three theories

What is it about Eva Moskowitz that attracts so many enemies?

Eva Moskowitz.
Eva Moskowitz.

Daily News columnist Juan Gonzalez, who has done some seriously good work in the past, this week took his pistol-like investigative skills to the skull of charter school operator and eternal politician Eva Moskowitz — first in a story on the erosion of parent voices in the city schools, and then in a story on Moskowitz’s salary. Gonzalez challenges the salary, which he reports as $371,000 last year (Moskowitz says the real figure is $250,000 plus a $60,000 bonus), suggesting that she should give some of her pay back to her charter schools.

This is hardly the first criticism that’s been thrown at Moskowitz, who previously served as the chair of the City Council’s education committee and ran for borough president of Manhattan, losing to Scott Stringer after the teachers union campaigned against her. As Gonzalez reports, her critics include “educators, parents, the teachers’ union and Harlem political leaders.”

Why’s there so much hate for a woman who has decided to spend her days starting schools for poor and mostly black children in Harlem? There are now many charter school operators in this city. Why focus on Moskowitz? I asked around today and collected three different theories:

1) This theory is the one that’s implicit in Gonzalez’s report: She deserves the scrutiny because she’s not what she claims. She claims that her charter schools are unfairly underfunded by the state — but then she rakes in a big salary herself. She similarly claims to want to improve public education — but then she goes along with a Department of Education plan to move her charter school into an existing public school, effectively allowing the city to go over the heads of parents and, as Gonzalez put it in an another piece this week, “rezone a public school.” (Only about 30 families will be displaced.)

2) The second theory comes by way of a charter school official who asked not to be named because he hadn’t shared his thoughts with Moskowitz. He told me that Moskowitz suffers a style problem. Rather than approaching the district public schools with respect, Moskowitz makes a habit of dismissing their work as unacceptable.

“‘You’re trash,’ is what the message is. ‘You’re trash, and get out of the way, because we know what to do and you don’t,'” the official said. “No person can say that. I don’t think any person has that authority. Especially someone who hasn’t run a successful school for more than a few years.” He said the better method, practiced by several other city charter schools, is to develop relationships of respect and trust, to work together rather than to fight the old system. “Even the KIPP people,who have a much longer track record of success, they speak with a level of humility,” the official said.

3) The third theory is Moskowitz’s own. She acknowledges that she doesn’t work in the same style as other charter school leaders might — but she thinks that’s a good thing. Here’s how she put it to me:

We have to always be respectful of people because being nice is the right thing to do and important, but I think we have a moral obligation to identify schools that are not working for kids, and unfortunately there are a lot of them. If that’s disrespectful – if saying that a school is failing is offensive – I think that we can’t be politically correct and sacrifice children in the process.

The result is that she’s willing and eager to declare schools as failures, and to urge that they be replaced with something new. And the result of that is a powerful challenge to the status quo that she says can mean a high price for her. “Even at considerable personal and professional cost, I’ve never been afraid to raise the bar and to do what I think is right for children and teaching and learning,” she said. “And that’s incredibly threatening.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.