Is this the problem with Manuel Yvellez and the other Chula Vista Educators union leaders who are struggling with Common Core?

From Education Week:

...There are cases in which educators themselves need more time simply practicing the mathematics and learning different ways of conceiving of it, she added. Fractions, which under the common core are introduced in 3rd grade, tops that list.

It's a point reiterated by Katherine K. Merseth, a senior lecturer and the director of teacher education at the Harvard Graduate School of Education, who believes the shifts will require more programs to improve their content preparation.

Lipscomb University in Nashville, Tenn., is sharing a library of video-based tools in order to familiarize the state’s teacher colleges with the common core and its implications for preparing new talent.

"Kids can learn to invert and multiply in order to divide fractions, but then they look at the teacher and ask, 'Why'?" Ms. Merseth said. "We have to make sure that our students and our graduates can answer exactly that question."

The lack of preparation of teachers (especially if they are union leaders like Manuel Yvellez) has been causing a lot of problems for the implementation of Common Core.

See blog posts about Common Core from CVESD Reporter.

Shame on those teachers who are intentionally making kids anxious about standardized tests; parent complaints at CVESD

Chula Vista teachers and parents might want to give some thought to this quote by Albert Einstein

I was intrigued by the difference between the San Diego Reader and the Chula Vista Star-News in reporting the implementation of Common Core standards in Chula Vista schools. Star-News Reporter Robert Moreno provided a much more balanced view of the issue than did the Reader's Susan Luzzaro.

See all posts re Common Core from CVESD Reporter blog.

UPDATE April 15, 2014:

I just spoke to Anthony Millican at CVESD, and he tells me that it is not at all true that if a student "failed the test he wouldn’t get promoted to the next grade." I hope that Susan Luzzaro at the Reader will publish this fact, since her article offers no contradiction to this quote in its first paragraph.

Mr. Millican notes that many teachers are delighted with Common Core. I'll bet the students of those teachers are also delighted. Why didn't Ms. Luzzaro quote any of them?

ORIGINAL POST:

I'm sure that there are many classrooms in Chula Vista Elementary School District where confident, competent teachers--and their students!--are completely relaxed about upcoming standardized tests. In fact, those kids probably think that taking tests is fun.

But what about the teachers who simply don't know how to teach well? They are having hissy fits, and pointing the finger at Common Core Standards. There is nothing at all wrong with Common Core Standards. It's just that many teachers don't grasp the concept of a basic concept. That's what Common Core is all about: basic concepts.

Historically, a large percentage of teachers have taught mostly by rote, without teaching kids how to think. Also, there are some pretty good teachers who simply don't like to go into depth when teaching a subject. They like to teach a concept and then move on. This method is NOT used in countries with highly successful education systems.

These two types of teachers are intentionally upsetting children so that parents will come in and complain about Common Core instead of complaining about the teacher.

Why isn't this parent asking why 70% of kids don't understand basic facts? Has she not been paying attention for the past decades as student performance has gone down? Does she know during those decades fewer and fewer teachers have come from top colleges? The average teacher these days is simply not up to the job. As teachers have become weaker, the job itself has become harder.

So why doesn't the district simply teach the teachers how to teach? Perhaps you think that the district is run by brilliant minds? Administrators tend to be people who were very immersed in teacher culture and school politics when they were teachers. They played the game. They followed the right people. Don't expect them to have a particularly good understanding of the educational process, and don't expect them to know how to teach teachers.

Has Ms. Phatek wondered whether there might be a better solution to her children's problem than getting rid of Common Core?

Perhaps she might consider this solution to the problem: Here's how every child can have an excellent teacher--without firing or laying-off any teachers!

San Diego County parents should have access, as do parents in Los Angeles, to information showing how much the students in each classroom are learning each year, as measured by year-by-year changes on standardized test scores. The Los Angeles Times published these "value-added" scores for each teacher. Why doesn't any San Diego news source publish our information?

Amazingly, it was revealed that students of the most admired and highly-regarded teachers frequently showed remarkably little improvement. You can always find teachers and parents who think they know who the best teachers are, but it turns out they're often completely wrong.

Of course, test scores are only a clue, not a final determination, as to whether a teacher is doing a good job. Proper evaluation would consist of regular observations, interviews and test scores of both students and teachers. In the current system, most principals have very little knowledge about what most of their teachers are doing in the classroom. Often, years go by without a principal spending more than a few moments in a teacher's classroom. And in my 27 years teaching in CVESD, not once did any principal ever sit down and talk to me about my thinking about how to educate children.

