Almost back to school time

With one more week off before I report to work, I've been reading through the investigator's report on the Atlnta cheating. It's not inspiring at all. And, as much as I want to say that couldn't happen in my district, I can't. There are principals in the district who would create that climate where people will do anything to keep their jobs. Fortunately, I dont work for one of them, but I feel for those who do.
The things described in the report make me fell a little better about my habit of not looking over the kids' shoulders during testing, though we were supposed to do that, to make sure they were on track and not skipping items. I also don't do any of the cleanup erasing any more. I show them what I'm talking about, then leave it to them. After the CT SAT cheating investigation, I stopped doing any erasing.
More on this whole debacle later.

New Science Framework released

I haven't read it yet, but I will be going over the document carfully, since it will serve as the basis for Achieve to develop National Standards for Science.

Outrages

Kathie Marshall had a guest piece in the Washington Post recently. In it she outlines 13 things she's outraged about. It got me thinking about what my own list would look like. While I work on that, I'd like to know what others find outrageous. What sparks your outrage?

On the subject of teacher layoffs

Here's a judge's opinion, in a long-running case, of current layoff proposals.

As for arguments about whether to lay off new teachers or old dinosaurs like me, check out this open letter.

WHY TEACHERS LIKE ME SUPPORT UNIONS

1. There are too many megalomaniacs out there in administrative positions who use their authority like a weapon, instead of a tool. I've met them.

2. I teach in a "right to work state". My contract isn't worth the paper it's written on. We had statewide teacher furloughs last year. You may have seen it in the news.

3. I'm a child of union members. I'm well aware that some union officials are less than ethical (OK, corrupt). Eliminating unions is NOT the solution. Take care of the problem properly. Until I moved to this state, I had no idea there were still places in the USA where employees have virtually no rights. I feel like chattel.

4. By protecting the working conditions of the teachers, unions also protect the learning conditions your child faces every day. How well would you learn if the megalomanic in the front office were free to harass teachers during class with no restrictions on this behavior? I can tell you, I'd be wetting my pants, because if they can treat adults that way, I (the student) don't stand a chance. What about you?

More to come- it's time to get ready for another day in the classroom.

Performance Evaluations

Here's some food for thought on teacher performance evaluations, from New Jersey, where they are evidently looking at "value-added" models. NewJersey.com

From the article:

THE Teacher Effectiveness Task Force report issued March 3 by a panel appointed by Governor Christie recommended basing teacher evaluation significantly on student test scores.

My question is this: what evidence is there to support this model? We know by now that the LA Times results are questionable, the Vanderbilt study found performance pay to be ineffective, most of the brilliant schemes to pay kids for grades have been abandoned. So, in this world where we are supposed to be 'research-based' and use the 'data', where is the research to support these plans? And, "I believe it will work" is NOT good enough.

Oh, come on, FSU!

Mighty FSU is afraid that little Salem HS using the name Seminoles might 'cause confusion'? Those must be some fans of questionable sense and intelligence, if they think a ball game in Conyers has anything to do with FSU. Here's an article on the subject.

some people don't have much sense

Went to a park in the area. It's a remarkable place, a granite outcrop and former granite quarry that also happens to be home to a variety of specialist species. The diamorpha is up and starting to bloom, the senecio is blooming, carolina jessamine is blooming like crazy. Gorgeous. and then the trash left behind. I actually picked up a disposable shop towel and brought it back to toss in my trash. Here's a picture of someone's drink cup placed in easy view of the main trail into the preserve. Slobs! Would it really cost you to take it with you? I don't want to look at your trash!

Okay, I give up- what's with 8th graders?

i have found no answer to the riddle that is the 8th grade student. They are insanely immature, try to act like they are adults who know all, argue like kindergarteners, and dress like exotic dancers. But you'd better not MESS WITH THEM, or they will make you absolutely miserable. BTW, "messing with them" pretty much covers any expectations or limits you may have for them. Don't think they're going to do anything you want; you'll be sorely disappointed.
Yes, I agree that there are some who don't fit the above description. Unfortunately, the ones who seem to take up all of my (and colleagues') time do. I've stopped trying to understand. I just want to get to the end of this school year.

I can SO understand the sentiment

Here it is from SusanOhanian.org
I had one of those days on Friday. Actually left one of my collaboraive classes out of sheer frustration at the ridiculous scene before me. And the rudeness of one of my kids, who constantly whines for my help but that day decided to impress his peers, just pushed me over the top. Rather than stay and risk my mental health and/or employment, I just gathered my things and walked out of the room without a word.

