Thursday, December 31, 2015
What’s driving teachers out of education field?
What’s driving teachers out of education field?: It is among the noblest of professions. Yet the ranks of the teaching profession are emptying faster than you can say “class dismissed.” Cobb Schools Superintendent Chris Ragsdale warned lawmakers ...
Friday, December 25, 2015
Been a long time
Having survived the end of the school year (barely!), and made it through the fall semester, I have a thought. Lots of the, really, but this one is froemost in my head right now. What is the state of teacher autnonomy these days?
The reason for the question is simple. I have had a ridiculous amount of meddling in my classroom affairs, making me feel superfluous. If I can't make any decision without being overruled, what the hell am I doing here?
More on this topic later.
The reason for the question is simple. I have had a ridiculous amount of meddling in my classroom affairs, making me feel superfluous. If I can't make any decision without being overruled, what the hell am I doing here?
More on this topic later.
Saturday, May 16, 2015
The worst idea possible
Governor Deal signed legislation making the "Opportunity School District" a reality. Quietly enough that I missed the media coverage. So did the district superintendent, apparently, since she paid us a visit the following week and discussed it as if it were still a proposal instead of a done deal.
In a nutshell, the new law will allow the state to take over schools (potentially districts) that are "failing" to produce results. The results they are looking for are TEST SCORES. Schools under state control would possibly be handed over to Education Management Organizations. Translation: they would be converted to charters. Here's a rundown on that "great" idea: http://getschooled.blog.ajc.com/2015/04/25/opinion-why-competitive-model-fails-schools-no-one-should-lose-in-education/
The Atlantic ran an article on the topic in 2013. Petrilli from the Fordham Institute was quoted in that article as saying the track record on state takeover is "shaky". Now THERE'S an understatement. To understand why this is a disaster in the making, read up on the state takeover of schools in Newark, NJ, Detroit, MI, New Orleans, LA, Jersey City, NJ, Patterson, NJ, Camden, NJ.
So, Georgia, we are about to start down a path following the example of several other states, going back decades. It has not been successful ANYWHERE else. But of course, it will be successful here. Won't it?
In a nutshell, the new law will allow the state to take over schools (potentially districts) that are "failing" to produce results. The results they are looking for are TEST SCORES. Schools under state control would possibly be handed over to Education Management Organizations. Translation: they would be converted to charters. Here's a rundown on that "great" idea: http://getschooled.blog.ajc.com/2015/04/25/opinion-why-competitive-model-fails-schools-no-one-should-lose-in-education/
The Atlantic ran an article on the topic in 2013. Petrilli from the Fordham Institute was quoted in that article as saying the track record on state takeover is "shaky". Now THERE'S an understatement. To understand why this is a disaster in the making, read up on the state takeover of schools in Newark, NJ, Detroit, MI, New Orleans, LA, Jersey City, NJ, Patterson, NJ, Camden, NJ.
So, Georgia, we are about to start down a path following the example of several other states, going back decades. It has not been successful ANYWHERE else. But of course, it will be successful here. Won't it?
Right school at the right time
Carol Ann Tomlinson wrote a piece called Notes from an Accidental Teacher back in 2010 for Educational Leadership. In it, she recounts some teaching experiences, both successful and unsuccessful. Her point is that not every job or school is the right fit for you at a particular point in your career and development. Here's how she explains it: "The places in which we teach shape who and what we become. If they don't feed us as human beings and as teachers, we atrophy. In teaching and in life, if we are not growing, we are losing ground. So a school, school district, and community need to be the right fit at the right time to fuel our professional and personal evolution."
It occurs to me, my school was the right fit for me when I first came here. It isn't any longer. It has become a stifling environment where the nail that sticks up gets hammered down, where individuality is feared instead of respected, and professional judgement takes a back seat to rubrics and metrics.
It's time to find a new right fit for me.
It occurs to me, my school was the right fit for me when I first came here. It isn't any longer. It has become a stifling environment where the nail that sticks up gets hammered down, where individuality is feared instead of respected, and professional judgement takes a back seat to rubrics and metrics.
It's time to find a new right fit for me.