If teacher performance were evaluated effectively, there would be an added bonus: administrators could be chosen from among the best teachers.

But the district administration isn't the only problem. There's also the teachers union. The one thing you can count on the California Teachers Association to do is to protect incompetent teachers. The parent in the article below who claims that Common Core is "advancing an agenda that I believe is geared toward privatizing all education" is doing what the teachers union calls "staying on message". She certainly sounds like she was coached.

The test isn't creating a problem, it's exposing a problem that has existed for years.

Standardized tests shunned by South Bay parents
“My son had been experiencing headaches”
By Susan Luzzaro
San Diego Reader
April 10, 2014

One night last year, Gretel Rodriguez was playing the word game Hangman with her son who attends HedenKamp Elementary in the Chula Vista Elementary School District. He chose an unusual word. When Rodriguez asked him why, her son said he was learning it for the California State Test. Then he said he was nervous — worried that if he failed the test he wouldn’t get promoted to the next grade.

Rodriguez said in an April 7 interview, “My son had been experiencing headaches, then when he told me his worries, I made up my mind to opt him out of any standardized exams.”

[Maura Larkins' comment: Why didn't Rodriquez ask the school district if test results might be used to hold a child back? Did she ever consider helping her child to get the problem into perspective? Does she normally try to teach coping skills to her child? Does she teach her child to search out the facts before dissolving in fear? I suspect that the teacher might have been manipulating his or her students emotionally instead of dealing with his or her own fears about test results. Was the teacher really afraid of what might happen to himself (or herself)?

Also, I'm wondering why the reporter who wrote this piece, Susan Luzzaro, fails to tell us if this child's fear is based on reality. Why doesn't Ms. Luzzaro report on this important question? Luzzaro's entire article seems to be based on the belief that the district actually flunks kids who do poorly on the test.]

Rodriguez is one of many parents, locally and nationally, who are choosing to opt their children out of testing.

“By opting my son out of standardized tests I’ve also ensured he doesn’t have to take the SBAC [Smarter Balanced Assessment Consortium] test this year as well,” Rodriguez continued.

In 2012, Smarter Balanced Assessment Consortium was one of two companies that split a $330 million Department of Education grant to develop a computer-based test aligned with Common Core Standards.

In 2014, students will be taking a Smarter Balanced field test, or a test to test the test — based on Common Core Standards. The test will be administered to California students between March and June.

Rodriguez has another son who is a special-education student in the Sweetwater Union High School District. At first he told his mother that he wanted to continue taking the standardized tests and Rodriguez agreed.

Recently he changed his mind and asked his mom to opt him out. Rodriguez said she was happy about his decision because the new Common Core test has no modifications for special-education students or English-language learners.

The Phataks have three children in public schools. Two of them go to Salt Creek Elementary in the Chula Vista Elementary School District; their older son attends Eastlake Middle School in the Sweetwater district.

When asked which tests she was going to opt her children out of, Kristin Phatak answered, “All of them.”

Phatak believes that “tests designed by publishing companies are not a good measure of my children’s progress. They also encourage teaching to the test.”

Regarding the Smarter Balance test aligned with Common Core, Phatak stated, “I firmly believe that test is being designed to fail the children, and in turn fail the teachers and the schools. It’s an attack on public education.”

When asked why she believes the test is designed to fail, Phatak resonded, “When you start looking at the money behind new Common Core Standards and the Smarter Balance testing, you begin to question both of them. Venture philanthropists, like the Gates Foundation, have poured millions into advancing an agenda that I believe is geared toward privatizing all education.

[Maura Larkins' comment: The Gates Foundation? Phatek sounds pretty paranoid to me. Why wouldn't Bill Gates simply be trying to do for education the same thing he does for health--giving away huge amounts of money in an effort to make life better for people around the globe? Or perhaps Phatek has simply been influenced by teachers who don't want to improve their performance.] "In states like Kentucky, where the Smarter Balanced Consortium test has already been used, the student failure rate was 70 percent. New York also had disastrous results with their Common Core exam. The push is to tie test scores to teacher evaluations. You can’t fail the teachers unless you fail the kids.”

Phatak encourages “parents who wish to be in tune with their childrens’ education to go to the Smarter Balance website and take the pilot test that corresponds to their child’s grade level.”

Phatak said she began talking to other moms about opting out last year. She is “shocked” because so many are coming up to her this year and telling her they are opting out.

