them, you know, they have six math classes in the sixth grade and there happened to be eight math teachers. those two math teachers are extra and those teachers aren t accepting reassignments to another school. they don t have to. if they get reassigned, they have to agree to go to the other school or just sit home. talk about leverage. one of the bad things that ends up happening, when they have to cut teachers, it s the younger teachers who automatically get cut because of seniority and the force of the unions. right. this is going to become the big issue, the city school system is likely to have to have 3,000 or 4,000 layoffs. blind layoffs, if you will, it will be the younger teachers who get fired and the more senior teachers who get kept. now, again, these are laws that were passed before there were age discrimination laws or any kind of discrimination laws so the intent of those laws which were passed, i think, in 1917
we hope we can get to a point, governor wise and myself, where digital learning become as nonpolitical issue, becomes kind of the core way that we educate children. it s not ideological. it s really focused on customizing learning towards children and away from the systemic elements where the adults kind of dominate education. we re excited about it. we re unveiling proposals today that, thanks to the good work of over about a hundred people that are experts from all across the country. creates roadmap for states to be able to change their policies to put digital learning front and center in their strategies. talk about digital learning. what do you mean by that? well, it s to take content provided maybe by the best math teachers in the world, algebra teachers. it could be developing a course to meet the common core standards being developed now for all oeft all states, they
teacher committing suicide because he felt publicly humiliated and we have to be careful who we scrutinize. brenda: great sympathy about that, but overall, bob, is there anything wrong with making public these sorts of performance grades? no, absolutely not. look it, the only people that don t want performance public, is people that don t perform. so what are the unions doing? protecting the underperformers, i think that gary b made a great point. this would cause a problem for the schools, if there are three math teachers, one is good and two are horrible, all the parents and students are going there. and all of a sudden, it s going to be competitive and they re going to have to hire better teachers and they don t want to see this problem coming and that s what the union is trying to protect. they re trying to protect the weak link. this thing about disclosure. at the end. day, everyone on wall street and everyone knows what the performance are. you get paid for performance, if y
place, we can start making an impact to get those kids to school, feeling comfortable and to hopefully make a dent in this epidemic. the question of course one of the things i want to say also about teachers is when i m talking to teachers and school resource officers, counselors, math teachers, math teachers will say to me, but i teach math. i don t know how to do this. but if we can teach them, and you can, very concrete things, the teachers relax, they feel better about it, and they feel empowered and feel like they are contributing to the culture of the school in a positive way. so it s not impossible. these are things that we really can do, and the teachers and that really the vast majority of teachers want to do. question of course who is ultimately responsible and accountable when bullying happens? to stuart snyder s point, how can we all play a role in trying to stop it? we ll talk more about both subjects and we ll hear from a student at a massachusetts high school whe
if we can develop a culture where everybody s working together and create an environment where it s okay to talk and to share and to speak up of that bullying is taking place, we can start making an impact to get those kids to school, feeling comfortable and to hopefully make a dent in this epidemic. the question of course go ahead. one of the things i want to say also about teachers is when i m talking to teachers and school resource officers, counselors, math teachers, math teachers will say to me, but i teach math. i don t know how to do this. but if we can teach them, and you can, very concrete things, the teachers relax, they feel better about it, and they feel empowered and feel like they are contributing to the culture of the school in a positive way. so it s not impossible. these are things that we really can do, and the teachers and that really the vast majority of teachers want to do. question, of course, who is ultimately responsible and accountable when bullying hap