Happy Birthday Robert Lopez

Almost three years ago now, my class was visited by my friend, Robert Lopez.  He came and talked to my students about his work with USAID.  He was on his way to Ethiopia after having been in Afghanistan, Egypt (at the start of the tumult of the Arab Spring), and various other spots that require the work of USAID.

He was on his way to be in charge of a 450 million dollar budget to assist Ethiopians. He told me “Do you remember those commercials we would see in the 80’s of children in Ethiopia starving?  The program I am going to- its a big part of the reason we don’t see those commercials anymore.  We keep that from happening.”

Thanks Robert Lopez.   Thanks for keeping “that” from happening.  And all the other “that”s which might have happened.  The world and I are truly better off because of that event (a long, long time ago) that brought you here.

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A Better Plan

hopeNew Mexico has focused resources and years in large amount on systems of accountability in education. When we began this pursuit, the research showed that the closest correlation to test scores was socio-economics.  Hundreds of millions of dollars and a decade later, we have relentlessly proven what we already knew, that test scores most closely correlate to socio-economic status.  It makes sense that poverty and trauma preoccupy people to the exclusion of learning, and instead of improving education by holding educators accountable for this, we have driven out educators, as well as many other New Mexicans.  Instead of attracting highly qualified educators to the profession, the original stated goal of this process, we are one of the least attractive states for educators, which has the added effect of driving away business or other positive influences on our economy, creating more poverty and trauma that deepens with each cycle, because with each generation it becomes a self perpetuating, more ingrained part of the culture.  If we had spent equal amounts on child nutrition, the education of families, and early childhood education, the need to hold someone accountable for the educational outcomes of those causes would have been greatly diminished.  We would have been on the other side of the feedback loop, the likes of Amazon would not so easily dismiss our state as a viable place to do business.

Jeff Apodaca’s plan to jumpstart the state by using a percentage of the 23 billion dollars we have is the only plan I’ve heard of bold enough to intervene in the death spiral New Mexico is in.  I have not heard from any other candidate for governor anything that will change our course, only timid proposals which will cement our identity as the state of the poor, abused, highest in crime, and 50th in everything else.  I like the guy who keeps talking about hope, who has articulated a clear plan.  I urge you to research the platforms of each of the gubernatorial candidates, whichever way you vote.  Here is Jeff’s.  

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Thanks to New Mexico Music Educators


nmmeaI went to an event, Saturday, the 14th of January, which was the gathering of excellent musical students from around the state, all-state music. More than a thousand students bussed in, provided room and board, and instructed by world-class conductors from all over the country, in a few days to a triumphant culmination in a concert at Popejoy. I feel like the next time I see a music educator, I will reach into my back pocket and hand them whatever cash is there, and my credit cards, the keys to my car, my house, and then perhaps a wookie-life debt, or whatever my equivalent offering could be.

The great hope and potential of a student can get lost in the maze that young people must navigate. Yet here rises these peaks of excellence, enough inspiration for the next three thousand valleys, if they can just hang on to the memory of that, remember the soaring heights they are capable of. My daughter was part of the group of musicians that played “The Pines of Rome”.  No words here will suffice.

There is no endeavor that articulates better the contours of the soul, the panorama of the intangible complexities, which defy data. Music educators have long suffered the indignity of the trappings of accountability; the continuing fumbling at quantitative analysis of the qualitative, simply because music educators know that they give something so valuable it is immeasurable. There is available in our state this community, a connection to something bigger than themselves, discipline and focus, and the quality of life found in a passion for excellence. This well, in our (often) desert, is filled by the life work of music educators.

However indescribable the connection, the intrinsic value of music is not without evidence. The Guardian reported in October that a British school turned around test scores, not by focusing more on math and language, but by adding six hours of music per week. Music has powerful and visible effects on the brain for the old and young. Our music educators have always intrinsically known this, their actions have always supported this, and they have well articulated this truth with more power than words, if we would only listen. I fear my own expression of gratitude will never be enough, but it is what I have to offer, you wonderful, amazing people that comprise the New Mexico Music Educators Association: thank you.

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Stave 2: The First of Three Spirits

(Continued from: A Carol to Sing)

brainpokeThe warning bells rang.  There were the campaign promises of a spider to a fly; a billionaire to a laborer, and truths leaked, but they were dismissed.  The spirit entered the room. “Are you the Spirit, sir, whose coming was foretold to me?” asked the wanton character of our country, the squeezing, wrenching, (grabbing), scraping, clutching, covetous, gnawing, biting, breaking, hacking, burning, destroyer and usurper; the old sinner.