Phatak is in contact with parents across the United States through her Facebook page, though she is not a member of a national opt-out organization.

“There are no consequences for refusing to take the tests,” Phatak said. “They [districts] cannot hold a child back.”

Opting out is not new to San Diego. In 2002, the Wall Street Journal carried a report on 212 Rancho Bernardo students who refused to take standardized tests. Rancho Bernardo parents expressed reasons similar to Chula Vista parents. They felt there was “no personal incentive for their children to labor over tests that aren’t included on school transcripts or are required for high school graduation.”

I was intrigued by the difference between the San Diego Reader (above story) and the Chula Vista Star-News (story below) in reporting this issue. Reporter Robert Moreno provided a much more balanced view of the issue than did Susan Luzzaro.

Common Core receives mixed reviews
Robert Moreno
Chula Vista Star-News
Sep 28 2013

California's newest testing method is getting high praise by education officials in the South Bay, but some parents in the area’s school districts are giving the new testing measure an F.

The Golden State signed on for the model on Aug. 2, 2010, with full implementation this school year. Forty-five states — including California — use the Common Core method of testing.

John Nelson III, E.d.D, assistant superintendent of the Chula Vista Elementary School District, said the new testing model places higher standards on students than the STAR testing did.

“We (the district) believe that these new Common Core standards reflect the academic need of all students to be successful,” he said. “We know that the old standards, we’ve learned a lot of good lessons from them; however, when it came to being college- and career-ready, the standards fell short.”

Nelson said under the STAR testing standards, students entering college were not prepared and as a result, dropout rates at the university continues to be high.

Common Core tests students from K-12 in math, English, science and social science. The tests and curriculum are based more on the use of critical thinking skills than memorization.

While the elementary school district approves the new testing measures, some parents are not getting with the Common Core program.

Kristin Phatak has a son in the Chula Vista Elementary School District and another in the Sweetwater Union High School District. She is opposed to the Common Core because she said it is “dumbing down” the education standards.

[Maura Larkins' comment: How does Kristin Phatek come up with this stuff? I'm guessing that she like the old rote-memory method of teaching that left students unprepared for college. Kids were left with very little understanding of basic concepts, and a whole lot of memorization that tended to be forgotten. I agree with John Nelson that the new concept-based instruction is better for kids.]


Kristin Phatek
Has Ms. Phatek wondered whether there might be a better
solution to her children's problem than getting rid of Common Core?

“California and Massachusetts were known in the nation as having some of the highest standards in the United States,” she said. “They did not use California or Massachusetts standards to rate these standards, they actually lowered the standards, and so by California signing on to these standards, we have in effect lowered our standards.”

Nelson said the Common Core is not dumbing down education standards, but rather deepening the understanding of learning. He said it is more critical thinking-based than the STAR testing.

Phatak claims that the Common Core puts local school districts in violation of the Williams Settlement Act.

The class action lawsuit was filed in 2000 and argued agencies failed to provide public school students with equal access to instructional materials, safe and decent school facilities and qualified teachers. As a result of this, for every student in a classroom, the school must make available one textbook for each student.

Phatak said because there are no textbooks available for the Common Core, teachers are struggling to come up with their own curriculum with Common Core methods.

[Maura Larkins' comment: What is this woman talking about? You can use ANY textbook to teach Common Core. But teachers who rely on textbooks to guide every step of instruction are simply failing to understand how to teach basic concepts. For one thing, the teacher should be guided by what her students know, and how well they are learning. The teacher's instruction should largely be coming from the teacher's brain rather than a textbook, and should be using his or her own words. The teacher should be making heavy use of the white board and a marker--and should be putting manipulatives in students' hands.

“What’s happening now is that the publishers have not come out with the textbooks for Common Core, yet the Chula Vista Elementary School District and the Sweetwater School District have decided to go ahead and implement it,” she said.

Nelson said the Common Core is not solely dependent on textbooks.

[Maura Larkins' comment: Hear, hear!]

“There’s been a lot of misunderstanding in the community, Common Core is not about the curriculum, it’s about how we teach,” he said. “Literature is literature. Now we did achieve use of more complex literature but Common Core is about changing the instructional practice of teachers.”

Monica Cervantes is another parent who is against the Common Core. She has a child attending Tiffany Elementary School in Chula Vista. She said the elementary school district adopted the model without conducting research to see if it will actually work.

“I think before you implement any type of curriculum, you have to make sure it works,” she said. “If you go back and look where it was implemented first there is a lot of downfall with this.”