Wow, a new record
Over the years, there have been several instances of being undermined by school administrators. Today, it happened twice, in less than an hour. In front of the students. And a parent. That's got to be some kind of record. Sort of like the student whose behavior put him in front of a disciplinary tribunal twice in the space of a month.
Monday, March 09, 2015
Real Talk
These thoughts have been bouncing around my head for a while, in between slaps from the Dragon Lady of Education. Jerry Maguire is playing on DVD, and the scene where he writes the 25 page mission statement got my attention. I'm not likely to crank out 25 pages, but I have reached a point where some things need to be said.
To administrators: It is your role to support the teachers who work in your school or district. So STOP THROWING US UNDER THE BUS! I have sat through countless meetings and PD sessions that revolved around a single point: you don't trust us to do right by our students. I even witnessed on instance of the superintendent calling us out and scolding us, IN FRONT of the overpaid outside consultant who breezes through a few times a year.
I spend extra hours of MY personal time, both at the school and at home, trying to make this work for my students.
I spend excessive amounts of my stagnant pay (when the hell did we last get a cost of living increase? while everything costs more, like food, gas, home?) buying resources and materials that are not provided by my employer, yet are needed by my students. All of the books on the shelf in my classroom were purchased with my personal funds.
When you talk negatively about us to students or parents, you undermine our ability to function effectively.
When you talk negatively about us to our faces, you suck the joy our of our long day.
When you talk negatively about us to our colleagues, you destroy your own credibility.
So, please, stop throwing us under the bus!
To parents: If you have not answered your phone or checked your email, please don't waste all of our time questioning grades. They are online and you can see them any time your want. If you had taken the time, you would know what's going on with your child.
When a teacher takes the time to call you about behavior, please don't blow it off. Please don't run us down to your child. Please don't make excuses. We were students once. We were good enough students to get through college. We know what kind of behavior makes for a successful academic career, whether it's through high school or through college. Please get on top of it, and then there's no need for anything else to be done on our end.
To students: For heaven's sake, listen to someone other than yourself and your childish pals. You might learn something new. Scary, I know, but if we don't learn we can't go forward in life.
When you are all talking and goofing off, you are missing important stuff. Sorry you didn't hear it, but it's still on the next quiz. The homework still needs to be done, even if there was a great game on TV last night. You still need to study, even though you were 'busy' all week.
When one of your so-called 'friends' disrupts class, you are doing him no favors by cheering and applauding. You are shooting yourself in the foot, by letting that foolish behavior take priority over your education. You are blessed to live in a country where you are guaranteed the right to an education, at no monetary cost to you or your parents. The only cost to you is the time and effort you need to put in. If you aren't willing to put in the time and effort, well, just remember the saying, "You get what you pay for."
To the media: Please shut up until you do some research. You are not an expert on education just because you sat in a classroom once.
To the elected policymakers: Get over yourselves. If you were held to the 100% success target that you've imposed on me, you'd be out the door in a hurry. Or maybe you'd finally figure out how to get some damn thing done for a change?
To my principal: I'm tired of being manipulated by you. I'm tired of being disappointed by you. I'm tired of being lied to by you. It doesn't take much reading on the subject of leadership to discover that none of those are effective leadership strategies. Why don't you try doing some of that reading?
Like the title promised: REAL TALK!!!
To administrators: It is your role to support the teachers who work in your school or district. So STOP THROWING US UNDER THE BUS! I have sat through countless meetings and PD sessions that revolved around a single point: you don't trust us to do right by our students. I even witnessed on instance of the superintendent calling us out and scolding us, IN FRONT of the overpaid outside consultant who breezes through a few times a year.
I spend extra hours of MY personal time, both at the school and at home, trying to make this work for my students.
I spend excessive amounts of my stagnant pay (when the hell did we last get a cost of living increase? while everything costs more, like food, gas, home?) buying resources and materials that are not provided by my employer, yet are needed by my students. All of the books on the shelf in my classroom were purchased with my personal funds.
When you talk negatively about us to students or parents, you undermine our ability to function effectively.
When you talk negatively about us to our faces, you suck the joy our of our long day.