“I am.”

“Who, and what are you?”

“I am the Ghost of Christmas Past.  I have come for your welfare.”

“I will not give you any welfare.  You are nothing but a beggar!  Go back!  I am done with my giving.  I will tax you instead!”

The ghost face-palmed himself and then flicked the old sinner on the nose.

“Ow, that hurt!” whined the old sinner.

“You misunderstand what your welfare is.  I will explain it, instead, as your salvation.  Ignore me at your own peril, dismiss me, and in that breath you will blow out the candle of hope that was lit for you.”

The glimmer of good that was left in the soul that the old sinner now represented warmed him long enough to keep from damning himself forever with a sarcastic tweet.  And also the spirit threw the old sinner’s phone out the window when it saw what the old sinner was contemplating.

“Hey!  That’s a two story fall!  Give it back!”, whined the old sinner again.

The ghost looked up, “Do we really want to save this guy?”.  The ghost paused, nodding, and looked down humbly, “Okay, if you think there can be redemption,” acknowledged the ghost, as responding to some celestial voice.  The spirit looked up, glanced at the old sinner and rolled its eyes, then gathered itself and grabbed the old sinner by the … ear, and walked him through the wall.

The old sinner whined and shouted “Covfefe!” as the spirit transported them.

“This is your past, the past of the body you now occupy, and you should learn about it”.  The spirit had taken them to straight to the National Archives, and pointed to The Constitution.  “These are the principles you daily defy, but are what you vowed to defend”.

“What is that, The Constitution?  Ha!  You thought I wouldn’t know it!  I do not defy it, stupid spirit sent to save me!  You don’t even know anything.  I am just liberating different parts of it.  What do you think I defy, stupid, self-righteous spirit?”

The spirit yanked the old sinner’s earlobe down so hard, it stretch the tissue in it,  and then the spirit transported both of them again, to an all but empty classroom.

“The school is not quite deserted,” said the Ghost. “A solitary child, neglected by his friends, is left there still.”

The old sinner said, “Stop with the symbolism, do you really think I get your ‘literary allusion’ and your ‘metaphor’?” air-quoted the old sinner as he mocked the spirit,  “Just cut to the chase.”

“Okay, okay.  You don’t really give me a lot to work with here, but, here it is:  Public Education.  You have all but deserted something that is the cradle of democracy.  The government is often the sole advocate of those who would someday be powerful and in turn share their power, -you have neglected the child.”  The old sinner stood blankly.  The spirit face-palmed itself again, and spoke as it rubbed its forehead, “Which is a symbol for all children, and the future of democracy.  Do I really need to spoon feed you all of this?”

“I prefer silver spoons, spirit, I was never this child, I was always rich, and I have no sympathy for this wretch!”, boasted the old sinner.

The spirit reached through his skull and poked his brain directly, this time, “THINK!”  demanded the spirit.

“Ow!”  said the old sinner, again.

“You will die.  The world you leave your children and grandchildren will become more desperate, and even their privilege will evaporate.  Feasted and entitled, your descendants will not be the clever inventors of solutions to problems they are kept from.  The walls they surround themselves with will conceal the want until it runs over them like a flood.  Your legacy will be washed from the Earth.”

The poke from the spirit’s finger seemed to have jabbed away some of the deposits on his old brain, and the sinner was more receptive, or at least fearful enough to want to avoid that pain again.

“Oh,” the old sinner said.

The realization or the appearance of realization were not enough to keep the spirit from poking the old sinner in the brain, as he punctuated each of these words with a poke as he said loudly in the face of him: “‘An educated citizenry is a vital requisite for our survival as a free people.'”  The ghost put down his finger, and backed up as he could see he had about given the old sinner a cerebral aneurysm.  “Thomas Jefferson said that, a primary author of  The Constitution!  The money you siphon away from a knowing public weakens the democracy, and centralizes power to populations that will fail the interest of democracy!”

“Leave me! Take me back. Haunt me no longer!”  whined the old sinner.  The spirit, grateful for having finished his time with the all-but-hopeless miser, pulled once again on the miserable old man’s earlobe, a distraction from the pain in his frontal lobe, and transported him back to his bed, unescorted.  The old sinner cowered under the covers dreading the coming of the next promised spirits, and rubbed his forehead.

Next, Stave 3: The Second of Three Spirits, which will come when it moves me…





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A Carol to Sing

marley'sghostThis is a cautionary tale, and starts with our character in a seemingly hopeless situation, but I’m hopeful about the odds of redemption for our character, in the end.

