Community Coalition Announces No Confidence in Superintendent

Released today by the Parent and Community Coalition for Educational Change, video coming soon <!--break--> <img class="dada-image-center" src="http://rochester.indymedia.org/sites/default/files/migrate_dada/picture_1.png"><br><h3>Press Conference Video</h3 > <ul> <li><a href="http://blip.tv/file/4710935"> No Confidence in Superintendent Brizard - Paula Hansen of Metro Justice</li > <li><a href="http://blip.tv/file/4711244"> No Confidence in Superintendent Brizard - Howard Eagle of the CETF</a></li > <li><a href="http://blip.tv/file/4714290"> No Confidence in Superintendent Brizard - Dan Drmacich of CCSE</a></li > </ul > <p> The “Parent and Community Coalition for Educational Change” believes that Superintendent Jean-Claude Brizard has served as Superintendent of the Rochester City School District with increasing disregard for the quality of education for Rochester City School District students, the valid concerns of parents, the needs of neighborhood-school communities , the professional concerns of all Rochester City School District Staff, and the research that supports a better education for Rochester’s children and a healthier school district organization. </p > <p> To be specific: </p > <ol> <li>Whereas, research clearly demonstrates that sharing organizational power and influence, rather than a dictatorial, “top-down,” corporate, leadership style, is essential for a healthy and effective school district organization (Fullan &amp; Miles, 1992,) and whereas Superintendent Brizard has failed to collaborate in making decisions and solving problems by recommending the closure or reorganization of neighborhood schools without meaningfully soliciting input, discussing his recommendations with the staffs, parents, community members and students of those schools, nor the Board of Education members, (Democrat and Chronicle, 2010,) (Board of Regents Shared Decision-Making Policy), (Community Education Task Force (CETF) Principles 2,3,5) and </li > <li>Whereas, research demonstrates that 83% of all charter schools do not perform better than the average public schools, that charter schools often “skim” higher achieving students from public schools, that charter schools often dismiss or deselect those students who do not meet their standards, and that these dynamics result in public schools having a higher percentage of challenging students to educate (CREDO, 2009), and, whereas, Superintendent Brizard actively supports privately run charter schools as an option for students and parents, by publicly announcing that he will use Gates Foundation grant monies to fund a RCSD office for charter school/RCSD collaboration, has supported the efforts of a family member to establish a privately run charter school in the RCSD, and announced that he has plans to use current Rochester school buildings to house charter schools, (Democrat and Chronicle, 2010), (CETF Principle 4), and </li > <li>Whereas, current examples of using a competitive “portfolio of schools” choice program for students and parents, as depicted in the Waiting for Superman film (2010), have demonstrated that there are clear “winners,” who obtain the schools they wish to attend, and “losers;” students who fail to obtain the schools that best meet their needs, communities who lose their “neighborhood schools” to new portfolio or charter schools, teachers who lose the students they have taught and formed relationships with, and parents who must deal with the psychological fallout that impacts their children, (Ravitch, 2010,) and, whereas Superintendent Brizard has implemented and has announced plans to expand this “portfolio of schools” choice program, close more schools, and increase the disenfranchisement of RCSD students, parents, communities and staff, (CETF Principles 2,4,5) and </li > <li>Whereas, current research demonstrating that federal and state government induced, corporate-based, education reform, focusing on charter school implementation, competition for school resources, unilateral decision-making, standardized curriculum and test scores in urban school districts, fails to increase the college, job and citizen success rates of high school graduates, especially African-Americans and Hispanics, (Berliner, 2005,) (RCSD Graduation Rates, 2008-2010,) (Wagner, 2008), and, whereas, Superintendent Brizard has actively used this corporate-based reform strategy and failed to demonstrate moral leadership by actively lobbying against the privatized education reform agenda, and by signing onto the “Klein &amp; Rhee Education Reform Manifesto” in 2010, (CETF Principles 1,4,5,6,7) and </li > <li>Whereas, research has demonstrated that the problems directly related to poverty, such as lead poisoning, teen pregnancy, racism, unemployment, poor nutrition, drug abuse and community violence, are directly related to student achievement (Rothstein, 2004), (Berliner, 2005,) and whereas Superintendent Brizard has failed to advocate for, or create and implement social welfare and </li > social-justice curricular systems (Noguera, 2002,) to actively combat the problems related to poverty, and has, in fact, encouraged the belief that, “Poverty is not an excuse!”