When you talk negatively about us to our colleagues, you destroy your own credibility.
So, please, stop throwing us under the bus!
To parents: If you have not answered your phone or checked your email, please don't waste all of our time questioning grades. They are online and you can see them any time your want. If you had taken the time, you would know what's going on with your child.
When a teacher takes the time to call you about behavior, please don't blow it off. Please don't run us down to your child. Please don't make excuses. We were students once. We were good enough students to get through college. We know what kind of behavior makes for a successful academic career, whether it's through high school or through college. Please get on top of it, and then there's no need for anything else to be done on our end.
To students: For heaven's sake, listen to someone other than yourself and your childish pals. You might learn something new. Scary, I know, but if we don't learn we can't go forward in life.
When you are all talking and goofing off, you are missing important stuff. Sorry you didn't hear it, but it's still on the next quiz. The homework still needs to be done, even if there was a great game on TV last night. You still need to study, even though you were 'busy' all week.
When one of your so-called 'friends' disrupts class, you are doing him no favors by cheering and applauding. You are shooting yourself in the foot, by letting that foolish behavior take priority over your education. You are blessed to live in a country where you are guaranteed the right to an education, at no monetary cost to you or your parents. The only cost to you is the time and effort you need to put in. If you aren't willing to put in the time and effort, well, just remember the saying, "You get what you pay for."
To the media: Please shut up until you do some research. You are not an expert on education just because you sat in a classroom once.
To the elected policymakers: Get over yourselves. If you were held to the 100% success target that you've imposed on me, you'd be out the door in a hurry. Or maybe you'd finally figure out how to get some damn thing done for a change?
To my principal: I'm tired of being manipulated by you. I'm tired of being disappointed by you. I'm tired of being lied to by you. It doesn't take much reading on the subject of leadership to discover that none of those are effective leadership strategies. Why don't you try doing some of that reading?
Like the title promised: REAL TALK!!!
Sunday, January 25, 2015
I am Ineffective because...
I flunked 'Standards-Based Classroom' because:
I didn't put up a Word Wall. Oh, wait, it was right there if you turned your head to the right.
I didn't have the Marzano strategies posted.
I didn't make up a set of rules for my classroom in addition to the school rules.
I don't have an agenda on the board.
I didn't rush to put up student work examples.
There were only a couple of content posters up. My administrator didn't recognize the tectonic plates.
The mission statement wasn't on the wall, and I don't have the anti=bullying poster either.
I had not posted random curriculum standards.
The date wasn't on the board.
Oh, did I mention this is the room where I spend just an hour every day?
I didn't put up a Word Wall. Oh, wait, it was right there if you turned your head to the right.
I didn't have the Marzano strategies posted.
I didn't make up a set of rules for my classroom in addition to the school rules.
I don't have an agenda on the board.
I didn't rush to put up student work examples.
There were only a couple of content posters up. My administrator didn't recognize the tectonic plates.
The mission statement wasn't on the wall, and I don't have the anti=bullying poster either.
I had not posted random curriculum standards.
The date wasn't on the board.
Oh, did I mention this is the room where I spend just an hour every day?
Wednesday, December 17, 2014
On shopping while brown
This is out of control. The discussion always boils down to black and white, but ignores all the shades in between. My mother had to have "the talk" with me back when I was a kid and the pharmacy we used had a habit of following any customers they deemed 'suspicious'. Apparently I always looked 'suspicious' when I went in there, since the so-called security person would follow me like a shark after an injured surfer.
Fast forward to today. I'm too dark to satisfy the ignorant redneck parents, yet lack sufficient melanin to please the African-American families.
Beg pardon, but there are a lot of us on this very broad spectrum, who have had to deal with subtle and non-subtle prejudice for years. Bigotry comes in many flavors.
Fast forward to today. I'm too dark to satisfy the ignorant redneck parents, yet lack sufficient melanin to please the African-American families.
Beg pardon, but there are a lot of us on this very broad spectrum, who have had to deal with subtle and non-subtle prejudice for years. Bigotry comes in many flavors.