Stave 1:

“Business!” cried the Ghost, wringing its hands again. “Mankind was my business. The common welfare was my business; charity, mercy, forbearance, and benevolence, were, all, my business. The dealings of my trade were but a drop of water in the comprehensive ocean of my business!”

The ghosts of the past condemn us now, the memories of the promise of freedom.  The ghost of what might be looks upon grave conditions.  We got tired on the way toward “a more perfect union”.  Generations forgot the struggles of their ancestors, storytelling that passed down values were replaced with “binge-able” entertainment served up endlessly with machined precision to exploit personal preference.  We got more than disillusioned; we got distracted.   Made thirsty by endless streams of our choosing, like the waters of Narcissus, we take in evermore.  The sheer impossibility of chasing perfection is not for the short attentions Appreniticed by millionaires and billionaires who surround us on screens with the seven deadlies, and wrap us in want like babes in blankets, uninterrupted on all channels, with promises that their lives of unrelenting greed are much better than ours, and that maybe, if we are lucky, the work of our little lives can be digested to feed their endless appetite.  We got tired of the pursuit of what is right, and held up high instead the personification of the unfettered monstrousness of our own naked lust, intolerance, and greed.  We voted it in.

And now,  as it begins to feed on the poor to decrease the surplus population, the squeezing, wrenching, (grabbing), scraping, clutching, covetous, old sinner delivering on the destruction promised (1,2,3), there is some regret rippling through our democracy, and questions of how to get back.

To redeem our character we will be visited by three spirits.  The first one will come when I write it…

Okay, I have summoned The First of Three Spirits!





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NMLA Meeting 10/11

Ian Esquibel and Bella from the New Mexico Learning Alliance facilitated the meeting.

A Recounting: (please email corrections/addenda to oneofthejeffs@yahoo.com):

There were individual anecdotes around the room of positive and negative experiences with the current assessment, and Janelle and Bella spoke about their experience as students, which lead to their activism, bill writing and research, and a youth summit they have organized at Washington Middle School in April.

Susan said that the latest Federal law, the Every Student Succeeds Act, was intended to move toward more holistic assessment. The implementation of the ESSA in New Mexico does not change the state’s policy of assessment as it stands. Susan said grassroots solutions were the best. The notion that it is better to “ask forgiveness rather than permission” in implementing systems of more meaningful assessment is a faster solution to the problems we are faced with in the current system. (The problems we are faced with include being ranked at or next to or at the bottom in education nationally, steadily for the last three or four years, and being a state which is losing experienced teachers, and is not attractive for new teachers.)

It was brought up that the state needs to build the infrastructure to support more meaningful assessment. Susan said there are grants available and some state have accessed them. Massachusetts has a collaborative for education. New Hampshire has initiated PACE as a model for assessment. Colorado has created an “innovation zone”.  The language of “Alternative Assessment” carries for some, an implication of substandard. Ellen talked about using the language and work around “Authentic Assessment” which was prevalent in the 1980’s, and spoke about the fact that a more holistic assessment is more representative of an individual’s learning and abilities.

I asked Susan if she thought open-source education resources would help to bypass the entrenchment of current assessment methods by the monetization of assessments, (efforts such as Learnzillion, and our own OpenSourceEd.org).  Susan affirmed that “OER” is a part of the solution.

Barbara Peterson, board member from APS and former teacher, spoke about the need to foster teachers as professionals, and include “teacher voice” in the formation of future policy.

Jack Jekowski, from the Coalition for Excellence in Science and Math Education spoke about the fact that the author of New Mexico’s evaluation system was recently published in a work about the inaccuracies of his own, and other systems like it, cited in their newsletter, here.

Senator Padilla was recognized for his sponsorship of Senate Joint Memorial 1, which has the potential to transform education in New Mexico under the flexibility of the federal Every Student Succeeds Act (ESSA). The memorial asks New Mexico to create a pilot program that will design new ways of assessing our students, besides just standardized tests.  Article

He spoke about the role poverty plays in education, his own experience with poverty as a child, and how important efforts like this continue.

