Well, clearly Maurer is unqualified if he will try to do more with less. I think we all can agree that only by increasing salary and benefits for teachers will the children of Oregon blossom. Can you imagine the damage he would cause if he were to improve education without tying said improvements to increased funding?!? That would be an unmitigated disaster. It would go against everything we have said for years. We cannot allow this man anywhere near the children of Oregon. Our union's future...I mean, THE CHILDREN'S future depends on it!!

"he says, he would reorganize the department to do more to help school districts support classroom teachers."

Specifics please. No really - I'm not being snarky. I want to know which departments he would reorganize, why, who would he hire, and how this reorganization would translate to an improved teaching environment.

Otherwise he is just pull platitudes out of his back end.

Oh, and DropDeadRedTed - just how are teachers and the unions gaming the system as you so infer? Considering you need a master's degree to top out at roughly $50k for the privilege of teaching your snotty offspring along with another 28-40 in a classroom built for 25 - well that just comes up way short of a bowl of cherries.

So a guy with three degrees in education is less qualified to run education than someone with a bachelor's in communication?

Red Ted, "Can you imagine the damage he would cause if he were to improve education without tying said improvements to increased funding?!? "

When was the last time you were in a classroom, any classroom?

Classrooms are run on specifics: Making sure everyone has a chair/table or a desk, the class is run in an orderly way, etc. Smart teachers put assignments on the board as well as what will be covered that day/that period.

If there has been an assignment on the board for weeks saying something due on the 26th, students are reminded repeatedly, and some still don't have the assignment completed by the 26th, whose fault is that? Could it possibly be the student's responsibility to complete the assignment by the 26th?

Can either you or Rep. Mauer specify 3 ways he wants to "improve education"?

I would love to see a list of "improvements to education" which don't involve more funding. But I will believe those ideas when I see them.

Take Ron seriously. He's a nice fellow, extremely well-spoken albeit bedrock conservative in his views.

"Nice fellow" is all we need to know??

"Give us specifics" is not taking someone seriously?

I don't vote for people who use vague generalizations, and I sure don't vote for someone who campaigns on the idea that they are better than the incumbent, and that is all anyone needs to know.

I talked with someone in his legislative office who didn't understand that. "You mean you LIKE the incumbent?".

And was rather startled when I said that I vote for people with positive proposals, not just attacks on the incumbent.

When I said "Does he think TSPC needs to be changed?". She said yes.

I said "OK, a positive proposal could be that TSPC should be changed in the following ways....".

OH! As if that were a new concept.

We should take all candidates seriously. A Republican pollster says no one gets a job with her firm until after a rigorous process which includes not only an interview but perfomance testing. She says maybe it is time to treat candidates the same way.

I agree. Rhetoric, spin, ideology, vague language will not earn my vote. That is true for anyone running for any office.

If some campaigns don't like that, tough luck.

It's been noted here that when Oregonians pass progressive measures, they are usually implemented by people that voted against them. When implementation fails, it's always a "see, it was a bad idea". Isn't this a pretty transparent ploy to do just that?

Sounds like a "drown government in the bathtub" Grover Norquist type. But Castillo does lack educational qualifications for the job. While I like her and she ends up on the right side of things most of the time, her lack of experience shows. She did an appearance at Eugene City Club that was downright embarrassing, she was so uninformed.

I for one look forward to hearing some in depth specifics from the candidate. I'd also ask of the incumbant what they can point to over the past election cycle as specific accomplishments and plans for the future growth of public education success.

What were Stan Bunn's qualifications?

Truth is that Norma Paulus got elected St. Supt. at least in part because a better qualified candidate (had been a school dist. supt.) ran a really brainless nasty ad that backfired.

Salem had a wonderful school supt. who ran for St. Supt. in the early 1980s and lost.

Verne Duncan was an excellent St. Supt. I wonder if Maurer even knows anything V. Duncan did.

Well, he couldn't do worse than Castillo, she got handed a 20% raise in funding in 2007 and it didn't make one bit of difference in the classroom experience.

Be truly progressive and try somerhting different - Think ot the kids for a change.

Oh, for all those people asking for specifics, how long has Castillo had to give us specifics?

Sounds like a "drown government in the bathtub" Grover Norquist type.