Of standards, rigor, and 'high expectations'
As I read about the Taliban attack on the Army Public School in Peshawar, Pakistan, resulting in the deaths of 145 people, mostly students, headlines fly around my mind, like
Why the Pakistani Taliban's war on children keeps on going (7700 articles and counting, as of 8:30 pm tonight)
And then I go into work and try to convince my American students, who are privileged by comparison, and everything I see is an echo of this teacher's epiphany. I could have written what she wrote, if I weren't so beat down and exhausted that clear writing is nearly impossible. I am a textbook example right now of 'Executive Function Overload'. I'm so stressed and worn out I can barely drag myself to work every day. My school talks a lot about 'standards-based' classrooms, but all the information provided, all the examples given, seem to be focused on the look of the room, rather than the content or quality of the lessons. We've just been treated to a big pitcher of koolaid on the topic of the Self-fulfilling Prophecy and the Pygmalion Effect (Rosenthal, 1968 article here)
I read another piece by a teacher who took her leaders at their word and held her students to high standards, with the consequences that came of not completing assignments despite numerous opportunities, afterschool tutoring, etc. She was called in to account for her pass/fail rate, and was told that if students were failing, then she had failed them. she changed her lessons, with the same result. In the end,
When she talks about the exhortations to set high standards, I hear the echo. When she talks about being attacked for doing exactly that, I have flashbacks. To this afternoon, when a parent chewed me out for asking her daughter to rewrite her plagiarized project. To the week before last, when a parent yelled at me over the phone about whatever she thought were my failings, as if it somehow makes her son's constant disruption of the learning environment more acceptable. To the school year quite some time back when I stopped bothering to grade actual work, but just recorded 65s and 75s in the gradebook, so that the final averages would meet the minimum to pass. I had had all I could take of explaining to parents why their children couldn't earn As without doing exceptional work, but especially why they couldn't earn Cs without doing any work. Because, you see, I don't GIVE grades. Students have to EARN them. And they work very hard to either pass or fail in any class I teach. What I'm wondering is simply this: at what point does the student pick up the ball? The quarterback can't win the game all alone. Right now, I'm feeling like Tim Tebow when his time in the NFL ended. MAybe I should just drop to one knee and pray?
Friday, December 12, 2014
Drowning in KoolAid
We are all familiar with the phrase- "drinking the koolaid". It's a reference to the followers of People's Temple founder Jim Jones, who willingly drank poisoned fruit punch (Flavor-Aid brand) in response to his command that they commit suicide as a 'revolutionary act'. In the end, over 900 people died in the Guyana jungle where Jones had hoped to establish a Utopian community.
Well, in the effort to create a Utopia in our schools, an awful lot of poisoned punch is being served up: data-driven decision making, test-based accountability, 'rigor', high standards, Common Core, high-stakes tests, 'school choice', charters, vouchers, and more. One of the worst has to be the rah-rah sessions referred to as "Professional Learning Communities". The term comes from the work of Rick and Rebecca DuFour and others. Ostensibly, a group of professional educators comes together on a regular basis to learn and share. They are supposed to set their own agenda, their own goals, and formulate their own plan to achieve those goals.
In daily practice in my district, PLCs are just another meeting with agenda dictated from above and predetermined outcomes. Exchange of ideas is not welcomed, and dissent is actively discouraged. Anyone with ideas or opinions not in line with the agenda and outcomes is to be silenced by whatever means. In other words, drink the koolaid, smile, and be happy about it. Yesterday I just about hit my limit.
Please, sir, could I have some more? NOT
Well, in the effort to create a Utopia in our schools, an awful lot of poisoned punch is being served up: data-driven decision making, test-based accountability, 'rigor', high standards, Common Core, high-stakes tests, 'school choice', charters, vouchers, and more. One of the worst has to be the rah-rah sessions referred to as "Professional Learning Communities". The term comes from the work of Rick and Rebecca DuFour and others. Ostensibly, a group of professional educators comes together on a regular basis to learn and share. They are supposed to set their own agenda, their own goals, and formulate their own plan to achieve those goals.