(Klein, Rhee, Brizard, et al, 2010) , (CETF Principles 1,2,4,5,6,7,8) and </li > <li>Whereas, the U.S. Supreme Court has ruled that racially and socio-economically segregated schools are inherently unequal, and must be de-segregated (Brown vs. Board of Education, 1954,) and that there are current examples of large-scale successful desegregated schools (Grant, 2009), and whereas, Superintendent Brizard has failed to advocate for, or support the creation of metropolitan, or magnet schools that would help break the concentration of poverty and racial isolation in city and county school districts, respectively, and has specifically refused to support the creation of the proposed Rochester-area “Regional School,” (CETF Principles 1,7,8) and </li > <li>Whereas, research demonstrates that graduates of progressive, student-centered, performance-based assessment schools perform at more productive rates as college students and as citizens (Foote, 2005, Eight Year Study, 1932) and whereas Superintendent Brizard has failed to develop and implement project-based assessment, high-standards schools, for the purpose of more effectively meeting the needs of Rochester students; especially those who have not responded positively to traditional school teaching and learning, and who need an education that more appropriately fits their learning styles, needs and interests, (CETF Principles 6,7) and </li > <li>Whereas, there are volumes of research demonstrating the negative impact of high-stakes, standardized testing on students (narrowing the curriculum, placing less emphasis on the arts, basic and higher-order skills development, 21st Century Learning Skills and creating school environments that have replaced joy and the love of learning, with anxiety and fear of failure (Darling-Hammond, 1991 &amp; 2010), and, whereas Superintendent Brizard has increased the emphasis and amount of standardized testing and “one-size-fits-all” styles of teaching and learning in all RCSD schools, (RCSD New Curriculum Policy, 2009), (CETF Principles 6,7) and </li > <li>Whereas, research shows that extrinsic motivational processes, such as merit pay, negatively impact both student and staff motivation, learning and general performance, (Ryan &amp; Deci, 1985), and whereas Superintendent Brizard has continued to advocate for staff merit pay systems, based on standardized test scores, (Klein, Rhee, Brizard, et al, 2010), (CETF Principles 3,7) and </li > <li>Whereas, research demonstrates that schools with the greatest arts emphasis, have greater student achievement, (The Center for Arts Education, 2009), and that Superintendent Brizard has failed to champion the teaching of the arts to all RCSD children, by allowing Art and Music Teacher staff reductions, without objection, (RCSD Board of Education Minutes, 2009 &amp; 2010), (CETF Principles 3,7), and </li > <li>Whereas, research demonstrates that organizations function most effectively when staff needs are met (Miles, 1970), and whereas Superintendent Brizard has ignored or avoided the requests of RCSD staff members for professional development training that would empower them to help students grow and develop academically and personally, including ongoing training focusing on cultural equity, cultural knowledge and institutional racism) (CETF Principles 1,2,3,5,8) (RTA, RAP, BENTE, 2009-2011), and </li > <li>Whereas, research findings demonstrate that low student-teacher ratio is critical for significant student learning, (Slavin &amp; Madden, 1996), and whereas Superintendent Brizard has, when faced with economic challenges, failed to provide the leadership to maintain reasonable class size in schools, thereby decreasing the individualized attention each student receives, (CETF Principles 7,8) and </li > </ul > <p> Therefore, be it resolved, that the "Parent and Community Coalition for Educational Change” issues this resolution of “No Confidence” for Jean-Claude Brizard, and submits it to the Rochester City School District Board of Education and public for their consideration and action. </p ><p> The “Parent and Community Groups for Educational Change Coalition,” is composed of the following organizations: </p > <ul> <li>Coalition for Common Sense in Education</li > <li>Community Education Task Force</li > <li>Alliance for Quality Education</li > <li>Metro Justice</li > <li>Green Party </li > </ul >

