Race To The Top CCSD LIES

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Nevada Teachers Chatboard

Race To The Top CCSD LIES

by Teachers net

Nov 6, 2012

Basic public education in Clark County is underfunded and $40 million towards innovation in 63 schools, less than one sixth of all schools in the district, makes no sense when basic educational needs for students are not being met. (The district will claim that because we did not sign on, they lost $40 million and the opportunity to hire 22 teachers in 63 schools. The fact is the money can only be used for the targeted innovations described in the grant. Too much of the money flowed to outside vendors and a layer of district level “coaches and trainers.” We know that our members need resources that address the everyday struggles they face of classrooms that are too large and not enough materials for individual students. Had CCEA been involved from the beginning, we would have made sure the majority of the money flowed to the classroom and the students our members serve.) The Race to the Top application directions requires a very high bar of accountability for those who have to impl...See MoreBasic public education in Clark County is underfunded and $40 million towards innovation in 63 schools, less than one sixth of all schools in the district, makes no sense when basic educational needs for students are not being met. (The district will claim that because we did not sign on, they lost $40 million and the opportunity to hire 22 teachers in 63 schools. The fact is the money can only be used for the targeted innovations described in the grant. Too much of the money flowed to outside vendors and a layer of district level “coaches and trainers.” We know that our members need resources that address the everyday struggles they face of classrooms that are too large and not enough materials for individual students. Had CCEA been involved from the beginning, we would have made sure the majority of the money flowed to the classroom and the students our members serve.) The Race to the Top application directions requires a very high bar of accountability for those who have to implement the described innovations in the classroom. Professionals are willing to accept that when they have input on the front end of the plan, not when they are notified of proposed reforms after the fact. (The district claims they tried to include the Union. In fact, what they did was invite our President and Vice President to attend meetings to review already crafted reform plans. There was no genuine effort to include the Union or our members in the planning. They also claim that they received feedback from 6,000 people – including 1,600 teachers. The teachers in each of the target buildings were invited in September to attend a meeting where they were notified of the plan – no intention for taking input or in collaborating to develop a plan that would best meet the needs of students. A representative organization such as CCEA would have gladly identified a list of its experienced and accomplished leaders to participate in developing a plan on the front end, but we are not interested in having one CCEA leader sign off on the back end. Student needs are at historic high across this district. To meet those needs all teachers need strong, job embedded professional learning that honors their accumulated experience and expertise. One size fits all programs and outside vendors don’t meet the national standards for what makes strong professional learning and they don’t meet the professional needs of our teachers. (The bulk of the grant does not go to hire new teachers. The bulk of the grant goes to outside vendors who will provide PD for an ELL program imported from Denver, CO. Another large chunk is for computers and online instruction software designed to remove professionals from the equation. Another large chunk goes for a one size fits all scripted program. We know that scripted programs do not take into account individual student needs and a professional’s expertise to differentiate for unique learner needs)

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