below the ninth-grade reading level, why wouldn’t Chancellor Rhee want to jump in headfirst? 

In 2005, former DCPS Superintendent, Clifford B. Janey, reported approximately 1,100 or 25 percent of educators were uncertified.  During this time, the union representing teacher assistants also reported an estimated half of its 700 members were uncertified. Realizing both the enormity and seriousness, Superintendent Janey threatened to dismiss all uncertified educators by June 2005; however, the deadline was extended to one year, particularly since DCPS would be unable to replace such a huge number of educators, simultaneously.  Therefore, one would think that to ensure all teachers are Praxis-certified, training resources would be encouraged and/or created when absent for these educators seeking certification, particularly if such educators were either effective or semi-effective, but lacked “professional” training, correct?  Or if not, at least educators would be placed under scrutiny and gradually dismissed, replacing these educators with more experienced and qualified educators on a smaller scale, correct?

Well, not according to Chancellor Rhee, who decided to “clean house” on a large scale, simultaneously closing 23 schools while restructuring 27 other schools, and firing approximately 770 educators, 22 assistant principals, and 24 principals. Is it safe to say Chancellor Rhee fully did not consider the consequences as Superintendent Janey had?

In the event that a massive dismissal is proposed, an established backup force of experienced educators and administration ready to assume their role must be identified and confirmed.  However, because Chancellor Rhee was ill-prepared— something she often uses to describe educators previously-dismissed and those still under scrutiny--- she is facing severe consequences: schools where student classroom ratios outnumber that of teachers’, inexperienced administration, and more disorderly students who still learn nothing day-to-day.  

On September 19, 2008, WJLA Channel 7 News reported a DCPS teacher shortage. The Washington Teachers' Union (WTU) reported there were still 90 unfilled teacher vacancies due to Chancellor Rhee’s massive dismissal. Although many of the vacancies have been filled with substitute teachers, vacancies still remain.  McKinley Technology High School, one of Washington, D.C.’s best schools that has received over one million dollars in renovations, has experienced teacher shortages in mathematics classes— something that definitely does not better the low achievement rate for D.C. students when concerning mathematics scores on a national level.  According to George Parker, President of WTU, many of the “uncertified” educators were dismissed for falling one or two points short of certification.  Yet, to hire substitutes who have no experience with managing classrooms and are still obtaining certification, is absurd.  Had Chancellor Rhee been a bit more selective/cautious with her RRR approach, perhaps the District would not be facing a system-wide teacher shortage, and D.C. students still would not be shortchanged in mathematics and English classrooms.  DCPS have received attention for underperforming students in mathematics and reading; teacher shortages and inexperienced substitutes in such subjects certainly does nothing to help.

Teachers unjustly blamed: What about parents?

With the many dismissals, one would think Chancellor Rhee believes teachers are solely responsible for children’s education, excluding the responsibility of parents.  Washington, D.C. has the highest illiteracy rate in the country, which means many parents cannot assist their failing children in academics.  This also means many parents do nothing to instill in their children the importance of education and its effects on their futures.  In these instances, not only will the cycle of illiteracy and mediocrity continue, but also the cycle of family poverty.  Furthermore, Washington, D.C. has the highest teenage pregnancy rate.  So, what is presented here is an instance where babies are having babies and are in need thereof mental maturity to understand challenges life poses for adults, particularly parents with a limited education.

In a survey I conducted, 38 people out of 40 said when thinking of education, parents-- not teachers-- come to mind.  For the two who said teachers first come to mind, they admitted although teachers do first come to mind, parents should be the foundation and main enforcers behind education.  “If parents do not want it, then their children are not,” said Jarvon Crocker of Washington, D.C.  

Charnett Gantt, who once served years as a substitute teacher in Prince George’s County Public Schools said: “Being a long-term substitute for 7th and 8th grade students years ago, helped me see when parents were involved in addition to what I taught, students did better.”  "I believe education starts at home, then school,” Gantt said.   

In an interview with Ronald Anthony, D.C. teacher and former building representative for WTU and the Local School Restructuring Team on behalf of Malcolm X Elementary School, several reasons why DCPS are failing were revealed, extending far beyond just insufficient teachers.  Anthony argued the problem of unsuccessful students with failing grades and underperforming state test scores begins with many of the parents. “While I taught at Malcolm X, I had parents come to parent conferences high and drunk.  Several times, I had no parents show up at all,” Anthony said. "These parents should be forced to take parenting classes."