California’s Superintendent of Public Instruction Tom Torlakson recently announced that the Sweetwater Union High School District is receiving more than $8 million in state funding with the transition to the new testing model.

Manny Rubio, director of grants and communications with the Sweetwater Union High School District, said a portion of that money could be spent on new textbooks used in preparation for the Common Core.

The Sweetwater District is adhering to the Common Core too, because Rubio said the testing is mandated by the state, and therefore they have no choice but to implement it.

“This is something that is coming from Sacramento. It’s our mandate as far as following the law that they’ve issued.

My understanding is that ... we do not have a choice (to not implement the Common Core),” Rubio said.

Rubio said the district is implementing a Common Core curriculum for teachers this year with pilot testing for students. He said come next school year, the district will have mandated testing.

Tina Jung, information officer for the California Department of Education, said the adoption of the Common Core is not mandatory. She said it is up to the local school districts, not the state, to decide if they want to implement the testing.

“It is completely voluntary on the states and schools,” she said. “We can’t tell districts what to do. California is a local control state, that means local districts have more control than the state.”

Jung also said if a district accepts money from the state for Common Core, then that money must be used for Common Core purposes.

Because she did not want her child to take the Common Core test, Phatak withdrew one of her children from Tiffany Elementary school. The child is now being home schooled.

[Maura Larkins' comment: Why didn't Phatek help her child cope with anxiety instead of taking such a drastic measure. I have a suspicion that there's a lot more going on in Phatek's family than is revealed here.]

Cervantes said she plans to opt her child out of Common Core testing.

“We (parents) can try to stop this because this was adopted and not mandated by the state,” she said. “We have a choice, it is not mandated. They chose to adopt this.”

According to the California Department of Education’s website, the Common Core describes what each student should know and be able to do in each subject in each grade.

The name Common Core derives from the testing method that uses a set of national standards that apply to every school, district and state that has adopted the Common Core model.

Rubio said parents “will not” have a choice of opting a child out of the testing.

But while Rubio mentions that students can’t opt out, California’s education code says differently.

According to Education Code 60615, a student can opt out of testing.

“Notwithstanding any other provision of law, a parent’s or guardian’s written request to school officials to excuse his or her child from any or all parts of the assessments administered pursuant to this chapter shall be granted,” the code reads.

Stanford University mathematics professor James Milgram


I just noticed that the San Diego Union-Tribune has published a hysterical commentary on this subject by Lance T. Izumi. Mr. Izumi's rant contained an interesting fact:

...Stanford University mathematics professor James Milgram, an architect of California’s previous top-ranked state math standards and a member of Common Core’s Validation Committee, harshly criticizes the rigor of Common Core’s math standards: “With the exception of a few standards in trigonometry, the [Common Core] math standards end after Algebra II. They include no pre-calculus or calculus.”...

Professor Milgram wants every kid in California to learn calculus!?!

That's ridiculous. I took calculus in high school, and it didn't do me one bit of good because I didn't understand the basic concepts well enough. I got an A in the class, not because I understood the material, but because I learned and applied formulas. I had to take calculus over again at UCLA. I also took vector calculus, and when I graduated I thought I knew math.

Even though I wasn't interested in going to graduate school at the time, I decided to take the GRE (Graduate Record Exam) at that time. I figured I'd never again do as well on the math section of the GRE than when I was fresh out of college math classes.

I was wrong.

I spent the next fifteen years teaching basic math concepts to fourth and fifth graders. I taught those basic concepts like they were going out of style. As a result, I myself came to understand those concepts really, really well.

Then I took the GRE again. My GRE math score went up 100 points, from 640 to 740.

My big improvement was due to focusing on elementary math concepts. I have had proof in my own life that if you want your kid to be really good in math, you must make your kid really learns basic concepts. And you shouldn't worry one bit whether your kid takes calculus in high school.


Will Susan Luzzaro continue to turn her back to
requests for more even-handed reporting?

I sent the following email to the Reader on April 17, 2014:

Regarding this story:
Standardized tests shunned by South Bay parents
By Susan Luzzaro
San Diego Reader
April 10, 2014

In the very first paragraph, Susan Luzzaro quotes a parent saying that her child was worried that "if he failed the test he wouldn’t get promoted to the next grade."

Ms. Luzzaro makes absolutely no effort in the article to assure Readers that the test is not actually used to flunk children. This is not good journalism.

