Fact check

Three takeaways from The Colbert Report's teacher-tenure talk

PHOTO: Via The Colbert Report
News-anchor-turned-education-activist Campbell Brown appeared on The Colbert Report to discuss teacher tenure.

The debate over New York’s teacher tenure laws moved from the steps of City Hall to the studios of The Colbert Report on Thursday night. Campbell Brown appeared on Colbert’s show to discuss the recent lawsuit she’s spearheading that challenges those job protections for teachers.

Brown leads the Partnership for Educational Justice, a newly created organization that helped file the case, Wright vs. New York, in Albany. The suit charges that the job protections leave ineffective teachers in the classroom, and specifically challenges the “last in, first out” policy in which districts lay off teachers based on seniority, the too-short amount of time, plaintiffs feel, that administrators have to decide whether a teacher is effective enough to get tenure, and disciplinary statutes that make firing ineffective teachers a lengthy process.

Her appearance was a bit tense as Colbert pushed Brown on a few contentious issues, including her anti-teachers union stance and her funding sources.

Since a minutes-long interview can’t capture much nuance, here’s what you need to know:

1. The equal access argument
When Colbert asked whether the lawsuit is focused on ensuring equal access to education, Brown said yes. “That’s exactly right,” she said, mentioning the California decision that found teacher tenure unconstitutional earlier this summer.

However, while the California case argued that teacher tenure violated the state’s guarantee of equal educational opportunities, the two New York lawsuits do not. Instead, they claim that the job protections violate the state constitution’s guarantee of a “sound basic education.”

Many people have been speculating on the likelihood of a New York case succeeding, so differences between the two states’ cases are worth noting.

2. Getting rid of incompetent educators
The Wright case argues that it takes too much time and costs too much money to get rid of incompetent teachers and that, as a result, principals and districts often avoid that process.

“It takes, on average, 830 days to fire a teacher who has been found incompetent,” Brown said on the show.

However, that’s not the clearest information. According to the NYS School Boards Association, which is whom Brown and the lawsuit cite, it actually took 830 days for an incompetency hearing to reach a decision – not to end in a firing. It took an average of 520 days for all proceedings to reach a decision, including misconduct cases. Those figures come from 2004-2008 and they exclude New York City cases.

More updated data from the State Education Department show it’s been taking less time to resolve disciplinary cases recently. For fiscal year 2013, it took 177 days, on average, to reach a decision statewide, and 190 days in New York City.

3. Follow the money
Parents and teachers organized by the Alliance for Quality Education, an advocacy group that receives funding from the state’s teachers union, showed up outside Colbert’s midtown studio to protest Brown’s appearance. The American Federation of Teachers created a Twitter hashtag, #questions4campbell, which started to pick up speed before the show and succeeded in lobbing a question into Colbert’s interview notes.

“Your organization, where’s its money come from?” Colbert said. “That’s one of the things they asked me to ask you.”

Brown initially skirted the question by saying the law firm Kirkland & Ellis is taking the case pro bono.

“So the Partnership for Educational Justice has not raised any money so far?” Colbert asked.

“Yeah, we are raising money,” Brown said.

“And who’d you raise it from?”

“I’m not going to reveal who the donors are because the people who are out–.”

“I respect that because I’ve had a super PAC,” Colbert joked.

“But part of the reason is, the people who are outside today, trying to protest, trying to silence our parents who want to have a voice in this debate–.”

“Exercising their First Amendment rights,” Colbert said.

“Absolutely. But they’re also going to go after people who are funding this,” Brown said. “And I think this is a good cause and an important cause and if someone wants to contribute to this cause without having to put their name on it so they become a target of the people who are outside earlier today, then I respect that.”

“Well, I respect… you,” Colbert said.

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Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.