Marline Barros, who has performed social work in both Boston and New York, says that although teachers do first come to mind when thinking of education, it should be parents.  However, Barros says so many parents neglect, abuse, and abandon their children, oftentimes teachers do become the main, if not the sole source of education.  Barros even reveals that in some cases, teachers do serve as a parent figure to many of the system’s neglected children.

So, is this why so many educators have caught a bad reputation-- due to the negligence of many parents?

Personal reflection

Once again, Chancellor Rhee has added to the piecemeal attempt to resolve problems coinciding within DCPS.  And that’s just it— the reasons why students are unsuccessful overlaps.  The problems DCPS students face are multifaceted.  Were there educators and administrative staves that deserved to be dismissed?  Of course.  However, to solely blame these individuals is unfair.  If you do not address all facets plaguing D.C. youths, problems will continue to linger as they have for the past 30 years. Firing all of the educators and administrative staves will prove ineffective.  If communities and parents continue to negatively influence youths outside of school, then is it fair to say that only teachers are the problem? As Parker told the Post: “You cannot fire your way to a successful school district. It will not happen.”  

As witnessed in my survey, many people believe education first starts within the home.  Yet, if Washington, D.C. has the highest illiteracy rate and this includes parents, how will some students ever succeed if they lack the proper educational tools within their household?  How will a teenage mother, who had to drop out of school, teach her child the importance of education if she doesn’t see it?

While I did encounter many caring-hardworking teachers during my public school years, there were so many others who clearly just collected paychecks. Nonetheless, my parents valued my education.  By the time I began kindergarten, my mother had taught me how to read, among other things. My mother set the foundation for my education. While attending school, my mother stressed the importance of my schoolwork, which had to be started upon my arrival home from school.  As a child, I viewed my mother as a warden: WhiIe my friends were allowed to play outside before they had done their homework or chores, I could not.  My mother first checked and ensured my work was correct.  I still recall my mother's anality for proper grammar usage and the spelling quizzes, which later prepared me for state spelling bees. I had a curfew and strict rules to follow.  As I grew older, I realized the importance of her many rules.  Had she not been so rigid, would I be a Boston College alumna?

Since my father worked evenings, I barely saw him. However, during the day, he still found time to teach and mentor at my elementary school. So, if I hadn't seen my father before I went to bed, the next day I was guaranteed to see him around my school. Some of my friends without fathers present in their homes, told me how much they loved my father teaching in their classes, particularly because he had shown them attention they did not receive at home. For once, these children had a positive male role model, and who knows, my father’s presence could have made a difference in some young girl’s or boy’s life.

My parents went to every "Back-to-School Night" and played an active role in the Parent-Teacher Association.  My mother participated in my Girl’s Scout Troop, and both of my parents served as chaperons on my school field trips. Not to mention, they went to every play in which I had performed, and every recital in which I had sung. However, some children did not and still do not have it as good as I had when concerning parents’ involvement/interest with school.

Unfortunately, schools around the Washington, D.C. metropolitan area, and in other major urban cities, continue to worsen. If individuals fail to realize "it takes a village to raise a child," then D.C. youths, or youths residing anywhere, will continue to be shortchanged.  However, recognition should be given at this time to those D.C. parents who have fought for their children's education every step of the way.  Personally, I would like to thank my parents for instilling in me the importance of receiving an education.  I can only hope that I will do the same for my daughter. 

"Thank you mommy and daddy," your baby girl.

 
"The function of education is to teach one to think intensively and to think critically... Intelligence plus character - that is the goal of true education." -- Dr. Martin Luther King, Jr.

Part two of a two-part series

To read part one, "Guns, knives, and education: Violence erupts in DC Public Schools," click here.

Sources:

http://www.empowernewsmag.com/listings.php?article=68
http://thewashingtonteacher.blogspot.com/2008/09/dcps-teacher-shortage-impacts-clasroom.html
http://www.wjla.com/news/stories/0908/556842_video.html
http://www.washingtonpost.com/wp-dyn/content/story/2008/10/02/ST2008100201704.html