What SPECIFICALLY makes you say that?

" Think ot the kids for a change."

I work with teenagers. I'd like to know what you mean by that statement.

And also if you have ever been a school volunteer.

How exactly would you "make a difference in the classroom experience"?

Less crowding? More help for students with challenging home lives? A specific curriculum? Schools that aren't falling apart?

Unless you can specify what you mean about a difference in the classroom experience (do you think all classrooms are alike?), it is just rhetoric.

I say that because Oregon's schools are grossly underfunded now...maintaining that level of funding is like saying an adult should live indefinitely on a 600 calorie daily diet.

However, even after 2 terms, Castillo still has a lot to learn. Her statements and public appearances show that she doesn't seem to understand the depth of the issues. She's a great frontperson, but not so great on the substance. Oregon doesn't seem to be leading the pack on new initiatives or in engaging with organized labor for productive change - two things that she should be GOOD at with her limited background in education. It would be good to get a candidate with more of a sense of purpose and vision.

"I work with teenagers. I'd like to know what you mean by that statement. And also if you have ever been a school volunteer."

OK, for the umpteenth time I do volunteer at local high schools. I ask teachers about any big changes in the past 5,10,15 years and I get blank stares. I am willing to listen ifyou have a breakthru.

"How exactly would you "make a difference in the classroom experience"?"

Anything - She got 20% more money in 2007. You tell me what difference that 20% made in any classroom. I think the onus is on the recipient to prove they did good things with this gift.

When we give more money our priority should be better education for children. Think of the kids for a change

"You talk about qualifications BEFORE someone is elected to a post"

Yes siree, being a TV reporter is the perfect qual for running Oregon's edication system.

Kari Chisholm commented: As for any notion that Castillo isn't qualified, that's absurd. You talk about qualifications BEFORE someone is elected to a post - as a way to determine whether they'll be able to serve effectively. After they've served, for two terms in Castillo's case, you can just look at the record.

No one has suggested Castillo isn't qualified - Scott J merely suggested that perhaps Maurer is MORE qualified.

Castillo characterizing herself as a 'strong advocate for public schools and increased education funding' is not exactly a jaw-dropping world-changing admission... as if we would expect the state superintendant to NOT be a strong advocate for public schools? And when was the last time you heard of a public official not advocate for more funding? Talk about platitudes being pulled out of one's back end.

And let's look at some of Castillo's record...

Higher academic standards? Well, maybe - but how? <a href=http://www.nytimes.com/2009/10/30/education/30educ.html

Oregon is one of the 15 states who lowered one or more proficiency standards between 2005 and 2007.

National report gives Oregon mediocre grades for innovation in schools

Maybe some new ideas wouldn't be a bad thing after all. And not all innovation necessarily costs more money - in many cases it ends up SAVING money...

So anyone just dismissing Maurer in their belief that Castillo has blazed some sort of sterling record of accomplishment is absurd.

Before you blindly sign up to support Castillo, ask around about her. I am pretty dyed-in-the-wool progressive, but she has shown some pretty abysmal leadership AND the people she surrounds herself have been poor leaders, unable or unwilling to look beyond ridiculous bureaucratic solutions. Rep Maurer may be quite conservative, but he is also smart, experienced and fair. This might be the first time I would ever consider voting for an R. Castillo has to go - she is letting state ed run itself into the ground.

Kari Chisholm commented: Well, this post here is about a candidate who is suggesting that's exactly the sort of superintendent he'd be.

Half right anyway, Kari... He said quite the opposite about advocating for more funding. Sounds like he would put some focus on trying to improve the management and operational efficiency of schools... maybe even free up some dollars currently consumed by administration that can be put directly into the classroom?

After 8 years in office, I would expect the incumbent to put forth something more tangible and compelling than 'I'm a strong advocate for public schools and increased education funding'... Campaigning for M66/67 was one of her big accomplishments? That may be all the OEA needs to hear but I suspect the general public may feel differently. What would she point to had M66/67 went down?

Being a consensus-builder and 'keeping everybody together at the table' is all well and good - but any effective leader knows there are times when you have to push and/or step out front to get things moving forward. It sounds like (both from the linked article and some comments here) perhaps Castillo hasn't shown enough of the latter quality.

