If you don’t ask questions, you will never have to be afraid of the truth.

This week we received our first training on Connecticut’s new teacher evaluation system, and specifically on the one that our town has decided upon that fits into what the state deems is acceptable.

45% of my evaluation will be tied to standardized test scores.
5% of my evaluation will be tied to the schools standardized test scores.
40% is based on two goals that I set.  One of the goals has to be standardized, so based on standardized tests from SBAC, or district standardized tests. So 20% of our personal goals are based on standardized test scores.

Let’s see…   45% + 5% + 20% = 70%

So 70% of my evaluation will be based on test scores.  Now keep in mind I used old math, and not new math, so I could be off.

Teachers account for about 15% of a student’s test scores (socioeconomic stuff and other factors make up the rest).

So out of the 70% of my evaluation that is based on test scores, I have control on approximately 10% of it (used no math, hope that is right).

The evaluation is based on the gates foundation study on effective teachers.  So gates started by funding the common core state scamdards, funded the groups and companies making the test and tools, funded the groups collecting and amassing the data, and now gates study is the basis for my evaluation.  Next year our units will be handed to us from the district, units based on the common core state scamdards. The district performance tasks will be based on those units.

So as of 2013-14, everything I teach, everything I plan for, all data that I collect, my personal goals for my evaluation, and all data that is collected on me, will be a direct consequence of funding from gates (no, I will not capitalize the “g”).

The common core twitter chats will continue.  Blog posts on “ten math resources to implement the ccss” will continue to be written.  Articles on what teachers can do to prepare for the ccss will continue to be read, saved, and sent out across the web.  We will be told by our leaders and fellow teachers that we can’t shed the standards, so make the most of it, and join committees and be a part planning the implementation rather than just complain about it.  We are told there is nothing to gain by bad mouthing it in front of the kids, that we should get them to take the tests seriously.  Teachers are being told to not question the process, just help implement it.

What lesson are you teaching the kids by not questioning the process?

What deep lesson are you teaching the kids by not questioning it with them?

200 years from now when the history of the implementation of the ccss is written, people will be unable to comprehend how our generation allowed so few people with no background or interest in education to take over our schools.

I stand corrected…200 years from now they just won’t care because their ancestors were taught from an early age to just not to question it. Everyone learned not to question it, because if you don’t ask questions, you will never have to be afraid of the truth.

No Risk, No Questions
“The duty of a patriot is to protect his country from the [federal] government.”  Thomas Paine
Who will protect our children from Duncan, Rhee, Obama, Pearson, and Gates?
If this process continues, the next generation will have no patriots.
Our history will not be written by patriots, but by the complacent Americans who were too afraid to question authority.

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