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Improving Education in New Mexico

Originally published October 11, 2017

I met today at the National Hispanic Cultural Center to represent the Golden Apple Academy, with people from the Legislative Education Study Committee, Senator Padilla, Ellen Bernstein, Susan Patrick of iNacol, the Coalition for Excellence in Education, PTEC, the LANL Foundation, board members from APS, teachers, parents, and students in a meeting initiated the New Mexico Center for School Leadership, and sponsored by the New Mexico Learning Alliance.  The regular gathering of stakeholders in New Mexico education is necessary for the continuity of conversation of our values as a state, and what we want to bring to our children for the future of New Mexico.  The status of education in New Mexico demonstrates the need to broaden the conversation beyond the NM Public Education Department, and it was a sign of hope to have such representation from many organizations and individuals at the meeting today.  A discussion summary is here.   (Jump to the most pressing action)

Take Aways and Next Steps

It was an honor to be amidst an impressive group of individuals and organizations concerned with education in our state.  I would like to work toward a more cohesive educational conversation in New Mexico, a commonly used repository for the continuation and advancement of this conversation, and public access for action.  My post here is toward that ideal, and to serve as my impressions of the direction of conversation.

We, in the group, have the common experience that the current evaluation system of students, and therefore teachers and schools (because those evaluations are built from there), is lacking.

My personal experience with the evaluation system is exemplified by the evaluation I signed today, October 26th 2017, the day of this revision.  My “effective” rating would have been “highly effective” or better,  except for the test scores of the 45 students I had last year.  Well, I had only 21 students last year.  The failure of the PED to even properly count the number of students I had in my class should serve as warning for its ability toward higher math functions, like addition.

Similarly, the school where I work received an “F” this year, and then a later apology from the PED that a miscalculation had artificially driven our school grade down, it was not an “F”.  The “school grades” news article in the Albuquerque Journal was long since to press, and our entire community is affected by the misinformation.

 The appearance of objectivity, the reductionistic simplicity of  accepting quantitative data for what should be assessed qualitatively, is an abdication of the responsibility of relational accountability.   The pretense of making learning  a data-set and students a product of schools rather than people with complexity, however convenient for policy, has broken down at every level in the above examples.  That is just my own experience,  for just this year.

We now need to create a new infrastructure to support a more complete system of assessment.  We will need criteria, auditors, and educators who are trained in the assessment of student products according to that criteria.

This will begin a recovery for teachers to be trained as professionals with judgment and agency, rather than the trend to move teachers into compliant, undertrained, assembly-line workers.

With regard to teachers as professionals, meetings such as these should be counted as professional development for interested teachers, so that teachers are encouraged to participate in these and any conversations about education, and the community is informed about education from a teacher’s perspective.  Until that becomes standard practice, meetings such as these should be planned to accommodate teachers who cannot attend.  The teacher’s professional judgment, as mentioned here at  leadership-pdc.org, needs to be fostered and counted.

The most pressing action, no matter a person’s affiliation, is to create a more publicly accountable Public Education Department, with protections against the gridlock that lead us to this rendition.  It is imperative to reintroduce a democratic process into the issuance of education policy, and executive order type “rule” needs to come under a more scrutinous process. The current example of why we need to change that structure is the near adoption of the New Mexico “version” of science standards, discussed here.

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An Adopted Problem For New Mexico

New Mexico is on the verge of dumbing down education by adopting the Next Generation Science Standards with two adjustments for our state:

1) they are not supported by science,
2) they are not standard.

Here is the bigger problem:  I learned today in a consortium of legislators, educators, and researchers, that after taking public comment on the proposed adoption, whatever the outcome of that comment, the Public Education Department of Governor Martinez, most likely will adopt those faulty standards anyway.   They will say a “significant number” of public comment was in support of the adoption, (they won’t provide statistics, or they will play with semantics) and they’ll say districts have discretion, but the outcome will be that New Mexico will officially adopt the rule, bypassing all democratic processes.

After we restore policy for the people of New Mexico, we will need to dismantle the Secretary of Education post.  This example should be enough for people from all affiliations to realize the importance of elevating education out of the election cycle. The fact that the next administration can sweep away everything done in this administration, by passing “rules”, should convince everyone to change the mechanism to a more publicly accountable system. The volatility of policy should not undermine “the best of our knowledge”, which is what science education, and any education, is supposed to be.

To read the specifics of the proposed “rule” here is the LANL foundation position paper:


Word is, because of this “loophole”, we can expect many rules to be proclaimed over the next year.

Please still participate, to the best of our abilities we must.   Interested parties may provide comment on the proposed repeal and replacement of this state rule at the public hearing or may submit written comments, or both, to Jamie Gonzales, Policy Division, New Mexico Public Education Department, Room 101, 300 Don Gaspar Avenue, Santa Fe, New Mexico 87501, or by electronic mail at rule.feedback@state.nm.us, or fax to (505) 827-6681.  All written comments must be received no later than 5:00 p.m. (MDT) on the date of the public hearing.  The PED encourages the early submission of written comments.  The public comment period is from September 12, 2017 to October 16, 2017 at 5 p.m. (MDT)



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School Grades and Context

With the fresh start of each new school year, students, families, and teachers are welcomed back by the Public Education Department with a front-page story about the awful job they are doing, because apparently there isn’t enough animosity targeting schools.  The person substituting for the previous secretary of education has picked up where she left off, guns a’ blazing.  Important to school grades, and our community at large for passers-by and residents alike, is context.  Informing the community about that context would be encouragement, because, despite what is being touted at New Mexico’s Public Education Department, there is terrific work being done.  How’s the public flogging, testing, and underfunding of education helping that work?

