Anonymous wrote:
" http://www.post-gazette.com/local/city/2016/01/30/Criteria-listed-for-new-chief-of-Pittsburgh-publicschools/stories/201601300061
Pittsburgh school board is looking for a superintendent with deep education experience, not another Roosevelt! They are also looking for someone committed to diversity and eliminating institutional racism--hallelujah!! "
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According to the latest Board minutes, Donna Micheaux and Connie Sims are retiring at the same time as Linda Lane. Does this take Micheaux out of the mix for Superintendent or can she still be a candidate? Maybe the three of them will just be consultants...it pays well.
I heard all 3 are gone, that Micheaux found the board "difficult" to work with.
http://rauterkus.blogspot.com/2016/01/recap-final-public-hearing-for.html
My blog post about the final public hearing in the quest for community input for the search for new leader of PPS.
http://rauterkus.blogspot.com/2016/01/recap-final-public-hearing-for.html
Enjoy.
Lane's retirement should be a happy day for all Pittsburgh residents. Truly, she is a do-nothing who has no clue what the needs of the urban classroom truly are. But rejoice! Her two cronies leaving makes it a coup!
It's incumbent upon this school board to hire someone who knows urban education.
This is a person who should be in touch with the needs of principals and teachers, and someone who is not prone to sell his/her soul for a photo op with Bill Gates and his ilk of philanthropists who attached caveats to their donation.
Sadly, I know the dynamics of the school board, and I expect more of the same because they too, are clueless.
Refreshingly, it seems that two of the new(er) Board members are listening, questioning, and reaching out on various issues.
These two are Cindy Falls, Moira Kaleida (and possibly Kevin Carter).
Keep these three INFORMED and 'pray' that it will make a difference.
Provide them with evidence of the inequities and 'irregularities' that are ongoing!
What would a "demonstrated commitment to diversity look like"? Is there an example to point to somewhere? On another note, the requirements seems staggering to me and I wonder how many will apply or qualify to apply. Locally, just looking at districts and top administrators, nobody comes to mind as a candidate.
So many college grads are carrying the weight of student debt even after taking advantage of The Pittsburgh Promise that we really must insist any new superintendent have a deep commitment to expanding CTE programs. Ms. Falls recently mentioned Hospitality at a Education Committee meeting and that can easily be connected to Business and Finance and Culinary Arts. I hope for a superintendent who will see opportunities like that.
Providing a strong basis in vocational education that can be carried on to a good tech program at a specialized college or career school is seen by many college grads as a good option that they wish they had considered.
I vote for NOT Wayne Walters.
10:07AM
After giving your question some thought (What would a "demonstrated commitment to diversity look like"? ) Michael Jackson's 'Man in the mirror' and its lyrics came to mind.
" If you want to make the world a better place,
Take a look at yourself
And then make the change."
And so the answer to the question might be...the man in the mirror.
I would not look to anything connected to Michael Jackson for any kind of guidance on any kind of topic.
Now that I've got that out of the way, I would suggest that the PPS forget about chasing "diversity" rainbows, and instead focus on doing what's best for our students, period. Bring back the trades programs. Pittsburgh does not need more poets or more mathematicians. But we do need more trained carpenters, plumbers, and electricians. Get rid of the expensive university consultants, and use that money to hire skilled master trades people.
And bring back the quaint old concepts of order in the classrooms, and order in the hallways. That would take a bit of courage, but it would cost nothing.
There is as much diversity as there are people in the world. So yes, 11:59, diversity looks like you.
As for quaint old concepts and order in the classroom, I would take them by their ears.
Re:"diversity" rainbows
There was a time when the trade programs in the PPS were called 'Diversified Occupations'. And there was a pot of gold at the end of those rainbows.
Excellent comments, 11:20!
Let's put the diversity discussion aside for a moment. I see that as a distraction. A feel-good distraction, but a distraction nevertheless. Instead let's get right down to the basic problem. And here's the basic problem: Most minority kids in the PPS aren't getting a quality education, one that will prepare them for the future.
Diversity workshops and diversity programs wouldn't change any of that. All that will do is give some cushy jobs to some expensive consultants.
Let's focus instead on orderly classrooms, where PPS kids can learn the math, science, and communication skills they need for the 21st century. And give those kids realistic options! Those options must include the trades. As 11:20 noted so well, there really is gold at the end of those rainbows.
But doing all that will not be easy. It takes courage to set, and enforce, district-wide rules for orderly classrooms. As for the trades, they are perceived as not contributing much to improving test scores. That's why the trades have such a low priority. So will the PPS once again take the easy way out? I hope not.
Years ago, it used to be that high school students both white and black who were directed toward the trade industry and manual labor professions were not expected to take the collegiate exams. Since only the college bound took these tests those results fell in the higher percentage range.
It was known as tracking. Something that was done away with.
Although then there were plenty of jobs in industry and factories to go around. Now computers are relacing workers.
