A Superintendent Writes... The Anti-CSCOPE Agitators

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A LYS Superintendent submits the following:
SC, 
The problem with the anti-CSCOPE agitators is that theycan find “facts” that support their agenda. For example, the CSCOPE managementorganization (TESCC) has petitioned the Attorney General for a ruling on itsstatus. Though this is not an uncommon practice (as any Superintendent knows), to thelayperson or purposefully uninformed, it smells like something else.
If there is a CSCOPE controversy, it is driven by thelessons.  I would advise CSCOPE to get out of the lesson business and justlet teachers share ideas via some forum, like Project Share.
The anecdotal evidence provided by the agitators can beattributed to random (yet expected) incidents of poor teaching practice, poor leadership practice, andgeneral griping. Nothing by itself detrimental, but the overall mix is toxic andconfuses the real issues of instructional support and improvement. Like it or not, the anti-CSCOPEmovement does seem to have legs.
SC ResponseI can’t disagree with anything you present. But it doesbring two things to mind. 
First, in the early 2000s a group that wanted to developand sell a curriculum tool, similar to what CSCOPE is today, approachedme.  They made me a very attractiveoffer, which I turned down. When they asked why, I told them that I didn’t seetheir idea as viable. The reason? I had never met a teacher or administratorthat didn’t hate the curriculum and blame the majority of their problems onit.  This is seemingly a universaltruth.  Long story short, thecompany didn’t make it.  It seemsthat no matter what they did, teachers kept complaining about the product.
Second, in dealing with the anti-CSCOPE agitators, I’mreminded of the reason why you don’t wrestle with pigs.  All that happens is that you get dirtyand the pigs like it.
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