In daily practice in my district, PLCs are just another meeting with agenda dictated from above and predetermined outcomes. Exchange of ideas is not welcomed, and dissent is actively discouraged. Anyone with ideas or opinions not in line with the agenda and outcomes is to be silenced by whatever means. In other words, drink the koolaid, smile, and be happy about it. Yesterday I just about hit my limit.
Please, sir, could I have some more? NOT
Saturday, November 22, 2014
What is the real agenda?
At the risk of sounding like a conspiracy theory nut, I have come to the conclusion that there is a reason my school is being starved of resources and picked apart by critical visitors. We just had another of those visits, and I'm not looking forward to the faculty debrief meeting, based on what I heard the principal endured. We've been singled out for mandates and nonsense not imposed on the other middle schools in the district, even though we've been repeatedly told otherwise. Funny how no one realizes we can call and email colleagues at the other schools and just ask?
Anyway, the conclusion I've reached is this: the long-range plan is to close the school, and probably convert it to a charter. What other logical reason can there be for withholding resources, running off staff, and browbeating those who remain? We are under capacity, and have been for 3 or 4 years now. Meanwhhile, our nearest neighbor school is just 5 minutes away with trailers, but the board doesn't make the slightest adjustment in attendance zones. It's a formula for failure. 'Tho' this be madness, yet there is method in it.'
Anyway, the conclusion I've reached is this: the long-range plan is to close the school, and probably convert it to a charter. What other logical reason can there be for withholding resources, running off staff, and browbeating those who remain? We are under capacity, and have been for 3 or 4 years now. Meanwhhile, our nearest neighbor school is just 5 minutes away with trailers, but the board doesn't make the slightest adjustment in attendance zones. It's a formula for failure. 'Tho' this be madness, yet there is method in it.'
The emperor has no clothes
As new Common Core exams are rolled out across the country, more and more of this will happen.
New York State already encountered similar problems with the new tests. Here is Jeannie Kaplan's description of the situation in Colorado: http://kaplanforkids.wordpress.com/2014/11/13/news-flash-students-will-not-learn-the-subject-if-teachers-are-not-allowed-to-teach-the-subject/
New York State already encountered similar problems with the new tests. Here is Jeannie Kaplan's description of the situation in Colorado: http://kaplanforkids.wordpress.com/2014/11/13/news-flash-students-will-not-learn-the-subject-if-teachers-are-not-allowed-to-teach-the-subject/
Friday, July 18, 2014
Russ on Reading: I Blog; Therefore, I Am
The issue of debate that Russ describes, whether one can think deeply without having acquired basic skills, seems, to me to serve mostly as an excuse by one educator to dismiss a large portion of his student base instead of taking an opportunity to be part of their intellectual development. This person is basically saying that he/she won't 'waste time' on students who are not at some predetermined performance level. Those students are often the most insightful and original thinkers; what a loss to this educator who refuses to engage with them.
Russ on Reading: I Blog; Therefore, I Am: Descartes said, “I think; therefore, I am.” I want our students to say, “I read and write; therefore, I can think.” Rene Descar...
Russ on Reading: I Blog; Therefore, I Am: Descartes said, “I think; therefore, I am.” I want our students to say, “I read and write; therefore, I can think.” Rene Descar...
Sunday, June 08, 2014
finally someone sees through it
apparently no x-ray glasses were required.
http://educationvotes.nea.org/2014/06/03/al-law-using-public-dollars-to-subsidize-tuition-at-private-schools-ruled-unconstitutional/
http://educationvotes.nea.org/2014/06/03/al-law-using-public-dollars-to-subsidize-tuition-at-private-schools-ruled-unconstitutional/
When will the madness end?