I urge the Reader and Susan Luzzaro NOT to leave this false impression dangling in the minds of readers. Luzzaro should issue a clarification about the matter.

COMMENTS ON SUSAN LUZZARO ARTICLE:

eastlaker April 10, 2014 @ 12:41 p.m.

So, the testing is being done initially on materials the students have not been given. Gee, how fair is that?

Especially when not only the students will be evaluated, but the teachers will be evaluated.

[Maura Larkins' response to eastlaker:

The teachers are supposed to teach kids how to think, not just teach them specific facts and rules.

A good test measures thinking ability. That's why teachers who can't teach reasoning and logic hate them so much. If you call it "teaching to the test" when kids are thought to respond to any question with logic, then teaching to the test is a good thing.]


oneoftheteachers April 10, 2014 @ 6:36 p.m.

First of all, let's dispel the myth that corporations fostered:our educational system was broken. The US has some of the best universities in the world attended by graduates of our American public schools.

[Maura Larkins' response: No one is saying that American universities are broken. They're so good that people from all over the world come to attend them. Unfortunately, the only people breaking the door down trying to get into our average K-12 public school are people from Latin American countries with even worse educational systems. It's a disgrace that so many of our K-12 graduates are not prepared for our own universities.]

It's interesting that there is only ONE comment one this page (at 9:50 a.m. on April 17, 2014) that even suggests looking at this issue differently.

Bvavsvavev had the courage to say: "I am not an expert in education, so I don't know the answers. What I do know is that change is needed, money is needed, and testing is needed. The hows and whys can be left to experts to figure out."

Of course, he is immediately shot down by the regular commenters.

Interestingly, the Reader is the only news outlet in San Diego or elsewhere that prevents me from making comments. The reason was not that I made an improper comment, or even a comment that the Reader didn't like. In fact, the very first time I tried to sign up to make comments I was unable to do so. Who could have set this up? I suspect that Susan Luzzaro might have originated the idea. Susan Luzzaro's husband Frank, a former teacher and union official at Chula Vista Elementary School District, has made it clear to me that he doesn't want me revealing events at CVESD, at least not those that involve him. I once contacted the Reader to complain about not being able to make comments, and the result was that I was allowed to comment on this one story! Obviously, there is little effort at the Reader to provide a public forum. It's very much a controlled environment, run by political paymaster Jim Holman.]]

CVESD teacher removed for requesting massages: another member of the Castle Park Family causes a scandal

Stephenie Parker-Pettit

Comments regarding this post can be found HERE.

Stephenie Pettit has been placed on administrative leave for requesting massages from students. (See Channel 10 News story below.)

No one, including the police, has found that there was any hint of wrongdoing in Ms. Pettit's classroom--only bad judgment.

(Updated Mar. 14, 2014) But a parent has made me realize that Ms. Pettit's actions could result in serious harm to students in the future because they conditioned children to touch an adult on request. Even worse, kids were given class currency to do the touching. If CVESD used my plan for master teachers, this would not have happened. Our system puts untested teachers in full and solitary control of classrooms right after getting their teaching credentials. There is no close oversight or support to guide them.

Superintendent Francisco Escobedo will need to be careful in this case. A couple of members of his administration have more to hide than a few massages.

Asst. Supt. Sandra Villegas-Zuniga and Human Resources director Peg Myers will want to go easy on Ms. Pettit. They will want to continue the district's policy of avoiding investigations. It's a good policy when the people with the most to hide are not the ones the district is targeting. Ms. Pettit might say more than they want to hear if she were pressed for information.

WHAT KIND OF INVESTIGATIONS DOES CVESD CONDUCT?

Let's compare two situations: kids giving massages in the current case versus a report that a teacher might come to school and shoot everybody in an earlier case involving Peg Myers and Stephenie Pettit. Why was there NO investigation in the earlier case, while the police were called in in the second case? Because no reporters were interested in the earlier case.

The fact is, CVESD doesn't do thorough investigations to keep kids safe. Instead, it tries to protect its reputation. Too often this means covering up truly illegal actions by staff. As soon as as a report of child molestation surfaces in any school, a district administrator runs over to the school and threatens all the teachers that they'd better keep quiet. And they do keep quiet. The public has the right to vote for board members, but clearly does NOT enjoy the right to know what's going on at school districts.

Stephenie Pettit would NOT be the target of any investigation in the earlier case, but she'd be a star witness. She knows the truth about the reports of "fear for their lives" by teachers Jo Ellen Hamilton and Linda Watson when they taught at Castle Park Elementary in 2001. Pettit knows the role that Peg Myers played in the cover-up of crimes by Robin Donlan and other teachers.