"He says he accepts that Oregonians are not going to dramatically increase funding for education and would advocate for ways to improve schools without more money, he said."

Kari,

I don't know anything about this guy, but I don't think he means that he doesn't support new funding. I think he's making a point that increasing school funding with measures 50, etc. in place, and a depleted legislative budget, makes it tough to find new sources of revenue.

More money doesn't always equate to success, especially if the systems and requirements in place are inefficient. In fact, I would think that anybody would support efficiencies over new tax revenue, as long as the deliverables showed value and success.

20% more money than................

Than the underfunding in recent years?

I'll give you a new idea---AVID. Go to avidonline.com and see an idea about helping students from families where no member has ever attended college before. The AVID teachers get advanced training, and also part time tutors to work with groups of students.

That is the sort of detail missing from this discussion. '

As for the article quoted above, here is a quote:

"The state gets C's for its state data system, teacher hiring and ability to remove ineffective teachers. It also gets a mediocre score for its efforts to improve students' college and career readiness. "

OK, I have seen the AVID program provide improveement to student college and career readiness.

Does Maurer support AVID?

How would he change teacher hiring?

Toledo, Ohio has a program for screening out ineffective teachers ---I wonder how that report graded that system? Is there a system already working elsewhere to weed out ineffective teachers that anyone supports?

Or is this all just general comment?

I'd have more respect for Maurer if he would say things publicly like Whether he thinks AVID is a good program Is there a currently working program to weed out ineffective teachers which he thinks works better than the one in Toledo, Ohio? What % of teachers does he consider ineffective? Some studies say 2%

"Don't like Castillo? Vote for me" is not a campaign I will support no matter who the candidate is. If our excellent former Salem supt. were to return to Oregon from wherever he has been living and run a campaign of vague attacks rather than concrete proposals, I would not vote for him no matter how much I admired him when he ran for st. supt. decades ago.

We deserve more from challengers than "don't like the incumbent? vote for me?" with no proposals.

That's what is wrong with politics today---too much attack and spin, too few proposals.

"More money doesn't always equate to success, especially if the systems and requirements in place are inefficient. In fact, I would think that anybody would support efficiencies over new tax revenue, as long as the deliverables showed value and success. "

Does it cost money to spell out "efficiencies"? What are the specifics (incl. evaluation measures) of "as long as the deliverables showed value and success. "?

"These are the efficiencies I propose, and this is how we should evaluate the value and success..." from Maurer would show he is thinking in detail. Given those who expect all evaluation of school programs and personnel to be based on how students perform on high stakes (often T/F or mulitple choice) tests, why shouldn't someone running for St. Supt. be talking about how to evaluate programs?

There have been studies showing that colleges and workplaces look for written and oral communication skills and experience working in groups.

It would seem that those skills would be better measured by writing samples in a variety of classes, by having to pass a public speaking class where speeches are graded, and by classwork/ assignments involving groups.

Does Maurer think that? Or does he think high stakes standardized tests can evaluate writing and speaking skills?

How does he believe administrators should be evaluated?

Would he look at district budgets to the point of asking why some school districts give a car allowance to top administrators?

Or will the campaign just be the sort of attacks on Castillo we have seen here?

There needs to open public debate about all aspects of education.

OEA bashing, Castillo bashing, etc. don't provide that open public debate.

One more thing: Speaking of standards of excellence, how many here can name the best St. Supt. in recent memory?

Or any memorable act by any St. Supt. prior to Castillo?

Was Stan Bunn a better St. Supt. than Castillo? If so, give reasons.

Is Stand for Children a group helping to improve Oregon schools? How's that for a question to any St. Supt. candidate?

In today's Oregonian: "http://www.oregonlive.com/opinion/index.ssf/2010/02/taking_the_next_step_for_orego.html

Lack of stable funding hampers Oregon school districts from making sustained investments in the programs and services that are proven to make a difference for kids. We finally add back librarians, only to cut music teachers the next year. We invest in needed after-school and summer programs or targeted class-size reductions, only to eliminate those programs in the next recession. It's time to stop the boom-and-bust cycle of investment in schools. <<

The column also mentions practices in some districts being better than practices in other districts, and the importance of looking at best practices and seeing if it is possible to spread those to other districts.