From Pennsylvania: new legislation targeting teachers.http://curmudgucation.blogspot.com/2014/06/pa-newest-state-to-assault-teaching.html?m=1
Wednesday, April 30, 2014
More than words
Campaign to get us thinking about what we say.
http://www.cnn.com/2014/04/30/living/duke-you-dont-say-identity/index.html?c=us&page=0
http://www.cnn.com/2014/04/30/living/duke-you-dont-say-identity/index.html?c=us&page=0
Yay Carol Burris
And without due process protection, she could be fired fot telling the truth..
http://m.washingtonpost.com/blogs/answer-sheet/wp/2014/04/29/the-scary-way-common-core-test-cut-scores-are-selected/
http://m.washingtonpost.com/blogs/answer-sheet/wp/2014/04/29/the-scary-way-common-core-test-cut-scores-are-selected/
Saturday, April 12, 2014
Don't drink the koolaid
And don't eat the sandwich: http://curmudgucation.blogspot.com/2014/03/poop-sandwich.html?m=1
Friday, April 11, 2014
I hate it when a supposedly secure and dependable website suddenly loses all my information. We have a state-run website for teacher job openings (public schools). It used to be a one-stop application process; not quite so much now, but still, I've had my profile there for several years. Today I looked and saw something intriguing, but before I could proceed, there was an alert to update my profile. OK, start date needs to be fixed. No problem, right? WRONG! All the rest of my info seems to be gone. Damn if I want to go through all that shit again. This is at least the second time their server has done this, and I'm tired of it. There isn't another place to see all, or almost all, of the public school openings in the state. Outside stuff like Monster and Indeed is outdated by the time they list it, and their search functions are useless.
Public Television and Public Schools
Should be supporting each other, right? Maybe not, when corporate funding comes into play.
http://www.huffingtonpost.com/peter-dreier/public-television-education_b_5130372.html
Don't forget David Sirota's investigation of the money trail behind the PBS 'documentary' series bashing public pension programs.
http://www.huffingtonpost.com/peter-dreier/public-television-education_b_5130372.html
Don't forget David Sirota's investigation of the money trail behind the PBS 'documentary' series bashing public pension programs.
Public Schools for Sale? | Moyers & Company | BillMoyers.com
Public Schools for Sale? | Moyers & Company | BillMoyers.com
This might partially make up for some of the nonsense he's aired recently...
This might partially make up for some of the nonsense he's aired recently...
Thursday, February 20, 2014
Tuesday, February 18, 2014
If we continue to perpetuate the myth that "everyone should go to college", then the counselors will keep meeting the kids (and parents) who inspire these unspoken comments:
http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/02/10/the-greatest-line-i-never-said-by-college-admissions-counselors/
As a public school teacher, I can name a few administrators who fall into the same category...
http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/02/10/the-greatest-line-i-never-said-by-college-admissions-counselors/
As a public school teacher, I can name a few administrators who fall into the same category...
Some things just get better with time...
so why do we keep chasing after the NEXT great thing? sometimes the one right in front of you is just dandy, thank you very much. Not that I want to give up my computer, but I also think there is too much technology for its own sake, especially in the classroom. (Evaluation checklists aren't helping that, I might add...)
http://dianeravitch.net/2014/02/15/in-praise-of-the-pencil/
http://dianeravitch.net/2014/02/15/in-praise-of-the-pencil/
Sunday, February 16, 2014
If I have to hear the word "DATA" one more time...
I have all the 'data' that I need. It's in the understanding or confusion on the kids' faces when we teach. It's in the work they complete and I check. It's in their quiz grades and test grades. It's in their lab data sheets. In other words, my gradebook. why should all (or any) of that be on the wall? I'm with Carolyn on this. http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/02/14/how-data-walls-in-classrooms-can-humiliate-young-kids/
World views
On the subject of teaching science, if you want to prove old ideas wrong, you must first know what the heck they are:
http://www.artofteachingscience.org/evolution-might-be-a-law-but-student-ideas-are-important/
On my choice of college major, please stay out of my intellectual endeavors. That's like telling me what books I should spend time reading. I'll choose, thank you. That degree in art history has served me well, for instance in teaching social studies (long story, but there it is) and using political cartoons and ads in lessons. Plus, I love visiting old buildings, and I did a lot more on trips abroad than just go shopping!
