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
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