Exactly what powers does any St. Supt. have? If there are disparities, for instance, between a newly built school in a new neighborhood and older schools in older neighborhoods, should that be open to public discussion?

Many think that the principals determine the quality of a school (and in large schools, also vice principals). What are Maurer's views on how to train and evaluate excellent principals?

He has the education, but does he have the experience? Can he talk about which schools in his state rep. district are excellent and why?

It will be interesting to see how vocal Rep. Maurer is on these bills in the Feb. session:

HB 3619 By Representative KOMP; Representatives GELSER, SPRENGER, VANORMAN (Presession filed.) -- Relating to professional development of education professionals; declaring an emergency.

HB 3628 By Representative CLEM (Presession filed.) -- Relating to foreign language instruction; declaring an emergency. (about teaching Chinese language in Oregon)

HB 3660 By COMMITTEE ON EDUCATION (at the request of the Online Learning Task Force) (at the request of the Online Learning Task Force) -- Relating to virtual public schools; declaring an emergency.

Just for a point of reference - roughly how much do we spend per pupil on a statewide average? And how does that compare to other states especially those in the West?

mtc commented: Just for a point of reference - roughly how much do we spend per pupil on a statewide average? And how does that compare to other states especially those in the West?

Well, you're going to see numbers all over the map depending upon the source, whether they include capital expenditures, how they slice-and-dice the data, etc. But according to the report referenced here, Oregon spends $9746 per pupil in 2006-07 - ~6% lower than the national average of $10400 (which the article is quick to point out)

However, Oregon's median $9746 per pupil is right in line with Washington ($9772) and, surprisingly, not much less than California ($9917)

Looking at the states with populations most similar to Oregon (3.8M people):

Kentucky (4.3M people) = $9502 per pupil Oklahoma (3.7M people) = $8260 per pupil

Among the other more populous states in western US, Arizona spends $9565 while Colorado spends $10258... still both below the national average.

Spending for less populous states in western US is a mixed bag, some are above the average while some are below. Presumably there's some minimum infrastructure cost that drives up the per pupil average for states like Montana, Nevada, Wyoming, etc.

So, at least based on this data from US Dept of Ed, these claims of Oregon public schools being grossly underfunded seem a bit overblown. $9746 looks to be very much in line with the average for western US.

Steve Maurer commented: And the "National report" referenced was by the increasingly hard-right Chamber of Commerce, which partly based their grade on "alternative certification of teachers" (i.e. letting unqualified people teach), and whose "Growth and Prosperity Agenda for America" includes "Keep Taxes Low", "Challenge Unions' Anti-Growth Agenda", and a absolute objection to all health care reform other than slogans and platitudes.

Memo to Steve: alternative certification does not mean 'letting unqualified people teach'... several of my former co-workers with engineering degrees went the alternative certification route and have been accomplished public school math/science teachers for years now (not in Oregon) The national average for teachers with alternative certification is 13% while Oregon is just 4%. 'Frowned upon by Oregon teachers associations/unions' is probably more the case...

It seems whether or not one supports the health reform proposals currently being pushed in Congress by the Obama Administration is rapidly becoming a new political litmus test. While it's true the USCoC does not support the current health reform bills, it's inaccurate to say they absolutely object to all health reform - or that they don't offer anything other than slogans and platitudes.

Regardless, whether they're hard-left or hard-right, it would seem that even self-described (P)rogressives could agree with the USCoC's concerns/rationale for the report:

...we believe our education system needs to be reinvented. After decades of political inaction and ineffective reforms, our schools consistently produce students unready for the rigors of the modern workplace. The lack of preparedness is staggering. Roughly one in three eighth graders is proficient in reading. Most high schools graduate little more than two-thirds of their students on time. And even the students who do receive a high school diploma lack adequate skills: more than 33% of first-year college students require remediation in either math or English.

We think of educational innovation not as a fad but as the prerequisite for deep, systematic change, the kind of change that is necessary--and long overdue.

Or is progress/innovation only a good thing when (P)rogressives say it is?

