I appreciate the Monroe Times coverage of the virtual school issue and the newspaper's role as an important voice in our community.
However, as a teacher I must say I have found your coverage of the virtual school issue consistently misleading in its assertions that the "teachers unions" oppose virtual schools.
The teachers' union to which I belong, the Wisconsin Education Association Council, has stated, repeatedly, "WEAC affirms its belief that virtual education plays a vital role in today's great schools. WEAC members throughout the state use virtual education technologies in their classrooms every day."
How on earth could this be construed as opposing virtual schools?
WEAC does, however, ask that there be fiscal and academic accountability for virtual charter schools, especially those using open enrollment. This is not a proclamation to destroy virtual schools; it is a call for responsibility.
As the Legislature develops laws for virtual schools it is our duty as citizens - and the Monroe Times's duty as a newspaper - to make sure those laws are well-developed.
The Monroe Times should explore these and other lingering questions: What kind of educational standards will apply to these schools and how will we evaluate whether the schools are meeting the standards? Can virtual classes offer the same peer-to-peer interaction, teacher interaction, and spontaneous learning? Who establishes the graduation criteria for a virtual diploma? Will a virtual diploma be as valued by employers as a traditional diploma? How do school districts benefit financially from virtual schools? Does this happen at the expense of other districts? How will virtual schools affect enrollment and funding in smaller districts?
I encourage the Monroe Times and its readers to further investigate the answers to these questions.
However, as a teacher I must say I have found your coverage of the virtual school issue consistently misleading in its assertions that the "teachers unions" oppose virtual schools.
The teachers' union to which I belong, the Wisconsin Education Association Council, has stated, repeatedly, "WEAC affirms its belief that virtual education plays a vital role in today's great schools. WEAC members throughout the state use virtual education technologies in their classrooms every day."
How on earth could this be construed as opposing virtual schools?
WEAC does, however, ask that there be fiscal and academic accountability for virtual charter schools, especially those using open enrollment. This is not a proclamation to destroy virtual schools; it is a call for responsibility.
As the Legislature develops laws for virtual schools it is our duty as citizens - and the Monroe Times's duty as a newspaper - to make sure those laws are well-developed.
The Monroe Times should explore these and other lingering questions: What kind of educational standards will apply to these schools and how will we evaluate whether the schools are meeting the standards? Can virtual classes offer the same peer-to-peer interaction, teacher interaction, and spontaneous learning? Who establishes the graduation criteria for a virtual diploma? Will a virtual diploma be as valued by employers as a traditional diploma? How do school districts benefit financially from virtual schools? Does this happen at the expense of other districts? How will virtual schools affect enrollment and funding in smaller districts?
I encourage the Monroe Times and its readers to further investigate the answers to these questions.