http://dianeravitch.net/2014/02/15/alexandra-miletta-what-i-learned-by-studying-art-history/
http://www.washingtonpost.com/blogs/style-blog/wp/2014/01/30/president-obama-disses-culture-with-art-history-degree-punch-line/
http://www.washingtonpost.com/blogs/the-fix/wp/2014/01/30/but-what-do-the-art-history-majors-think-of-president-obama/
http://www.artofteachingscience.org/evolution-might-be-a-law-but-student-ideas-are-important/
On my choice of college major, please stay out of my intellectual endeavors. That's like telling me what books I should spend time reading. I'll choose, thank you. That degree in art history has served me well, for instance in teaching social studies (long story, but there it is) and using political cartoons and ads in lessons. Plus, I love visiting old buildings, and I did a lot more on trips abroad than just go shopping!
http://dianeravitch.net/2014/02/15/alexandra-miletta-what-i-learned-by-studying-art-history/
http://www.washingtonpost.com/blogs/style-blog/wp/2014/01/30/president-obama-disses-culture-with-art-history-degree-punch-line/
http://www.washingtonpost.com/blogs/the-fix/wp/2014/01/30/but-what-do-the-art-history-majors-think-of-president-obama/
Monday, December 23, 2013
Wednesday, December 18, 2013
If this is true, then teachers are brilliant.
At this rate, I'll be a bloody GENIUS by the end of the year. Changes are coming so fast I'm getting whiplash. Everything I was taught in college seems to be wrong now. Or invalid. Or not good enough.
Monday, December 16, 2013
Saturday, December 14, 2013
Wednesday, December 11, 2013
Monday, December 09, 2013
Sunday, December 08, 2013
Friday, December 06, 2013
Really dumb question
Apparently not.
And neither do the administrators who've ceased to support our growth.
Thursday, December 05, 2013
The joys of lesson planning
Or, more precisely, figuring out just what the hell is supposed to be on the damn form. It's a mashup of Learning-Focused Schools, Assessment for Learning, Understanding by Design, and probably Charlotte Danielson. Hell if I know. Planning hasn't been this much of an ordeal since college, when we were expected to script all questions and (student) answers, as if you could anticipate the little fellow who answered, "a pail of vomit". WTF?!?
This time it took the better part of an hour to figure out what to put on paper, and more importantly, HOW to put on paper, a week's worth of instruction. I'd have planned farther out, but there wasn't any more time before the kids arrived for class. Plus, I worked through lunch. And it will probably get ripped to shreds anyway. Nothing I do seems to be adequate, yet there are no suggestions for improvement. After I see the results of the next TKES observation (the big one- 30 minutes!), I'll figure out what to do next.
This time it took the better part of an hour to figure out what to put on paper, and more importantly, HOW to put on paper, a week's worth of instruction. I'd have planned farther out, but there wasn't any more time before the kids arrived for class. Plus, I worked through lunch. And it will probably get ripped to shreds anyway. Nothing I do seems to be adequate, yet there are no suggestions for improvement. After I see the results of the next TKES observation (the big one- 30 minutes!), I'll figure out what to do next.
Wednesday, December 04, 2013
Tuesday, December 03, 2013
Jersey Jazzman: 'Twas the Night Before PISA Day!
Jersey Jazzman: 'Twas the Night Before PISA Day!: 'Twas the night before PISA Day , when all through the foundations The wonks were all dreaming about Bill Gates's donations ; Th...
Monday, December 02, 2013
Sunday, November 24, 2013
Personality and management style
We have two assistant principals at my school. Their personalities are very different. One has a sense of humor, and sees the humor and opportunity in every situation, while the other sees only crisis everywhere, and treats everyone and everything accordingly. Management styles are also very different. With the new statewide evaluation system, there is lots of confusion. There are unanswered questions that go unanswered because no one seems to have an answer. Basically, it feels as if this new process is being made up as we go. Naturally, teachers are not sure what is actually expected of us. And, sadly, it seems the interpretation of our new professional standards is controlled by the personality of the evaluator. One of them treats it as a partnership in a learning process, and actually talks with the teachers during or after observations. The other treats it as a checklist to be marked off, so if it's not immediately evident you get demerits.
For instance, one of the standards is about Instructional Planning:
An 'exemplary' teacher
A 'proficient' teacher
Apparently, the only evidence worthy of consideration on this point is to be found in the written lesson plan. At least, that's how my evaluator sees it. In spite of materials at the ready (did they fall from the sky?), equipment prepared ahead of time (by the equipment fairy, perhaps?), my written lesson plan is inadequate and therefore, I was marked "Not Evident" on this standard.