As a 43 year teacher I believe education in Oregon is going in the wrong direction. Castillo seems to support high stakes testing and teacher training and evaluation based on faulty educatonal research, both of which do more harm than good since they detract from the real work of educating children. That work takes place in each individual classroom and each specific school. Improvements need to be directed there by making sure schools are well organized and teachers are valued, respected,and supported. This doesn't happen by borrowing educational trends from places around the country and using them to cover administrator's behinds and make incremental changes. Maybe Maurer gets this, but I doubt it. I do know Castillo doesn't.

If Maurer were to take on Castillo on this issue, that would be great.

"Castillo seems to support high stakes testing and teacher training and evaluation based on faulty educatonal research, both of which do more harm than good since they detract from the real work of educating children."

But that would be a specific debate. Those supporting Maurer because "he has 3 degrees" or "do you mean you like the incumbent?" are doing him a disservice. That just sounds like "here we go again--another attack campaign".

If Maurer would debate Castillo's approach on that issue, say what he would do differently, say how he would advocate for alternative certification (specifically), how he would revamp TSPC, I would take him seriously. The current certification system is so messed up that some people need the intervention of a legislator just to get a simple question answered by TSPC.

What I have seen so far, however, is "I'm a Republican challenging an incumbent---you should vote for me".

No, Ron, we voters get to decide if each candidate is providing enough detail to make voting decisions, or just another annoying "I'm great, vote for me and don't ask any questions" campaign.

"20% more money than................ Than the underfunding in recent years?"

Than in 2005. So what? If we throw 20% extra at schools no matter level they were previously funded, shouldn't students expect to see a little improvement?

Try to see this from a student prespective instead of defending the ancient regime that runs our schools now who really don't want any change - Just keep sending money.

"Try to see this from a student prespective"

Oh, you mean the freshmen and sophomores I work with part time at one high school and the seniors I work with part time at another high school ? You know their perspective is a) b) c? ?

I work in a college prep program called AVID. (www.avidonline.com if you want mroe information) as a tutor. It is a very part time job working with secondary teachers. The coursework is very intensive--an elective class with college prep students. Have you ever heard of AVID?

But maybe, Steve, you know more about the "student perspective"?

Fine. Let us all in on the "student perspective".

Do you mean elementary? Middle school? High school? They all have the same perspective and only you know what that is?

Does the student in the urban high school have the same perspective as the 7th grader in a rural K-8 school? What perspective do 4th graders have? Is it the same regardless of the size or location of their school?

I challenge you to list the aspects of that perspective you believe are most important. And then explain why you alone understand that perspective.

When I was a substitute teacher, I worked in over 60 schools in 2 counties. Rural and urban, some more ethnically diverse than others. K-12. Whenever I heard about "the public schools", it seemed to me that except for building, desks, principal (in some small schools there is a shared principal, same with librarian), teachers, students.

Some schools were small enough that everyone knew everyone else's name. Some schools were more than 1000 students.

Never did understand what (other than spin/propaganda) phrases like "the public schools" were supposed to mean. That is what you sound like--if only everyone would accept your generalities, all problems would be solved.

But what do I know. Perhaps you believe that a student at S. Medford HS, Judson Middle School in Salem, Robert Gray school in Astoria, Eugene Field School in Silverton all have the same perspective?

Ancient regime is often defined as what was swept away by the French Revolution.

What would your "revolution" replace the current system with?

"Let us all in on the "student perspective"."

OK, they are being taught the same way as 20 years ago. We bump spending 20% and it makes no diff in student/teacher ratios. They deserve a change at least something more than your solutions: 1) Keep the status quo and pay more taxes 2) ANy other alternative besides the status quo won't work. 3) Implement no programs to measure teacher performance to reward the good and improve the bad.

THink a little out of the box.

Steve, is this the same way students were taught 20 years ago?

http://www.statesmanjournal.com/article/20100204/NEWS/2040341/1001

I was a substitute 20 years ago. In Feb. 1990, there were still things done in the analog version which are now computerized---including giving secondary students school online access to their grades incl. which assignments they had not yet completed (at least at one high school I know about). And Measure 90 had not yet passed.

Does every school district in Oregon do things the same way as every other school district? And you know this how?

OK, Steve, exactly what would you propose? Quit saying we should all read your mind and "think outside the box". Define "think outside the box"---or are you just trying to annoy people who are guilty of not thinking like you?

You do realize there is no teacher tenure in Oregon, don't you?