On the fallacies of standardized testing

Here's Carol Cross's argument, on her blog and in Valerie Strauss's column. I thought she made her point quite well, but apparently some readers, both at the blog, and at the Washington Post, didn't really understand her satiricxal take on the situation.

Minor vindication

In the classroom, that is. A couple of days ago, I had a visitor who came to observe my class. This is not my principal, or assistant principal. This is someone from the district. Here's the background: I'm teaching a research-based, scripted reading program for students with learning diabilities. The visitor is the person who introduced this program to the district. In a sense, it's her baby. She trained me on it, and I'm using it for the first time (she has not taught this program herself). As is often the case, I see that there is a bit of a mismatch between my students' entty skills and the ideal for this program. So, I have made some adjustments to accommodate my kids, that I believe help them to get more out of the experience. In the observation, I was slightly shredded for not following the tested procedures, etc. We discussed it, and I felt bad for slacking off. The very next day, my kids are finishing up their practice assignment, and with some feedback, every single one of them completed it to my satisfaction (I'm pretty demanding), including the one I've been most concerned about. It jsut clicked for him, and he's zooming now. It was a great way to start the morning.

What a week I've had today

I don't know about anyone else, but it really bothers me when someone wants to critique my work based on fleeting glimpses. This person has not once set foot in my classroom in the three years I've been at this school, and wouldn't have my job for all the money in the world. This person lies to us regularly about district initiatives (such as, telling us some new task is mandatory for all the middle schools, then we find out from other schools that they aren't expected to do it), and uses intimidation and threats to inspire us to work more/harder/whatever. I'm so tired of jumping through manufactured hoops and resolving manufactured problems. It would be nice to be able to actually teach for a change.
Oh, and I was informed today of a student who threatened to hit me, and how it's my fault because of how I talked to him. I was not told who or when, but I could make a good guess. It's time for a good night's sleep and a vacation. Every day I'm more sure that this is the wrong place for me, but it doesn't look like anything else will come up soon. We're looking at more cuts, so transfer options will be limited at best.

Merit pay and "Value-added"

If you're familiar with the LA Times and their front page piece about how value-added measures can be so great for kids, and teachers, take a look at The Answer Sheet for 2/7/11. Then, take a look at this TED Talk on motivation by Dan Pink. It's very interesting material to think about. Basically seems to thoroughly validate the Vanderbilt study of merit pay from last year. Plain English: it doesn't work.
What do you think?
BTW, if anyone knows of an electronic edition of "Paying for Better Teaching: Merit Pay and Its Alternatives" by Lipsky, et al, 1984, I'd love to have the link. So far I know that it's available from Amason and paperback book swap.

Why am I teaching?

That was the question posed today by a student. First, let me set the scene (I can hear Estelle Getty as Sofia Petrillo on Golden Girls "Picture it!")
This is an inclusion class. Here, we call it 'collaborative', where I come into a class (actually a series of them, like running a relay) for half the period to support the content teacher in reaching the SWD. More on this model another time. Also, I've been a participant in a grant-funded project that aims to beef up teachers' pedagogical content knowledge in math and science. Some of the higher-ed folks involved in that have visited this class to observe me, so the kids know about it. They were impressed.
In this class, I arrive for the second half of the lesson. Today there was a test, and as kids finished up, they had instructions to start working on a project that was postponed from last week due to winter weather and heinous road conditions. So I come in, sit down at a student table, take out some stuff I need to work on, and use my mojo to keep an eye on the kids as they work and move around. Fast forward to me answering questions for two students, and a third one, sitting nearby, interrupts (as usual) and says loudly (as usual), "If you're so smart, why are you a teacher?" Before I can figure out how to respond (since I'm choking on my tongue at this point), my collab partner says, "Why would you ask something like that?" The student answers with "Well, I was just wondering why she's here when she's so smart?" Oooh-kaaay. Maybe the answer is that it's because I should have my head examined? Not sure how to take this. Should I be flattered, or insulted? Still don't know, after a couple of hours. It's good that the kid can recognize an intelligent (or maybe just educated) person, but, DAMN! Out of the mouths of babes, I guess.

Snow Day times 5!