And Sandra Villegas-Zuniga and Francisco Escobedo also know, or they should know.


Asst. Supt. Sandra Villegas-Zuniga might want to review her bizarre dealings with Peg Myers.


Peg Myers at her deposition

When Myers was the site representative at Castle Park Elementary School about ten years ago, she kept a tight rein on Stephenie Pettit in order to make sure that illegal actions were kept hidden. Stephenie Pettit was not involved in the original illegal actions, but she did keep her mouth shut after she found out about them. Later, when Myers was President of Chula Vista Educators (CVE), she continued to use her position to cover-up events at Castle Park in 2000-2001.

When she was President of CVE, Myers apparently impressed Villegas-Zuniga as someone who would help the district manipulate teachers. After sitting across from Myers at the bargaining table for a number of years, Villegas-Zuniga convinced Myers to clamber across the table to the other side and accept the job of Director of Human Resources. Obviously, Peg's intimate knowledge of individual teachers, and the workings of the teacher union, have been very helpful to the district in intimidating teachers. [Yes, I know that the district website claims that Myers is in charge of "classified" staff. Don't be fooled. She spends at least some of her time intimidating teachers.]

So here's the problem in the current situation. Stephenie Pettit knows the details of who was involved, and what actions they took, during the years when a large number of violations of civil and criminal laws were committed at Castle Park Elementary School, the district office, and the teachers union. The near-destruction of a school by power-hungry teachers and administrators was just the boost Peg Myers' career needed, and she has catapulted dramatically to higher positions since she was just an ordinary teacher at Castle Park Elementary in 2001.

CASTLE PARK ELEMENTARY

The effects of the decade-long teacher meltdown at Castle Park Elementary--that resulted in the school having 11 principals in 11 years--continue to ripple through the district.

It staggers the imagination to realize how many teachers involved with Castle Park Elementary's descent into a miasma of dysfunction have continued to make news long since the Chula Vista Star-News and San Diego Union-Tribune lost interest in supporting a troublesome group of teachers, parents and administrators that brought the school to its knees during their years of arbitrary power.


Pam Smith and Larry Cunningham

Current Chula Vista Elementary board members Pam Smith and Larry Cunningham oversaw the cover-up of illegal actions by CVESD employees at the school in 2000-2001. (I was a teacher at Castle Park Elementary, with Stephenie Pettit and Peg Myers, at that time.)


Former CVE president Jim Groth wanted a replacement who would continue the teacher versus teacher culture that he had helped create. Peg Myers fit the bill perfectly. See all Jim Groth blog posts.

It should be mentioned that current member of the statewide CTA board of directors Jim Groth played a big role in the concealment of illegal actions. He was then, and still is, a member of the Chula Vista Educators board. I imagine he's already hopped in his car and driven over to the district office to remind the administration that the district and the teachers union need to continue the cover-up.

After the district paid $100,000s of taxpayer dollars in legal fees to lawyers Dan Shinoff and Mark Bresee for their successful efforts to protect teachers and administrators who had committed crimes, the prevailing teachers apparently felt invulnerable. They delighted in their arbitrary power to do whatever they wanted and get away with it. What else could the district expect when it had fired a teacher (me!) simply for demanding an investigation, and for refusing to come back to work until something was done about the relentless harassment of me by teacher thugs.

Kids are being harmed every day in CVESD classrooms by cruel and/or incompetent teachers and administrators as well as those with faulty judgment. The district needs to take steps to prevent and mitigate harm to children.


Former CVE President Gina Boyd. See Gina Boyd's deposition HERE.


Robin Donlan, notorious along with her husband for $7 million Wireless Facilities stock options fraud case. See Robin Donlan's deposition HERE.

The rogue teachers were led by Robin Donlan, a personal friend of both Peg Myers and former CVE president Gina Boyd. Gina Boyd was a member in extremely good standing of the self-styled "Castle Park Family". The self-styled "Castle Park Family" resisted all efforts by a string of principals (averaging one principal per year for 11 years) to get them to settle down and do their jobs. I myself was a target of the ruling teachers. Administrators Libia Gil and Rick Werlin did the bidding of those teachers.

Before my lawsuit was even finished, five teachers were transferred out of the school during the summer of 2004. Stephanie Pettit was one of the "Castle Park Five" group that included the notorious Robin Donlan, Peg Myers, and Nikki Perez.