<p>Released today by the Parent and Community Coalition for Educational Change, video coming soon</p> <!--break--><p><img class="dada-image-center" src="http://rochester.indymedia.org/sites/default/files/migrate_dada/picture_1.png" /><br /><br /> </p><h3>Press Conference Video</h3> <ul> <li><a href="http://blip.tv/file/4710935"> No Confidence in Superintendent Brizard - Paula Hansen of Metro Justice</a></li> <li><a href="http://blip.tv/file/4711244"> No Confidence in Superintendent Brizard - Howard Eagle of the CETF</a></li> <li><a href="http://blip.tv/file/4714290"> No Confidence in Superintendent Brizard - Dan Drmacich of CCSE</a></li> </ul> <p> The “Parent and Community Coalition for Educational Change” believes that Superintendent Jean-Claude Brizard has served as Superintendent of the Rochester City School District with increasing disregard for the quality of education for Rochester City School District students, the valid concerns of parents, the needs of neighborhood-school communities , the professional concerns of all Rochester City School District Staff, and the research that supports a better education for Rochester’s children and a healthier school district organization. </p> <p> To be specific: </p> <ol> <li>Whereas, research clearly demonstrates that sharing organizational power and influence, rather than a dictatorial, “top-down,” corporate, leadership style, is essential for a healthy and effective school district organization (Fullan &amp; Miles, 1992,) and whereas Superintendent Brizard has failed to collaborate in making decisions and solving problems by recommending the closure or reorganization of neighborhood schools without meaningfully soliciting input, discussing his recommendations with the staffs, parents, community members and students of those schools, nor the Board of Education members, (Democrat and Chronicle, 2010,) (Board of Regents Shared Decision-Making Policy), (Community Education Task Force (CETF) Principles 2,3,5) and </li> <li>Whereas, research demonstrates that 83% of all charter schools do not perform better than the average public schools, that charter schools often “skim” higher achieving students from public schools, that charter schools often dismiss or deselect those students who do not meet their standards, and that these dynamics result in public schools having a higher percentage of challenging students to educate (CREDO, 2009), and, whereas, Superintendent Brizard actively supports privately run charter schools as an option for students and parents, by publicly announcing that he will use Gates Foundation grant monies to fund a RCSD office for charter school/RCSD collaboration, has supported the efforts of a family member to establish a privately run charter school in the RCSD, and announced that he has plans to use current Rochester school buildings to house charter schools, (Democrat and Chronicle, 2010), (CETF Principle 4), and </li> <li>Whereas, current examples of using a competitive “portfolio of schools” choice program for students and parents, as depicted in the Waiting for Superman film (2010), have demonstrated that there are clear “winners,” who obtain the schools they wish to attend, and “losers;” students who fail to obtain the schools that best meet their needs, communities who lose their “neighborhood schools” to new portfolio or charter schools, teachers who lose the students they have taught and formed relationships with, and parents who must deal with the psychological fallout that impacts their children, (Ravitch, 2010,) and, whereas Superintendent Brizard has implemented and has announced plans to expand this “portfolio of schools” choice program, close more schools, and increase the disenfranchisement of RCSD students, parents, communities and staff, (CETF Principles 2,4,5) and </li> <li>Whereas, current research demonstrating that federal and state government induced, corporate-based, education reform, focusing on charter school implementation, competition for school resources, unilateral decision-making, standardized curriculum and test scores in urban school districts, fails to increase the college, job and citizen success rates of high school graduates, especially African-Americans and Hispanics, (Berliner, 2005,) (RCSD Graduation Rates, 2008-2010,) (Wagner, 2008), and, whereas, Superintendent Brizard has actively used this corporate-based reform strategy and failed to demonstrate moral leadership by actively lobbying against the privatized education reform agenda, and by signing onto the “Klein &amp; Rhee Education Reform Manifesto” in 2010, (CETF Principles 1,4,5,6,7) and </li> <li>Whereas, research has demonstrated that the problems directly related to poverty, such as lead poisoning, teen pregnancy, racism, unemployment, poor nutrition, drug abuse and community violence, are directly related to student achievement (Rothstein, 2004), (Berliner, 2005,) and whereas Superintendent Brizard has failed to advocate for, or create and implement social welfare and </li> social-justice curricular systems (Noguera, 2002,) to actively combat the problems related to poverty, and has, in fact, encouraged the belief that, “Poverty is not an excuse!”