In this part of the country, a winter storm struck last Sunday night. It was followed not by the usual warm weather that melts our snow quickly, but by days of FREEZING weather. Local authorities did not prepare adequately for these conditions, despite a week of warnings(?!), so roads have been a mess all week. No safe roads, no buses. No buses, no school. So I've been blessedly able to catch up on laundry, and even get a head start on readings and assignments for my online course. To the point where the articles are read and I have actual NOTES, instead of reading on the fly to respond to the questions for the week. It's kind of cool.
At least school officials had some sense and started announcing closings. On Sunday afternoon. When I got my first call, it hadn't even started snowing in my area- I was out shopping. The next day, the call came even earlier. For 5 days in a row, school was closed. That's pretty remarkable around here, barring a Category 5 hurricane (over 100 miles inland). What impressed me, however, was being notified THE DAY BEFORE.
Let me put this in perspective. Perhaps, in other parts of the country, it's not like this. Around here, when school is cancelled, the decision is typically made in the early hours of the morning. So, if the calling-tree doesn't work right (very common for people to 'forget' to call the next guy), you have no choice but to get up at the normal time and stare at the morning news, waiting for your district to be listed as 'closed' for that day. Then, you can go back to bed. If you can sleep. If you don't have school-age kids who are also up and hoping for an announcement. Some time back, there was even a district that made the decision AFTER buses started rolling. That means the elementary school kids had to be brought back home, since they are picked up earlier. It suggests a lack of consideration for the reality that the people affected by the decision may need some warning in order to re-organize their day.
Which is way I was impressed to get a call on Sunday afternoon. Even though I was thinking this would fizzle out, it was nice to be considered and notified in advance.

Work? day

Well, it was just as I feared. The whole day was taken up, and I didn't get to talk to my partners at all. In the afternoon, when the schedule said 'work in your rooms', I had a training session to prepare for what I'll be teaching in one of my classes. The upside? There was enough time to prepare materials so I can start right away.

I'm typing this at 3 am because my alarm rang at 1:46 instead of 6:15. Haven't even dozed since. Gonna be a great morning I'm sure.

New Year!

I left off 'Happy' because I'm reserving judgement as to whether this will be a happy one. I'm really not looking forward to going back to work, just because I know tomorrow will be full of meetings and wasted time. Students return the following day. All I really need (for me) is a couple of hours to organize my desk and get things ready to teach. Less, if I don't bother with the desk. Instead, I will spend the day in a strange purgatory. We'll see how productive it really is. For instance, will my planning group get any time to plan? Will I be able to meet with my collaborative partners (all 4 of them) to figure out a game plan, especially for the behavior issues? More likely, the time will be preplanned for us, because goodness knows we can't be trusted to determine for ourselves how to use the time. there's my snarky side coming out. That happens from time to time, especially right before and right after a waste-of-time meeting.
I've spent a nice chunk of my time during this holiday reading some of the books that seem to form the basis of the superintendent's new initiatives. So far, he's harped on 'professional learning communities'. Only thing is, the way he's describing it, it sounds like another meeting, with set agenda and (almost) predetermined outcomes. Progress monitoring and data collection also keep coming up in his communications.
My small class will have to decide once and for all which book they want to read next. I've offered 3 possibilities. It's only fair; I chose the first 2 books we read, and they choose the third. I've also told them why I'm offering these particular titles and which one I think would be good right now. We'll see how it goes.

Education: teacher testing

A groundbreaking study has found that the tests we teachers are required to pass have little value in determining whether a candidate will be a good teacher. Wow. Quick, call the papers. Oh, wait, someone already called USA Today with the shocking news.
And here I thought there was something wrong with me last year. After I passed one of those content-specific exams (required to add an area of certification), I didn't feel any smarter or more competent than before. I wonder why that was? *smacks head* Duh! (can you see the sarcasm dripping here?)
If you're interested in the article, it's on the USA Today website here:
http://www.usatoday.com/news/education/2006-04-09-teachers_x.htm

What do you have to say? I'd love to hear your thoughts on this.
Have you had to take one of these magic exams that determines your competence?

Education revelation- wow!

News flash! The longer a student struggles with reading skills, the harder it is for that student to catch up. Meaning, 5th graders with reading deficits have more trouble than 3rd graders with similar trouble, when provided similar interventions. Duh!!!
It took a high-level University study of 772 students in 50 schools to discover that it's harder to help older students than younger students.
Isn't this why the phrase "early intervention" exists? Why are we not intervening when these kids are in 1st, 2nd grade? I had a teacher tell me once,"I don't believe in referring". She was talking about referring kids with learning problems for testing and possible help. It makes no sense to me to wait till a kid is illiterate in middle school before deciding this needs to be addressed. What do you think?
Here'e the link: http://www.post-gazette.com/pg/06097/680249-298.stm