Fallacy and immorality are the defining
characteristics in the saga of the Minneapolis Public Schools (MPS)
Comprehensive District Design.
The fallacy and the immorality are both
founded in the stark reality that no one among academic decision-makers at the
Minneapolis Public Schools has any understanding of the constituent elements of an excellent
education; the members of the MPS Board
of Education comprise a politically corrupt, intellectually lazy, and ignorant
group; and the general public is roused
at occasions in which personal interest is threatened but gives no
understanding of being of higher intellectual caliber or morally grounded than
Graff or the board.
MPS Superintendent Ed Graff came to the
Minneapolis Public Schools as a failed superintendent in Anchorage,
Alaska; he has an undistinguished
academic background and cannot possibly serve as the chief academic
decision-maker in the design of a highly sequenced grade-by-grade
knowledge-intensive, skill-replete curriculum, with thoroughly retrained
teachers capable of imparting such a curriculum.
The cowardly format followed in the
community discussions of January, February, and early March 2020 is typical of
the administration of MPS Superintendent Ed Graff.
Graff has corrupted numerous otherwise
capable administrators working at the Davis Center (MPS central offices, 1250
West Broadway)
Celina Martina, emcee of the community meetings
of January-March 2020 for public promulgation of the five models under
consideration for the MPS Comprehensive Design, oversaw a corrupt format
whereby Graff and other panelists (Chief of Accountability, Research, and
Equity Eric Moore; Chief of Operations
Karen Devet; Associate Superintendent
for Special Programming Rochelle Cox, and Interim Senior Academic Officer Aimee
Fearing) had prepared for certain questions from the community and were at
pains to answer only these that they anticipated. Martina and her staff did Graff’s bidding by
selecting from questions written on notecards only those for which Graff and
the panel had prepared, avoiding those questions that hit at the core of MPS
dilemma:
>>>>> knowledge-deficient curriculum and teacher
mediocrity.
Chief of Accountability, Research, and
Equity (ARE) also played the Graff toady at these community meetings, drawing
facile conclusions about the efficacy of racial integration as a promoter of
academic progress and acting excited about the academic prospects of the MPS Comprehensive
Design when he knows that the plan is deficient and that teacher incompetence
is rampant in the district.
MPS Interim Senior Academic officer Aimee
Fearing demonstrated in the January-March meetings just how in over her head
she is, with her lean academic credentials and intellectual corruption for time
spent in education programs rather than departments focused on key academic
disciplines. She defended the
jargon-infested, detail-deficient portion of the Design, doing a deceitful
intellectual shuffle just as morally degrading as the verbal dance performed by
Moore.
…………………………………………………………………………………………..
Graff, Moore, and Fearing provided
irresponsible cases of intellectual moral corruption as demonstrated in their
performances in the community meetings of January-March 2020.
Two panelists, though, spoke with integrity
and conviction.
Karen Devet had the enviable role of
presenting the most logical and compelling features of the Design, those that
focus on rationalization of transportation routes via centralization of magnets
and focus on community schools. She did
much of the work yielding such rationalization, and she explained the pertinent
part of the Design with clarity and conviction
And the radiant jewel of the Davis Center,
Rochelle Cox, demonstrated her deep caring for the special education students
trusted unto her, and her ability to design a program that maximizes the
opportunity for special education students to participate in the life of the
broader student population and challenges them to reach the height of their
ability.
……………………………………………………………………………………
Karen Devet and Rochelle Cox, though, were
exceptional examples of integrity amidst
the fallacy and immorality that define the saga of the Minneapolis Public
Schools (MPS) Comprehensive District Design and the community meetings of
January-March 2020.
In the absence of hiring university or
independent academic scholars to design a knowledge-intensive curriculum and
retrain teachers, the Minneapolis Public Schools Comprehensive District Design
will admirably induce attendance at community schools, centralize reevaluated
magnet programs of reworked subject area focus, and abetted by those two
programmatic features capture savings of $7 million dollars in transportation
costs due to reduced mileage for bus routes---
but for all that the Design will
>>>>> do nothing to improve the quality of
education at the Minneapolis Public Schools.
In
the absence of an activist community awakening that yields four new
school board members in the elections of November 2020 and agitation for the
overhaul of curriculum and teacher quality by scholars of academic accomplishment and interest,
we will
>>>>> in one, two, three years, and into the
future witness the same abysmal level of education to which Minneapolis
students have been and will be subjected.
And for that, beyond the moral depravity of
Ed Graff, Celina Martina, Eric Moore, and Aimee Fearing,
>>>>> a racist and irresponsible community will
bear the greater responsibility.
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