SAU21 called in the radical leftist political organization Seacoast Outright to train their teachers a couple of years ago. This year, they called in more education consultants focused more on political issues than academics.
Superintendent Nadeau,
I’m hoping you can clear up some questions I have regarding the Professional Development Day for teachers at Winnacunnet High School.
As I began researching the speaker and the topics covered, I was at a loss as to exactly what all of this would look like in the classroom. First, are there problems with the teaching staff?
I was able to watch this video where Mirko Chardin and Katie Novak go through a presentation on “Equity by Design: How UDL Provides Equal Opportunities to Learn.” Knowing that this presentation was provided to teachers, it sounds as if there is a problem that needs to be addressed. Because there is a focus on privilege and bias, it makes me wonder if you believe there is a problem with the character of the teachers employed in the district. Do you believe this will somehow correct that? https://www.youtube.com/watch?v=u7124dZScEY&t=809s.
While I would not ask for personal information on teachers working in this district, is this a problem that has been discussed with the school board members? Do they also believe that a professional development day would be a solution to the problem? One of the biggest complaints I hear from teachers is the wasted time in PD. While we all know some of this time can be extremely valuable, I see nothing listed that is academic content focused.
In Mr. Chardin’s bio it says that his greatest experience and passion revolves around culturally connected teaching and learning, recruiting and retaining educators of color, restorative practice and school culture.
So much of this has become political while Massachusetts, having a far more diverse student population, was able to accomplish elevating academic outcomes for ALL students without any of this. Where do any of these “passions” translate into data where we can see real progress for all students? (Pre Common Core)
Restorative practices are coming under a great deal of criticism. Could these be some of the problems that have been identified in Seabrook?
SEE: Restorative justice gone wrong: One mother’s horror story and
Restorative circles are unethical and have no place in schools
Chardin’s bio also says that he delivers keynotes across the nation on equity, social justice, and personal narrative. He is also a race, diversity, and cultural proficiency facilitator and leadership coach for the Aspire Institute at Boston University’s New Wheelock College of Human Development.
There is no information provided that indicates that any of this produces the same results we have seen in Massachusetts when they decided that their focus would be on:
1) improved academic standards
2) improved academic tests
3) professional development focused on academic excellence.
(Pre-Common Core)
1) Our schools are not required to use the dumbed-down Common Core and Next Gen. Science Standards for curriculum alignment.
We can certainly do better.
2) The district does not have any control over the standardized test, but we can certainly use the TIMSS every four years to compare SAU21 students to their international peers.
3) The district does have control over the PD we offer to teachers. I think board members, parents and taxpayers need to feel confident that this time is spent wisely.
Parents in Seabrook are looking closely at all of this, and I can’t blame them. Parents and taxpayers expect more from their schools. We need to be supporting our teachers so they are successful in the classroom.
I am not seeing how any of this helps students in this district. If you’d like to expand on how this will improve academic outcomes, I would love to see that evidence. In my opinion, all of that should have been discussed with the school board, with all evidence provided so they would have a clear idea why this was a priority for Winnacunnet.
Ann Marie Banfield
TRUST REQUIRES TRANSPARENCY
