|Some of the 67 UMass students who said no to Pearson with Barbara Madeloni.|
Education Radio has been following the developments of the University of Massachusetts student teacher resistance to the Pearson supported Teacher Performance Assessment. The attempt to impose a corporate sponsored standard assessment on pre-service teachers is one more example of the corporatization of public education and the surveillance, silencing and demands for obedience that accompany it. Following our report of March 24, Mike Winerip ran an article that brought the students’ resistance to readers of the New York Times. As we have shared on our blog, the response has been nothing short of astonishing as teachers, teacher educators, parents, students and community members from across the country contacted education radio producer Barbara Madeloni and the students to speak their support and share their own stories of the destructiveness of Pearson and problems with the Teacher Performance Assessment.
In this week’s program, we speak with some of those supporters about why they felt compelled to contact Barbara, how Pearson and/or the TPA are impacting their lives, and how we might further this resistance. Judith Kocik, director of an adult education program and Kip Fonsh, school committee member and director of education for a county jail, explain the devastating impact of Pearson's purchase of the GED. Parent and community member Alex Pirie talks about his delight that University students are taking a stand against corporatization of the University and teacher educator Steven Cohen, from Tufts University, helps us understand how contrary is the TPA to the needs of developing teachers. We also hear from Ginette Delandshire, from Indiana University Bloomington, who was involved in the first iteration of the teacher performance assessment, her critiques of it, and how these critiques have been ignored. As well, we speak with some of the UMass students who engaged in the resistance about how they felt about the article, about the response to it, and about how this action will impact their work as teachers.