We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
The children will be the ones to suffer from your education cuts. “The real question is, who’s for the kids, and who’s for their raises? This isn’t about the kids. Let’s dispense with that portion of the argument. Don’t let them tell you that ever again while they are reaching into your pockets.”…
Budget cuts are unfair. “The special interests have already begun to scream their favorite word—which, coincidentally, is my 9-year-old son’s favorite word when we are making him do something he knows is right but does not want to do—’unfair.’ . . . One state retiree, 49 years old, paid, over the course of his entire career, a total of $124,000 towards his retirement pension and health benefits. What will we pay him? $3.3 million in pension payments over his life, and nearly $500,000 for health care benefits—a total of $3.8 million on a $120,000 investment. Is that fair?”…
Isn’t your talk of ’stopping the tax madness’ just another ‘Read My Lips’ promise? “[Mine is] much better than ‘Read my lips.’ I’m sorry, it’s just much better. Much stronger. . . . It’s gonna be how my governorship will rise or fall. I’m not signing a tax increase.”
The best teachers aren't trained to teach. All the fancy private schools know that.
Not that simple.
Granted, ed schools are a disaster. The biggest collection of fools on college campuses is to be found on ed school faculties. Conjecture masquerading as fact: that is the ed school Ed school faculties are too concerned with finding the "next big thing" instead of teaching what works.
I went to teaching as a second career, and washed out. I had Ivy League caliber SAT and GRE scores, and corresponding knowledge of my subject. My failure as a teacher is first hand evidence that while native intelligence and knowledge of subject matter is necessary, it is not sufficient to be a competent teacher.
I view my failure as two fold. Most important, a teacher needs to be a persuader, and doing persuasion does not come easily to me.
Starting at a bad school with a bad principal was a wash, as my second year at a good school with a helpful principal also resulted in non-renewal. (Had I signed the petition against the principal that nearly half the faculty had signed, I couldn't have been non-renewed, but that's the way the ball bounces.)
From my two years as a teacher, I learned the importance of pedagogy. It is not always intuitively obvious how to present material to result in optimal learning. Ditto re classroom management, a subject covered in ed school courses, but on a too theoretical level.
This recent NYT article on new research on what makes a good teacher gives an example of what ed schools have been missing while they have gone about their politically correct nonsense. We need ed schools. Unfortunately, most of what goes on in ed schools does not prepare teachers to become effective teachers. We need alternate paths to teacher certification, but we also need to work on the ed schools.
Another point about getting bright people into teaching. After teaching for a while, many bright people will decide that 60+ hour work weeks are not their cup of tea, and will more easily find alternatives to teaching careers than will their less capable colleagues. If you want to keep bright people in teaching, you have to reconfigure schools and the obligations for teachers so that teachers can have lives outside the classroom.
I agree with Tom Francis that a lot of the Maggies Farm articles come up with some rather simplistic slogans regarding teaching.
Re wealth flight from New Jersey and New York. New York City at least has glamor going for it. Many wealthy people stay there because it's the "in" place. New Jersey has high costs and no glamor, at least by repute. So of course the wealthy are more likely to leave.
These results were entirely predictable a long time ago but "progressives" follow Sowell's Law: if it sounds good but it has failed nine times running, we'll try it again; if it sounds bad but it has worked nine times running, we won't try it unless we have to.