This district keeps finding that its favored employees have big problems. Perhaps an effective evaluation system for teachers would help? But no, that would interfere with the politics that currently guides employment decisions at the district. And the district wouldn't have hired Peg Myers if it didn't want to keep politics in the forefront of district decisions.

I doubt that the district will try to fire Mrs. Pettit. She knows too much about criminal actions by teachers and administrators. I predict a settlement.

And as far as the parent who says Stephanie should not teach again, I don't see how voluntarily giving a massage to a teacher could seriously harm a child. The situation is no more serious than if Stephanie were rewarding kids to fan her. The problem with the behavior is that the students are being asked to treat the teacher like a queen rather than a professional. The touching was clearly NOT sexual. It's only wrong because kids shouldn't be performing personal services for teachers--like combing hair, cutting hair, shining shoes, etc. Of course, Stephenie used poor judgment, but she's been taught by the district and the teachers union that she and other teachers with political connections are free to indulge any whim without repercussions.

A more important issue is that kids are being damaged by teachers every day in CVESD classrooms. There is psychological damage being done by cruel, rigid teachers who take pleasure in causing pain. Stephanie did not cause pain to the kids who volunteered to give her massages.

It would be interesting to know what else was happening when the kids were giving the teacher a massage. Was she teaching them at the same time? This could very well be the case. But there are so many classrooms where teachers spend huge amounts of time NOT interacting with their students that it would be very dangerous for anyone to criticize Stephanie even if she had not been teaching while receiving a massage. She could easily get plenty of witnesses to talk about the time wasted in classrooms while teachers are doing something other than teaching. I could write a book about it.

Stephanie deserves the due process than she herself helped to deny to me. Lawyer Dan Shinoff of Stutz Artiano Shinoff & Holtz took tax dollars for his successful efforts to keep Stephanie from being deposed in my case. I would be happy to deposed in any case she might file--which is exactly why I think that the district won't try to fire her. Here's my deposition in the current defamation lawsuit against me by Stutz Artiano Shinoff & Holtz. Stutz is quite miffed, it seems, that the Court of Appeal says I have a constitutional right to discuss the lawyers who act on behalf of public schools.

Though I was not able to depose Stephanie, I was able to take the depositions of Castle Park Family members Gina Boyd, Peg Myers and Robin Donlan. (I recommend clicking on these links for these depositions if only to see the hilarious expressions on the faces of teachers who don't like being asked to tell the truth.)

NEWS COVERAGE

Channel 10 News and San Diego Union-Tribune have covered this story. Let's see if Channel 10 will investigate further the failure of school districts to do meaningful evaluations of teachers. The SDUT has been covering up for CVESD for years. I hope they will start to cover the real stories instead of only the sensationalistic ones.

EVALUATING TEACHERS

Researches say that 10% of teachers are doing a bad job, failing to add value to their students' academic abilities. Many teachers have serious personality problems. But the fact is that CVESD really doesn't know its teachers. I never met a principal who really observed and really talked to staff members to find out what they were up to.

It's time that ALL teachers in CVESD were properly evaluated.

Chula Vista teacher removed from job, accused of soliciting massages from students
Kandiss Crone
10 News
02/13/2014

CHULA VISTA, Calif. - Some parents at a South Bay elementary school told 10News they couldn't believe what their kids said went on inside their third-grade classroom.

"This behavior, to my son, has become so normalized that he did not report it to me," said parent Andy Stumph.

Some parents say Salt Creek Elementary School teacher Stephanie Petitt solicited massages from the students during reading time in exchange for $10 in class money. The parents also say Petitt also encouraged the third graders to give each other massages.

"The most children I've heard at any one time that was massaging the teacher was seven -- one on each leg, one on each arm, one on each shoulder, one playing with the hair," Stumph said.

The parents voiced their concerns at a school board meeting Wednesday night but weren't happy with the outcome, so they contacted 10News.

Chula Vista Elementary School District Superintendent Francisco Escobedo said Chula Vista police were called in to investigate but did not find any criminal wrongdoing.

"This behavior is absolutely not acceptable. We have professional standards at Chula Vista," Escobedo said.

Escobedo said Petitt is no longer teaching at the school, but is still employed with the district.

"She's on administrative leave; these allegations we take very seriously and we have to do due process to investigate," Escobedo said.

Parents say that's not enough, and they worry the teacher's actions could have a lasting impact on their kids.

"If there's a goal to be had ... Mrs. Petit would never be able to teach again," parent Samantha Trickey said.