Let me point out that we are using a new lesson plan format which we are also not sure about, we've been giving no help in using it, and it takes me hours to complete the document. This is a sore point for me, as I feel those hours would be MUCH better utilized in actual preparation for great instruction. I don't have precise dates on my lesson plan, and today's prompt did not appear on the plan. Apparently, once the plan is made, we are not allowed to make any adjustments on the fly, to meet learner needs. BTW, when I had a killer lesson with stations, as described in the lesson plan, and invited this evaluator, there was no response. Put technology in the kids' hands, in the form of digital cameras (purchased, at my expense, from the thrift store) to document our work? No points. It doesn't fit into one of the check boxes. Have them apply what they've learned in a writing task in the content area? No points. Must've forgotten to write it in the lesson plan. Real world scenario and data for student use posted in the room? Not even acknowledged. I'm not aware of any research to support this particular planning form as an effective instructional tool.
By the way, the standard on "Instructional Strategies" received no comments beyond observing student use of the cameras. Just checkboxes. And I would submit that those were inaccurate, anyway, being that Providing Directions/Instructions and Student Writing were not marked, though clearly displayed on the board. Oh, well, I guess this is too complex for poor little me.
In my college program, they taught us that the lesson plan is for the teacher's use and convenience. This turns it upside down and makes it a tool for the aid and convenience of the evaluator.
Frankly, if someone wants me to leave, they should tell me. I'd be glad to go. But, if this evaluator destroys me on TKES, the chances of getting out are slim.
For instance, one of the standards is about Instructional Planning:
The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. |
An 'exemplary' teacher
The teacher continually seeks and uses multiple data and real world resources to plan differentiated instruction to meet the individual student needs and interests in order to promote student accountability and engagement. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.) |
A 'proficient' teacher
The teacher consistently plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. |
Apparently, the only evidence worthy of consideration on this point is to be found in the written lesson plan. At least, that's how my evaluator sees it. In spite of materials at the ready (did they fall from the sky?), equipment prepared ahead of time (by the equipment fairy, perhaps?), my written lesson plan is inadequate and therefore, I was marked "Not Evident" on this standard.
Let me point out that we are using a new lesson plan format which we are also not sure about, we've been giving no help in using it, and it takes me hours to complete the document. This is a sore point for me, as I feel those hours would be MUCH better utilized in actual preparation for great instruction. I don't have precise dates on my lesson plan, and today's prompt did not appear on the plan. Apparently, once the plan is made, we are not allowed to make any adjustments on the fly, to meet learner needs. BTW, when I had a killer lesson with stations, as described in the lesson plan, and invited this evaluator, there was no response. Put technology in the kids' hands, in the form of digital cameras (purchased, at my expense, from the thrift store) to document our work? No points. It doesn't fit into one of the check boxes. Have them apply what they've learned in a writing task in the content area? No points. Must've forgotten to write it in the lesson plan. Real world scenario and data for student use posted in the room? Not even acknowledged. I'm not aware of any research to support this particular planning form as an effective instructional tool.
By the way, the standard on "Instructional Strategies" received no comments beyond observing student use of the cameras. Just checkboxes. And I would submit that those were inaccurate, anyway, being that Providing Directions/Instructions and Student Writing were not marked, though clearly displayed on the board. Oh, well, I guess this is too complex for poor little me.
In my college program, they taught us that the lesson plan is for the teacher's use and convenience. This turns it upside down and makes it a tool for the aid and convenience of the evaluator.
Frankly, if someone wants me to leave, they should tell me. I'd be glad to go. But, if this evaluator destroys me on TKES, the chances of getting out are slim.
Friday, November 22, 2013
The truth is out there...
a few are willing to speak the truth- Diane Ravitch, Valerie Strauss, Anthony Cody come to mind.
and Jack Hassard: And don’t be fooled into thinking that the NGSS were written by classroom teachers.
and Jack Hassard: And don’t be fooled into thinking that the NGSS were written by classroom teachers.
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