I suspect you have no positive proposals, only complaints.

What "status quo" would you change?

How would you fund schools?

Should administrator pay packages be questioned or only the pay packages of unionized school employees? (I've had conversations with my local school board on this issue. Have you talked to your local school board?)

How would you determine teacher quality? Can counselors, PE teachers, librarians, art and music teachers be evaluated solely on the basis of test scores? What about special ed teachers?

If one primary(K-3) teacher has a classroom of 20 students and another of 30 students, should performance be evaluated in the same way? What should a first grade teacher do to be rated excellent in your book?

How would you reward teacher performance? How would you train, motivate, keep high quality principals? Does it matter if a school has an excellent principal? Or do quality teachers shine even with a poor quality principal?

What is the burnout rate of teachers in Oregon? When Mike Huckabee was running for President, he said Arkansas struggled with a burnout rate at about 5 years.

Should TSPC be reformed/ totally restructured? Or is it working fine now?

Can you answer specific questions?

Steve:

The author of this Oregonian guest opinion either is or is not "thinking outside the box".

http://www.oregonlive.com/opinion/index.ssf/2010/02/test_scores_and_teacher_compet.html

Which is it? More importantly, can you explain your answer?

I will be interested in seeing if you can say "I agree/disagree with the author of the Oregonian guest opinion because........." and give at least 3 reasons.

Surprise me and show you can write such a thoughtful answer.

You could demonstrate Steve's points empirically, if you cared about results. As most care only about their self-vested piece of taxpayer dollars, this will go right by you.

I would love to see a study, done here in Oregon, where kids are given a list of things to learn to cover the year. Then, send them home to surf the 'net. That's it. Test them against tradition ed. and I will bet that you don't find a significant difference. That's not a proposal for a new instructional technique. It's a proposal that would demonstrate what a monumental waste of tax dollars the current approach is. Maybe the in-schoolers do a little better. Divide the cost by skill and there is no way it would be worth it. Qualifications? Are home-schooled doing signficantly worse than public educated? Qualification get discussed because requiring a masters, like Indiana does, means more pay to the individual teacher.

I don't know about your college, but at mine, the Ed. majors were right up there with the PE majors for the most accademically challenged. There is no valid, dissenting voice. The parents groups act like rabid coyotes and help the pros by making them look so. No, I say that the kids left to their own devices and the 'net for a year would outperform traditional and home-based both. Think about how much money that means you're wasting!

John, you sound like a disciple of Max Rafferty.

http://www.progressiveu.org/175929-max-rafferty-1917-82-conservative-educator-and-california-state-school-superintendent-during-1962-70

Because of him, no one in California when I was in college was allowed to major in education. They had to major in a subject (mine was major in social science, minor in English).

How that prepared me to student teach in Kindergarten, I never knew.

Are writing skills necessary? Or can all information be looked up online and no one in the 21st century needs to write complete sentences and coherent paragraphs?

Try talking to your school board or run a candidate for the legislature.

Blogging doesn't solve anything (unless some right wing organization pays you to blog at places like this).

LT, I'm not really sure what lit your fuse, but please help me understand what is so wonderful about Susan Castillo's tenure? Was she part of the school administrator/teachers union cabal that tried to shut down internet long distance learning?

Unless somebody can convince me that she has added anything of substance I am willing to give somebody else a try. The status quo is untenable

OK, we should not have a full debate about issues. We should not ask specifically where Maurer stands on any issue.

If everyone on this blog just yelled outloud CASTILLO SHOULD GO! then all problems in Oregon education would be solved?

I'm solution oriented. I have said that if Maurer came out for specific TSPC reforms, for example (or ending it and starting a new system), I would seriously look at him.

However, Steve saying "think outside the box" solves all problems, and John saying students don't really need to be in school because they could learn all things at home using the Internet (writing skills, learning to do math?) really bother me.

But then, I would like to see quality, not just sniping at public education.

I have argued with school board members, helped elect school board members, talked education with legislators for longer than blogs have existed. But because I won't yell THE STATUS QUO MUST GO, I am a Castillo apologist and must be castigated for that?

What have Kurt, Steve, John done in the offline world to help reform education?

I suspect some of the complainers don't have solutions to propose, they are just angry.