Three parents pulled their children out of the school, 10News learned.

The district says a long-term substitute will replace the teacher.

Teacher on leave over massage claims
U‑T San Diego
Feb. 14, 2014 - She reported back to work Monday and taught her class after investigations by the Chula Vista Elementary School District and the Chula Vista ...

Tie teacher certification not just to completing a degree or program, but also to classroom performance.

Teacher quality matters more for student achievement, so we should quit certifying teachers who can't teach.

"Finding a way to guarantee an effective teacher in every classroom has vexed reformers for decades." So why not try thinking outside the box? Here's my simple plan: a great teacher in every classroom right now, without firing anyone.

See all posts regarding Common Core.

Common Core turns focus to teacher training: Column
Laura Vanderkam
USATODAY
October 1, 2013

Tie teacher certification not just to completing a degree or program, but also to classroom performance.
45 states have signed on to the Common Core idea.
A growing research consensus finds that teacher quality matters more than any other school-based factor.

Shortly before school started this fall, New York parents got some grim news. Student scores on old tests looked decent, but once the state aligned its tests with the more rigorous Common Core standards, proficiency rates plummeted.

Most likely, it will happen in your state, too, because 45 states have signed on to the Common Core idea. Soon parents nationwide will see just how much more students need to learn to succeed.

The good news is that changing one variable could change a lot. A growing research consensus finds that teacher quality matters more for student achievement than any other school-based factor (such as class size). Economist Eric Hanushek has calculated that replacing the bottom 7%-12% of U.S. teachers with average teachers would rocket the U.S. to the academic company of the world's highest-performing countries.

The bad news is that finding a way to guarantee an effective teacher in every classroom has vexed reformers for decades. If American schools want to clear the new bar set for them, they'll need a new idea, and they have at least one promising option. A few innovative programs are tying teacher certification not just to completing a degree or program, but also to classroom performance.

Alternative certification programs (think Teach for America) have blossomed in recent decades, but most new teachers still come from traditional schools of education where course work in these programs covers the theory, history and politics of education. Even great grades don't give principals insight into whether a new teacher will command the attention of 30 third-graders.

"Every time principals hire a teacher, they make a gamble," says Christina Hall, co-founder of the Urban Teacher Center. "They don't know if a teacher will improve student performance or not."

Competent teachers

As the stakes get higher, that matters. Students deserve teachers who are "competent in the real challenges they will face," says Stig Leschly, of Match Education, a training program in Boston. How do you explain complex content clearly? What does it mean to have high expectations for students in terms of how you comport yourself Monday morning?

These skills can be taught — and measured.

Match Education, for instance, puts its trainees through an intense program involving hundreds of student simulations. Halfway through the first year, these prospective teachers are scored on mini lessons presented to students. After several months of student teaching, they become full-time teachers but are granted a "Master's in Effective Teaching" only after an assessment of their first year on the job — using principal evaluations, student survey data, expert evaluations and student achievement data.

The Urban Teacher Center trains teachers in math, English language arts and special education, then places them in about 50 schools in Baltimore and Washington, D.C. To be certified, these new teachers must demonstrate student achievement over their first few years on the job.

For principals looking at a UTC-certified teacher's résumé, Hall says, they'll know "we cut the tail off the bell curve."

Rookie teachers

To be sure, such accountability puts pressure on rookie teachers, but "there's this mythology in education that your first year is just something you live through and then you become a real teacher," says Tim Daly, head of TNTP (formerly The New Teacher Project), which trains thousands of new teachers across the country. In reality, performance in training and your first year is fairly predictive of future performance.

Of course, what "performance" means for teachers is an ongoing debate. While UTC focuses on math and English — for which there are tests that show whether a teacher has added value — not all subjects have such assessments.

That doesn't mean accountability can't happen. TNTP evaluates teachers based on student surveys, principal evaluations and feedback from observers who score teachers on classroom performance. These scores are compared with other teachers teaching similar students. The goal is to certify only those TNTP teachers who are "better than most of their peers," says Daly. If teachers are not on a trajectory to be effective, "we part ways."

Used broadly, such accountability will help students meet the Common Core's standards. The key is to recognize, as Ellen Moir, founder of the New Teacher Center puts it, that "we don't have to certify every person that goes into a program."

Students deserve teachers who have data to show they can bring out their best.

Laura Vanderkam, author of What the Most Successful People Do Before Breakfast, is a member of USA TODAY's Board of Contributors.