This past month, I wrote about SB599 in a post called The Stench of SB599.

In it I stated,

“The overall premise of this bill is to ensure that we have a proper teacher pipeline going into the schools.”  – Rep. Jeffrey Elmore, R- Wilkes, in response to questions about SB599 on House floor in Raleigh on June 26.

Senate Bill 599 is the bill (as Alex Granados from EdNC.org reports), that,

“allows organizations other than universities to operate educator preparation programs in North Carolina. The measure includes private, for-profit organizations. And while the bill passed the full House, it did not survive without debate” (https://www.ednc.org/2017/06/26/educator-preparation-bill-passes-house-returns-senate/).

What that means is that for-profit outfits can make money fast-tracking teacher candidates in a rather precarious preparation programs.

In actuality, we have already experienced a manifestation of SB599 here in North Carolina, but on a larger basis.

Imagine putting together a list of possible qualifications for becoming an instructional leader of a large public school system such as a state superintendent of secretary of education in a democratically controlled country.

How much experience do you think is necessary to be that instructional leader?

Does there need to be a working knowledge of the system, the curriculum, the pedagogy, the theory?

Does there need to be a perspective that is shaped by being in the classroom and serving as an administrator?

Or can you have someone lead who has never been a part of the system before?

Take a look.

Because it seems like some leaders were fast-tracked by those who will profit by them. In DeVos’s case, she already made sure to fill the coffers of the very committee (HELP) that nominated her.

Think of it as SB599 on steroids.

Criteria	Betsy DeVos	Mark Johnson	Veteran Public School Teachers in NC Who Have Taught For Five + Years
Has a degree in education or went through a teacher preparation program at a college or university	NO	NO	Most all of them. Lateral Entry in most states still requires that teachers take certain preparation courses.
Has teaching experience	NO	YES – two school years	YES –
Attended public schools	NO	YES – graduated from Louisiana’s equivalent of a Magnet school for math and science	IF 90% of go to traditional public schools, then safe to say MOST OF THEM
Sends children to public school	NO	NO	MOST OF THEM, if they have kids
Believes vouchers hurts traditional public schools	NO	NO	DON’T MEET MANY WHO LIKE THEM
Supports teacher unions and teacher advocacy groups	NO	NO	MOST DO – IF NOT WITH MEMBERSHIP, THEN DO RELY ON GROUPS TO LOBBY FOR THEM
Administrated in a school	NO	NO	Most administrators were teachers
Been through a principal change as an educator	NO	NO	MOST OF THEM
Been through a curriculum change	NO	NO	YES
Seen a group of students matriculate throughout an entire school experience from beginning of high school to graduation to another level of schooling	NO	NO	YES
Managed budgets for public funds	NO	Served a partial term as a local school board member but was campaigning partially during that time	PROBABLY NOT
Talked to teacher advocacy groups	NO	AVOIDS LIKE THE PLAGUE	A GREAT MANY OF THEM
Talked with special education advocacy groups	NO	AVOIDS LIKE THE PLAGUE	A GREAT MANY OF THEM
Finished an entire term in elected office	NO	NO	NOT APPLICABLE
Oversaw a budget that expanded resources for students in traditional public schools	NO	NO	A GREAT MANY OF THEM ON A SMALL SCALE
Displayed understanding of IDEA and IEP law.	NO	NO	YES
Led a school in a reaccreditation process	NO	NO	MANY OF THEM – IT’s A SCHOLLWIDE INITIATIVE
Participated in a PTSA	NO	NO	MANY OF THEM
Coached a public school sport	NO	UNKNOWN	MANY OF THEM
Oversaw a budget for a school	NO	NO	ADMINSTRATION DOES THIS
Had continuing certification	NO	NO	YES
Mentored a younger teacher	NO	NO	YES
Had a student teacher	NO	NO	MANY OF THEM
Sponsored an extracurricular	NO	NO	MOST OF THEM
Written curriculum standards	NO	NO	MANY OF THEM
Led a professional development workshop	NO	NO	MANY OF THEM
Published scholarly work on educational issues.	NO	NO	SOME OF THEM
Knows difference between proficiency and growth for students	NO	DON’T KNOW	MOST OF THEM
Meet With ALL Parents Who Request Conference	NO	NO	YES
Keeps Open Channels of Communication with students, parents, administration, and community	NO	NO	YES
Does Not Require an Entourage to Explain Concepts of Job	NO	NO	YES

 

Results

United States Secretary of Education

North Carolina State Superintendent

Becoming an Endangered Species