Fine, but they can do it without me. I want to see, for instance, an admission that not all districts are like all other districts. Is there no school district anywhere in Oregon doing anything of quality?

I suspect none of the critics could point to a single thing any district in Oregon is doing right. I know some graduates of local high schools, and I admire how bright they are.

But how can that be if the critics are yelling THE STATUS QUO MUST GO!

I don't think they really care what happens to kids, they are just trying to score political points.

"Can you answer specific questions?"

A heckuva lot better than Susan Castillo: 1) Some way to rank/rate teachers so we can reward good ones and improve bad ones 2) Empahsize online learning. I think we tried this with the Online Learning Academy, it just became so successful the OEA felt the urge to shut it down.

Again, I keep hearing a lot of just leave stuff alone. THat is not helping our children become better educated in a rapidly changin world and I am not really hearing anything Ms Castillo (I'll take her comments) that even acknoledges we are living in 1970 anymore.

"What have Kurt, Steve, John done in the offline world to help reform education?"

Funny, I was going to ask that very thing of Ms. Castillo.

"CASTILLO SHOULD GO! then all problems in Oregon education would be solved?"

Just a lot of the reactionary problems in our public education. C'mon, be progressive.

"Blogging doesn't solve anything"

I guess we won't be hearing anything further here from you then?

LT, you used to engage and debate, now you've taken on St. Carla's least wonderful ideals and instead of debate hurl invective.

FTR, I served with our local school board for over 2 years working towards solutions to budget issues and problems. I worked with area high schoolers for over 6 years in after school sports activities and have mentored perhaps 100 young men and women. I don't NEED someone from outside my area challenging me merely for asking the same of Castillo that you (rightfully) suggest should be asked of any challenger.

I agree that substantive questions should be asked in the coming election. Perhaps by holding that stabdard to incumants is out of bounds in your world. It isn't in mine. Perhaps in your world we shouldn't ask how a public education elected official would weigh in on the School Board's and OEA's attempt to shut down a successful on-line education alternative. In my world these are exactly the questions that will be asked and must be answered.

Kurt, I have no problem with a list of questions to be asked of every candidate incl. Maurer, Castillo, and everyone else who runs. And I thank you for your service in education.

What I have no patience for is "Castillo is a failure, support Maurer and if you don't, then that makes you a Castillo fan".

Guess what---if a candidate runs on "my opponent is lousy, vote for me", what they are saying is that we shouldn't ask them any questions about what they would do if elected or test their knowledge of the issues involved.

I would like to see some intelligent debate this year. Not "vote for me because the incumbent is lousy", not "as soon as we get a coalition together to pass this, we will start discussing it with the public".

Here's a question to start out with:

Have they ever heard of AVID ( secondary college prep elective course which helps "middle students" (the kind who are not either honors or remedial and thus sometimes get forgotten) and can they talk intelligently about it? Do they know of any school district in Oregon which uses this program?

Beauty of such a question: Responsive answer doesn't mention opponent, doesn't talk about the power of unions, but talks about an actual program in use in the district where I live.

I would agree that your example of the AVID question is a good one. I would also ask about on-line academies and ask what the incumbant would change as would any challenger.

I also eschew the "my candidate is good, the other one is lousy campaign." However, if the incumbant thinks the status quo is acceptable I depart and would press for an alternative.

Susan Castillo has been a disaster. She was unqualified for this position and I'm quite sure the only reason she won was because she had no competition and she had name recognition as a newscaster in Eugene. Her handling of the OSAA restructuring was perhaps the most gutless, inept demonstration of her incompetence. I'm all for more support for education. At least Ron Maurer has the qualifications to run.

"Can you answer specific questions?"

A heckuva lot better than Susan Castillo: 1) Some way to rank/rate teachers so we can reward good ones and improve bad ones

OK, what is the "some way"? And I do mean specifically!

Test scores alone?
Classroom observations + test scores?
Other activities (mentoring new teachers, coaching, site team, other activities in school but outside the classroom)? Working with parent groups or indiv. parents?

Same evaluation in large (over 1000 students) high schools and rural K-8?

Who writes the criteria? Some sort of national standard? Written by local school board? Any parent input?

<h2>BTW, I looked at ORESTAR and it appears that Maurer has not filed for office yet.</h2>