(Klein, Rhee, Brizard, et al, 2010) , (CETF Principles 1,2,4,5,6,7,8) and <li>Whereas, the U.S. Supreme Court has ruled that racially and socio-economically segregated schools are inherently unequal, and must be de-segregated (Brown vs. Board of Education, 1954,) and that there are current examples of large-scale successful desegregated schools (Grant, 2009), and whereas, Superintendent Brizard has failed to advocate for, or support the creation of metropolitan, or magnet schools that would help break the concentration of poverty and racial isolation in city and county school districts, respectively, and has specifically refused to support the creation of the proposed Rochester-area “Regional School,” (CETF Principles 1,7,8) and </li> <li>Whereas, research demonstrates that graduates of progressive, student-centered, performance-based assessment schools perform at more productive rates as college students and as citizens (Foote, 2005, Eight Year Study, 1932) and whereas Superintendent Brizard has failed to develop and implement project-based assessment, high-standards schools, for the purpose of more effectively meeting the needs of Rochester students; especially those who have not responded positively to traditional school teaching and learning, and who need an education that more appropriately fits their learning styles, needs and interests, (CETF Principles 6,7) and </li> <li>Whereas, there are volumes of research demonstrating the negative impact of high-stakes, standardized testing on students (narrowing the curriculum, placing less emphasis on the arts, basic and higher-order skills development, 21st Century Learning Skills and creating school environments that have replaced joy and the love of learning, with anxiety and fear of failure (Darling-Hammond, 1991 &amp; 2010), and, whereas Superintendent Brizard has increased the emphasis and amount of standardized testing and “one-size-fits-all” styles of teaching and learning in all RCSD schools, (RCSD New Curriculum Policy, 2009), (CETF Principles 6,7) and </li> <li>Whereas, research shows that extrinsic motivational processes, such as merit pay, negatively impact both student and staff motivation, learning and general performance, (Ryan &amp; Deci, 1985), and whereas Superintendent Brizard has continued to advocate for staff merit pay systems, based on standardized test scores, (Klein, Rhee, Brizard, et al, 2010), (CETF Principles 3,7) and </li> <li>Whereas, research demonstrates that schools with the greatest arts emphasis, have greater student achievement, (The Center for Arts Education, 2009), and that Superintendent Brizard has failed to champion the teaching of the arts to all RCSD children, by allowing Art and Music Teacher staff reductions, without objection, (RCSD Board of Education Minutes, 2009 &amp; 2010), (CETF Principles 3,7), and </li> <li>Whereas, research demonstrates that organizations function most effectively when staff needs are met (Miles, 1970), and whereas Superintendent Brizard has ignored or avoided the requests of RCSD staff members for professional development training that would empower them to help students grow and develop academically and personally, including ongoing training focusing on cultural equity, cultural knowledge and institutional racism) (CETF Principles 1,2,3,5,8) (RTA, RAP, BENTE, 2009-2011), and </li> <li>Whereas, research findings demonstrate that low student-teacher ratio is critical for significant student learning, (Slavin &amp; Madden, 1996), and whereas Superintendent Brizard has, when faced with economic challenges, failed to provide the leadership to maintain reasonable class size in schools, thereby decreasing the individualized attention each student receives, (CETF Principles 7,8) and </li> <p> Therefore, be it resolved, that the "Parent and Community Coalition for Educational Change” issues this resolution of “No Confidence” for Jean-Claude Brizard, and submits it to the Rochester City School District Board of Education and public for their consideration and action. </p> <p> The “Parent and Community Groups for Educational Change Coalition,” is composed of the following organizations: </p> </ol><ul> <li>Coalition for Common Sense in Education</li> <li>Community Education Task Force</li> <li>Alliance for Quality Education</li> <li>Metro Justice</li> <li>Green Party </li> </ul>