The fact that scientists and mathematicians, locally and nationally, have disavowed, multiple times, the methods that the Public Education Department in New Mexico uses to grade students, teachers, and schools, should be noted with each article that is published, like the Surgeon General’s warning on cigarettes. (See references 1, 2, 3)  The public should know that there is little validity in the grades schools receive.  Media should juxtapose the “crime map” of the state with the “grade map“, and ask deeper questions, like “should we hold teachers accountable for the socioeconomic status of a child?“ which is still, after all is said and done, the closest correlation to test scores that we have.

Communities, with that information, can then begin to address trauma and poverty, which affect our families and cause the difficulties our state witnesses.  Diminishing schools, publicly humiliating the people who are hard at work in the fight to change these cycles, is harmful to the actual goal of helping those families. We have driven teachers out. (See reference 4)  There are hundreds of teaching vacancies.  Teachers continue to leave the state in droves, which is a bellwether for the state.  We should be looking for ways to bring them back and cheer for the ones who are still here, rather than denigrate the dedicated people who remain.

The hundreds of millions of dollars being spent on assessment each year would be better spent on food, clothing, shelter, therapy, and tutoring.  Acknowledging trauma and poverty as key issues is not “soft bigotry”, it is fact, which is lately out of fashion, but remains nonetheless.    To quote our school’s principal, “Nourishment, rather than measurement, is how a child grows.”  The people who would sell you the assessments and grades, and micromanagement down to a breath, couldn’t hold a candle to the principal at our school, or the many public servants that are my colleagues out there, who are doing the actual work.  But politicians should be trying to light candles, anyway, instead of constantly cursing this darkness. Their current course of action continues to add to the darkness.

Jeff Tuttle
Monte Vista Elementary School
Golden Apple Fellow


Linked References:

  1. A group of scientists and mathematicians from Sandia and Los Alamos National Laboratories, who had reviewed the school grading system, and said the math used to come with those grades was “something like adding oranges and cows to derive pickup trucks. The result is not obviously meaningful.” https://www.abqjournal.com/122266/simplify-af-grading-formula-to-get-buyin.html
  1. The trend nationally of this kind of misuse of math in data interpretation, in this example for “Value Added Models” of teacher evaluation, caused the entire American Statistical Association to publish a position paper in April of 2014 which warned “Most VAM studies find that teachers account for about 1% to 14% of the variability in test scores, and that the majority of opportunities for quality improvement are found in the system-level conditions.”  By this finding, 1% would be the most that test scores could be included in the evaluation of teachers, since there is not reliability in a number any higher. http://www.amstat.org/asa/files/pdfs/POL-ASAVAM-Statement.pdf
  1. The author of NM’s teacher evaluation rubric, Charlotte Danielson, expresses her concern for the misuse of her work: http://www.edweek.org/ew/articles/2016/04/20/charlotte-danielson-on-rethinking-teacher-evaluation.html
  1. https://www.abqjournal.com/879333/nm-2ndhighest-in-teacher-turnover.html


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Note to self #1((ish)


Anybody who has lived more than 10 years in a single place is witness to the fact that humans impact the environment around them.  This is observably true.  The notion that a large number of people have a large impact upon the natural world is not conjecture, except as a device to distract people who are viewed as potential competitors for resources.  Shutting the eyes, mouth and ears to the witness of the destruction of the natural world by firing scientists serves well the purpose of keeping possible competitors for resources in the dark.  A silencing of the lambs.  Although this may increase the speed and depth of devastation, it will preserve for a few a lifestyle and perhaps even a life.

Cooperation, rather than competition, which is to say democracy rather than capitalism, works to spread knowledge rather than limit it, creates the distributed processing of a problem and hope for a solution.  The active recruitment of the populous for critical thought rather than loyalty replaces cynicism with faith.

Instead of being lulled to sleep by the white noise at the top, we should continue to pique each other’s consciousness, and continue the discussion, and search for solutions to the problems we face.  This is an attempt to keep myself awake, I hope it is helpful for you, too.


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