Let's make sure our students are good readers and writers. Regardless.
Congratulations to the boys' basketball players on a big win yesterday. Will anyone take the time and effort to now follow the graduating players for the next 5 years to be sure they have continued to rack up successes in live, education and career? There is no need whatsoever to mention a school because every pps building should be providing the tools for a successful future to whomever wants to accept the responsibility for the future. A wise parent once told me "pps offers a good education to those who wish to receive one." Orderly classrooms continue to be an issue if my circle of parents are accurate. Are restorative practices helping?
What leader in the Pittsburgh community is 'trumpeting'the simple message "Let's make PPS Great Again"?
There's your candidate for superintendent.... and they will gather together the smartest people to get it done.
Wouldn't you rather here them "trumpet" that "We know how to make PPS Great Again."
Pittsburgh has had enough people and money wasted on new "reform" that was clueless when it came to educating/preparing our children for productive futures. Lots of jobs for adults, but disaster for students.
Governmental initiatives always generate the exact opposite of their stated intent.
It's easy to "blame" such as the reference to "governmental initiatives". Unfortunately, the government has little if any real control over what actually happens schools. Its is relatively simple to break that down into "initiatives". Government controls money, but not much else in reality. Too many schools, too many teachers & administrators. Harrisburg PDE has one relative small building with even less space dedicated to initiatives. PPS has far more people working in Central Offices.
The people working in District's some of whom are true educators, determine what happens in classrooms and schools with students. All of the responsibility for the education of Pittsburgh's children lies with the adults who manage, direct, and execute instruction, curricula and assessment (formative, summative, or none).
Unfortunately, knowing how hasn't translated into execution 4:28.
It will take a Leader to trumpet the message and gather together those who know how and get it done.
That's what Leaders do.
5:33 Far worse than any government initiatives have been the nominally philanthropic business initiatives in education. Gates and Broad have done more harm with their cures for education's ills than any government initiative since No Child Left Behind.
Monies,Broad and Gates, philanthropic and/or government initiatives as well as central office holders have never been a match to the power of the human spirit. This is not a feel good distraction or otherwise. It's a fact and evidenced based.
When the people are ready to take their schools back they can and they will.
To those looking for Pgh Pub Schools being great again with effective leadership...
http://k12success.blogspot.com/2015/02/the-pittsburgh-school-board.html?m=1
Read section entitled "Age of Leadership"
Really 9:07? That blog is just another distraction that does not offer a single solution. A focus on 'such' is why we have a problem----for so many reasons.
Teachers in classrooms must be the so-called "leaders". Those who know their content and their responsibility do it every day!
Leadership, leadership, leadership. Educators just need to do their job. Too often those in "leadership" do not know what needs to be done and just posture as leaders.
When true teachers "take their classrooms back" and demonstrate the "power of the human spirit" we will not need false fronts.
(Note: Good words 8:15, but lets make the application to teachers.)
The application applies to all 10:57AM. We the people.....
2:02 - Hoping the 'adamancy' of your remarks is part of a plan that you believe is the comprehensive solution to our education problem in Pittsburgh. Most of us can effect only small cohorts of individuals and are laboring daily to effect change at sources closest to the problem ie. teachers.
Again hoping that your words "we the people" goes beyond that small cadre who have the daily opportunity to impact PPS students in direct and powerful ways. Let us know how we can be part of a greater mass here in Pittsburgh committed to real ACTION on behalf of our students. A few words on this blog, as powerful as they may be, is not and never will be a force sufficient to move the 'powers that be' into action that results in immediate improvement of a system that deteriorates egregiously each day for PPS students.
What is the ACTION that will take us beyond a "We the people" statement? Rally the people here and now!
If one puts their finger on the pulse of the community it isn't beating loudly for a solution to the education problem in Pittsburgh.
We are in the midst of a Superintendent search and there is little noise other than what is taking place in the small cadre of people who have difficulty raising their voices. With the exception of a few articles in the PG and a few community input gatherings there really is no sense of urgency for change. There are no protests warming the sidewalks outside Bellefield and the process proceeds quietly and uneventfully
"We the people", it seems ,don't feel the need to take their schools back.
But when they do there will be no denying them.
A shout-out to Mark Rauterkus and his proposition paper for making some noise.
We have to eliminate the "them" you reference, if its a "We the people" effort. The writer(s) here, must be include themselves in the effort instead of looking to others. Only then will there be "no denying them."
And, too much "noise" without action doesn't get it done!
"Shout outs" are needed only for actions successfully carried through!
Submitting a proposition paper = action.
Again, a shout-out to Mark for his efforts.
A thousand individual efforts unbeknownst are the "We the People" as well as the efforts of two or more collaborating.
Well, lots of position papers, propositions, proposals, presentations, portfolios, studies, data, concrete materials, ideas, concept papers, strategies, experts' substance, technology experts assistance, system experts, fully developed educational plans, 'what works' evidence, etc., etc., etc. and no one needed "shout outs for these "actions" that found no implementation fruition at PPS.
The efforts of others, however, continue, undiminished by lack of such shout outs or acknowledgement that ever sees the light of day!
6:06 - if it lightens the way home, all efforts are rewarded in unexpected ways.
Thanks for the props in the thread.
We win some and lose some and live to play another season. Biggest coaching advice I give to anyone who cares to listen is simple, "Don't burn out."
My position paper had 42 suggestions. Some worked. Some, not so much. Another suite of ideas is getting crafted now. I guess I should double down on what was posted in the past position paper. Update. Formal recap.
Hard to do so in a blog thread.
http://aforathlete.wikia.com/wiki/Fewer_Sports_Alternatives
I am not a "sports person" but have observed that the strength of PPS was until 2006-- the middle school programs. The athletic directors at that level seemed to me to "get the kids" at the time when they would be straying. The guidance that these teachers provided went beyond the classroom and the gym. When we went to K-8, K- whatevers-- various configurations we lost the strong middle school programs that led to our high schools. While the physical education teachers do a great job of fielding teams etc. it seems like more kids are getting lost because there is no ability to build toward our high schools. I dont know how this can be fixed with the mishmash of school configurations-- but fewer sports is not the answer.
Bravo.
The problem with a 6-12 school is that the HS teams and JV teams and Freshmen teams and Middle School teams -- boys and girls -- all need to share the same facilities. Add off season teams, as now the baseball players and boy volleyball need to be working out -- and everyone suffers. Add community time, no way. Add intramural for the kids not on the varsity, ha. They are trying to put 10 pounds of stuff in 5 pound bags.
There are some coordination that should occur, but sadly, it isn't a priority. At my school, and at the other WPIAL swim schools, the middle school swimming happens in the SPRING, or in the east part of the city, in the fall. Then the HS teams and MS teams both have good opportunities. Now, both are in the winter and the opportunities are compromised.
HS kids get out of school at 3 pm. Practice should start at 3:05. But, we have Middle School P.E. that uses the facilities to 4 pm when MS gets out of school. And, we have to have MS swim practice from 4-5 pm. So, the HS practice starts at 5 pm, 2 hours after school gets out. It goes to 7 pm. But, HS kids also start with AM swim practice from 6 to 7:15 am. Not ideal.
There are plenty of things to do. Sports can be a big impact upon the kids in positive ways. But, the system needs to be supportive. Otherwise, the lessons of dedication, devotion and excellence are absent.
All of this was pointed out when the 6-12 schools were proposed, and at the "community meetings" the greatest opposition was to 6-12 schools- to no avail. MR was too enamored with the idea of being the creator of innovative 6-12 schools to listen to reason. But because not all schools could be shoehorned into the 6-12 model (especially schools who had protectors on the Board), the result as noted above is an uncoordinated mishmash of configurations. Someday someone will have to come in and clean up the mess.
From the new board minutes:
1. Donna Micheaux, Deputy Superintendent, shall receive a $3500 monthly differential payment to provide direct oversight and supervision to the five (5) Assistant Superintendents for Instructional Leadership as well as the Assistant Superintendent of Student Support Services, effective February 29, 2016 through June 30, 2016.
That's an extra $14,000 in her pocket!
Also, the new minutes state that Connie Sims' retirement is effective 2/26/16 and not in June as previously stated.
The AIEU employed Donna Micheaux as an Assistant Executive Director for Organizational Leadership and Development. http://patch.com/pennsylvania/pine-richland/an--aiu-hires-dr-donna-micheaux-of-wexford
To 5:56 AM
Does this mean that while she is PPS' Deputy Superintendent (retiring in June 2016), she is also employed by the AIEU?
No. She worked for the AIU in 2012 as the article informs.
Does this mean she gets $14,000 extra to "oversee" assistant superintendents? Is she not doing so already? Or is this an extra responsibility since Connie Simms is leaving earlier than expected? Which begs the question, what has Donna Micheaux been doing all along? What is the job of the deputy superintendent, if not to oversee the assistants? I'm confused.
Micheaux's title is, "Deputy Superintendent - Office of the Superintendent." Sims' title is/was, "Chief of School Performance- Office of School Performance."
This makes one wonder how many "Offices" does PPS have and what exactly does each one do? (especially for the salaries these people are paid) Surely there has to be overlap? PPS has too many chiefs and not enough Indians. Consolidate positions and put these people in the schools working.
The new Superintendent needs to clean house and restructure (cut costs) at Bellefield. The question is will he/she be someone not tied to Gates or Broad, or is PPS in too deep with them to cut ties?
Since they are both leaving, is it a stretch to assume that as the song goes-- they arent "pageant material" (superintendent material)?
http://triblive.com/news/education/8453625-74/positions-programs-summer
closing out some central office positions
I wonder which ones?
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